AP Physics 1 FRQ Practice by Topic 2027
Choose a topic to practice four original free-response prompts: Mathematical Routines, Translation Between Representations, Experimental Design & Analysis, and Qualitative/Quantitative Translation.
Quick answer
How much AP Physics 1 FRQ practice is available?
There are 4 original free-response questions for each of the 43 official AP Physics 1 topics, giving 172 topic FRQs across the four current AP response modes.
Key facts
- 43 topic banks.
- 4 FRQs per topic.
- 172 topic FRQs total.
All 43 topic banks
Choose the exact AP Physics 1 topic
All 43 official topics are available. Each MCQ bank contains 42 original questions and each FRQ bank contains four prompts aligned to the four current free-response task types.
Topic 1.1Scalars & Vectors in One Dimension4 FRQsTopic 1.2Displacement, Velocity & Acceleration4 FRQsTopic 1.3Representing Motion4 FRQsTopic 1.4Reference Frames & Relative Motion4 FRQsTopic 1.5Vectors & Motion in Two Dimensions4 FRQsTopic 2.1Systems & Center of Mass4 FRQsTopic 2.2Forces & Free-Body Diagrams4 FRQsTopic 2.3Newton’s Third Law4 FRQsTopic 2.4Newton’s First Law4 FRQsTopic 2.5Newton’s Second Law4 FRQsTopic 2.6Gravitational Force4 FRQsTopic 2.7Kinetic & Static Friction4 FRQsTopic 2.8Spring Forces4 FRQsTopic 2.9Circular Motion4 FRQsTopic 3.1Translational Kinetic Energy4 FRQsTopic 3.2Work4 FRQsTopic 3.3Potential Energy4 FRQsTopic 3.4Conservation of Energy4 FRQsTopic 3.5Power4 FRQsTopic 4.1Linear Momentum4 FRQsTopic 4.2Change in Momentum and Impulse4 FRQsTopic 4.3Conservation of Linear Momentum4 FRQsTopic 4.4Elastic and Inelastic Collisions4 FRQsTopic 5.1Rotational Kinematics4 FRQsTopic 5.2Connecting Linear and Rotational Motion4 FRQsTopic 5.3Torque4 FRQsTopic 5.4Rotational Inertia4 FRQsTopic 5.5Rotational Equilibrium and Newton’s First Law in Rotational Form4 FRQsTopic 5.6Newton’s Second Law in Rotational Form4 FRQsTopic 6.1Rotational Kinetic Energy4 FRQsTopic 6.2Torque and Work4 FRQsTopic 6.3Angular Momentum and Angular Impulse4 FRQsTopic 6.4Conservation of Angular Momentum4 FRQsTopic 6.5Rolling4 FRQsTopic 6.6Motion of Orbiting Satellites4 FRQsTopic 7.1Defining Simple Harmonic Motion (SHM)4 FRQsTopic 7.2Frequency and Period of SHM4 FRQsTopic 7.3Representing and Analyzing SHM4 FRQsTopic 7.4Energy of Simple Harmonic Oscillators4 FRQsTopic 8.1Internal Structure and Density4 FRQsTopic 8.2Pressure4 FRQsTopic 8.3Fluids and Newton’s Laws4 FRQsTopic 8.4Fluids and Conservation Laws4 FRQs
Topic 3.1 · 4 FRQs
Translational Kinetic Energy FRQ Set
Write a complete response before opening the reasoning guide. The four prompts deliberately use different response modes.
Topic 3.1 representation anchorUse the picture together with words and equations—not as decoration.
A physical system is described by this Topic 3.1 situation: A car increases speed from 10 m/s to 20 m/s without changing mass.
- (a) State the physical model and identify the system, reference point/axis, or sign convention needed before calculation.
- (b) Starting from K = ½mv², derive or calculate the requested quantity symbolically before substituting numerical values when possible.
- (c) State the SI unit and explain whether the sign or magnitude of the result is physically reasonable.
- (d) Identify one assumption or condition that must be true for the relationship you used.
Reasoning and scoring guide
- Part (a): identifies the correct system/model and necessary convention.
- Part (b): uses K = ½mv² consistently and shows an algebraic pathway rather than an unsupported answer.
- Part (c): gives the correct SI unit and interprets sign/magnitude in the physical context.
- Part (d): states a valid condition from the Topic 3.1 scope. Expected physical conclusion: K depends on v², so its translational kinetic energy becomes four times as large.
Physics modelCorrect system, principle, assumptions and relationship.
RepresentationDiagram/graph/equation is labeled and actually supports the claim.
Evidence & unitsQuantities, units, trends and experimental evidence are physically consistent.
CommunicationReasoning explicitly connects evidence to the conclusion.
Consider this Topic 3.1 situation: Two identical carts move at +4 m/s and −4 m/s.
- (a) Draw or describe the most useful representation for the situation: a graph, vector/force/torque diagram, energy or momentum bar chart, motion representation, or fluid schematic as appropriate.
- (b) Label the quantities and directions that carry physical meaning in the representation.
- (c) Translate the representation into one or more equations or proportional relationships.
- (d) Use the representation to predict how the result changes if one physically relevant parameter is increased while the others are held fixed.
Reasoning and scoring guide
- Part (a): chooses a representation that directly exposes the Topic 3.1 model rather than a decorative sketch.
- Part (b): labels relevant signs, directions, axes, energy stores, momentum vectors, or fluid quantities.
- Part (c): connects the representation to a valid relationship such as K₂/K₁ = (v₂/v₁)².
- Part (d): makes a correct parameter-change prediction and justifies it from the representation/equation. Expected core reasoning: Their velocities differ, but their speeds are equal, so their kinetic energies are equal.
Physics modelCorrect system, principle, assumptions and relationship.
RepresentationDiagram/graph/equation is labeled and actually supports the claim.
Evidence & unitsQuantities, units, trends and experimental evidence are physically consistent.
CommunicationReasoning explicitly connects evidence to the conclusion.
Design a feasible classroom investigation of a relationship from Topic 3.1, using K = ½mv² as the starting model.
- (a) State a testable question and identify the independent and dependent variables.
- (b) Describe equipment, what is measured directly, and at least two important control variables.
- (c) Describe repeated trials and one method for reducing or estimating measurement uncertainty.
- (d) Specify the graph to plot, including transformed/linearized axes if useful, and state what feature of the graph would support the model.
- (e) Name one realistic source of systematic error and state how it would bias the result.
Reasoning and scoring guide
- Part (a): varies one physically relevant quantity and measures a response predicted by the model.
- Part (b): gives measurable quantities and controls parameters that otherwise change the predicted relationship.
- Part (c): uses repeated measurements and an explicit uncertainty/reliability method.
- Part (d): proposes a graph whose slope/intercept/shape can be compared with K = ½mv².
- Part (e): identifies a concrete systematic effect and predicts its direction of bias rather than merely saying “human error.”
Physics modelCorrect system, principle, assumptions and relationship.
RepresentationDiagram/graph/equation is labeled and actually supports the claim.
Evidence & unitsQuantities, units, trends and experimental evidence are physically consistent.
CommunicationReasoning explicitly connects evidence to the conclusion.
Use this Topic 3.1 situation: A bicycle wheel rolls down a road.
- (a) Make a qualitative prediction before calculating and identify the physical principle behind it.
- (b) Use a Topic 3.1 relationship to support the prediction quantitatively or proportionally.
- (c) A student claims, “Kinetic energy can be negative when velocity is negative.” Evaluate the claim and correct it using the same physical model.
- (d) State a limiting case or boundary condition that provides an independent check on your conclusion.
Reasoning and scoring guide
- Part (a): states a defensible prediction and names the governing principle.
- Part (b): connects the prediction to a correct equation/proportionality with defined quantities.
- Part (c): rejects the misconception for the right reason: No. K uses v² and is nonnegative.
- Part (d): uses a physically meaningful limit or scope condition to check consistency. Expected situation conclusion: Its center of mass translates, so it has translational kinetic energy; its rotation is additional energy treated later in Unit 6.
Physics modelCorrect system, principle, assumptions and relationship.
RepresentationDiagram/graph/equation is labeled and actually supports the claim.
Evidence & unitsQuantities, units, trends and experimental evidence are physically consistent.
CommunicationReasoning explicitly connects evidence to the conclusion.