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10 m s 2 is of course also acceptable. Solutions usually show numerical answers using both values when they are significantly different.
5. Strict rules regarding significant digits are usually not applied to numerical answers. However, in some cases answers containing too many digits may be penalized. In general, two to four significant digits are acceptable. Numerical answers that differ from the published answer owing to differences in rounding throughout the question typically receive full credit. Exceptions to these guidelines usually occur when rounding makes a difference in obtaining a reasonable answer. For example, suppose a solution requires subtracting two numbers that should have five significant figures and that differ starting with the fourth digit (e.g., 20.295 and 20.278). Rounding to three digits will eliminate the level of accuracy required to determine the difference in the numbers, and some credit may be lost.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
mb
H h
x Use the electronic balance to determine the mass mc of the cart and the mass mb of one object. x Attach the object to the cart using the string. x Place the cart on the track and hang the object so that the string passes through the pulley. x Allow the object to fall a distance h from its initial position to the floor, using the meterstick to measure the distance fallen. x Use the stopwatch to measure the time t it takes the object to fall the distance h. x Measure the height H of the table.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
x x x x x (c)
Use the electronic balance to determine the mass m of the cart. Set the track at an incline, and measure the height h of the incline. Place the cart at the top of the incline, and release from rest. Using the stopwatch, measure the time t it takes for the cart to move down the incline. Measure the distance d that the cart moves down the incline.
6 points For a clear indication of the initial potential energy of the system For a clear indication of the final potential energy of the system For a clear indication of the initial kinetic energy of the system For a clear indication of the final kinetic energy of the system For a correct calculation of the instantaneous velocity of the system Example #1 Initial gravitational potential energy: U g 0 Final gravitational potential energy: U gf Initial kinetic energy: K 0 Final kinetic energy: K f
0
mc gH mb gh mc gH
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
mgh 0
1 2 mu f 2 1 Acceleration is constant, so d u u f t . 2 0 2d uf t
(d) 2 points For identifying a reasonable cause for the increase in energy For a reasonable explanation related to the cause identified Example An unintentional push was applied to the cart, thus increasing the initial energy. (e) 2 points For identifying a reasonable cause for the decrease in energy related to the nonconservative forces acting on the system For a reasonable explanation related to the cause identified Example Friction acting on the object decreases the speed, thereby decreasing the energy. 1 point 1 point 1 point 1 point
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.