@EveningSwan QQT stands for " Qualitative-Quantitative Translation" It generally asks you to answer qualitatively(using words) and quantitatively(using equations) .
I’m not sure about the labs since I’m self-studying this course.
To answer your second question; yes, you have to know about Kirchoff’s laws. I would know how to do problems with two batteries just in case. The syllabus is here if you want it:
It starts on page 1.
@ZucchiniSoup There are no specific labs that you will be tested on.
@KE3299 - Didn’t you have to mention both conservation of energy and momentum?
Yeah, you did. I’m guessing he forgot to mention the conservation of energy part.
@AlphaDragon …I think that they will probably have a momentum or energy/work FRQ rather than gravitation. The ony really difficult gravitation concept is with the keplers law T squared equals r cubed linearization to find the mass of a star (AP Phys C Mechanics problem from before).
Do you all know how much I should know about inertial frame of reference and relative velocity? It was on the practice exam, but we never went over it in class.
Are you sure we have to know that? Because the syllabus doesn’t say anything about either of those topics.
Both inertial mass (F=ma) and gravitational mass are subconcepts of forces and basic gravitation . they were also on the practice exam so I would look over them since the practice exam was from college board
Guys,
I need some help. How would you calculate the velocity of a wave using the period and the wavelength?
Use the equation:
frequency = (speed)/(wavelength)
Remember that period is just 1/(frequency), and vice versa. Just convert the period into frequency using this relationship, and then plug the numbers into the formula.
How do you do #1 on the sample multiple choice? 2 solid spheres of radius R, find the gravitational force when radius is 3R?
I understand that it’s 81 times the original force because the mass of each object is 27 times that of the original mass, but why is “r” 3^2 when the distance between the objects’ center is now 6R?
You are right when you said that distance from each of the object’s centers is now 6R apart. So in the original situation, the objects are 2R apart, and now they are 6R apart. This means that the distance between the center of masses of the two objects is now increased by a factor of 3.
If you do the calculations correctly using the factors each term is increased by, you should get this:
(27 * 27)/(9)
= 81
You don’t need the whole entire term, just the factors that each term is increased by because all the answer choices involve some number times the original force that they exert on each other.
@thatasianguy115 Yes. That’s new this year. Can always have all of those
Since rotational motion was not on the practice exam, it is highly likely it will be on the AP. Does anyone have any ideas on what labs/frq questions could be asked regarding rotational/angular motion?
@yoda4ever - I doubt they’d make us calculate acceleration of a pulley using torques – it takes too long – so most likely just conservation of energy. Maybe something with objects of different inertia rolling down an incline?
Where did everybody get the 25 practice questions or the 50 practice questions? Did you guys get it from your teachers?
@rdeng2614 Yep, teachers who are registered with AP Audit (or something like that, I forgot the name) will receive the practice test for AP Physics 1. However, they are not allowed to release it or hand it back to the students.
@rdeng2614 I meant the full practice exam. Sample questions could be found on Collegeboard’s website and AP Physics 1 & 2 Course Guide.
Anyone know how to answer the questions that are like: explain how your equationw in part b reexpress your reasoning in part a. Do not simply refer to any final results of your calculations, but instead indicate how terms in equations correspond to concepts in your qualitative explanation.
@bobthebuilder13 I figured out the first free response from the sample problems released by the college board today at a study session with my teacher.
For part a (designing the experiment): Strike a tuning fork and bring it across each chime listening for a loud sound (where the air is resonating). Then continue bringing the tuning fork across the chimes until you can find the next chime where you hear a loud sound. Record the length of each chime you found where the air is resonating. Also make sure to record the frequency of the tuning fork used.
b: Find the difference in the length of the two chimes you measured and that will give you the value of half of a wavelength, Multiply that by two to find a whole wavelength, and then use the formula velocity=wavelength*frequency to find the speed of sound in air. The frequency used should be that of the tuning fork.
c: An assumption made is that the chimes are arranged so that the two chimes in which the air resonated are consecutive harmonics, where the difference in their lengths will be exactly half of a wavelength. If they were not consecutive wavelengths, then the difference in their lengths will give you a value greater then a half of a wavelength, in which case the velocity would end up appearing to be greater than it actually is.
d: The first thing you should do is draw a trend line through the data. Since frequency=1/Period, v=wavelength/period so the velocity will actually just be the inverse of the slope.