SG Unit2summativefrq

AP PHYSICS 2 Scoring Guide
unit 2 summative frq
1.
The figure above shows a 0.20 m diameter cylinder fitted with a frictionless piston, initially fixed in place. The
cylinder contains 2.0 moles of nitrogen gas at an absolute pressure of 4.0 x 105 Pa. Nitrogen gas has a molar mass
of 28 g/mole and it behaves as an ideal gas.
(a) Calculate the force that the nitrogen gas exerts on the piston.
(b) Calculate the volume of the gas if the temperature of the gas is 300 K.
(c) In a certain process, the piston is allowed to move, and the gas expands at constant pressure and pushes the
piston out 0.15 m. Calculate how much work is done by the gas.
(d) Which of the following is true of the heat energy transferred to or from the gas, if any, in the process in part
(c)?
_____ Heat is transferred to the gas.
_____ Heat is transferred from the gas.
_____ No heat is transferred in the process.
Justify your answer.
Part A
Using the relationship between pressure and force
P = F/A
1 point(s) earned: For correctly determining the area of the piston
A = πR2 = π(0.20 m/2)2
F = PabsA = PabaπR2
1 point(s) earned: For correct substitution of values for pressure and area (or for correct answer in the absence of
explicitly showing the substitution)
F = (4.0 x 105 Pa)π(0.20 m/2)2
F = 1.3 x 104 N
AP Physics 2 Page 1 of 104

Scoring Guide
0 1 2
The student earns two of the following points:
Using the relationship between pressure and force
P = F/A
1 point(s) earned: For correctly determining the area of the piston
A = πR2 = π(0.20 m/2)2
F = PabsA = PabaπR2
1 point(s) earned: For correct substitution of values for pressure and area (or for correct answer in the absence of
explicitly showing the substitution)
F = (4.0 x 105 Pa)π(0.20 m/2)2
F = 1.3 x 104 N
Part B
Using the ideal gas law
PV = nRT
V = nRT/P
1 point(s) earned: For correct substitution of at least three numerical values
1 point(s) earned: For the correct answer
V = 1.2 x 10 -2 m 3
0 1 2
Using the ideal gas law
PV = nRT
Page 2 of 104 AP Physics 2

Scoring Guide
V = nRT/P
1 point(s) earned: For correct substitution of at least three numerical values
V = 1.2 x 10 -2 m 3
Part C
Using the expression for the work done on the gas
Won = -P∆V
The work done by the gas has the opposite sign
Wby = Pabs∆V
1 point(s) earned: For a correct expression for the change in volume
∆V= Ax = πR2x
Wby = PabsπR2x
1 point(s) earned: For substituting the correct pressure and a change in volume
Wby = (4.0 x 105 Pa) π (0.20 m/2)2(0.15 m)
Wby = 1.9 x 103 J
Alternate solution
For substituting the value of force from part (a)
For substituting the correct value for the distance
0 1 2
Using the expression for the work done on the gas
Won = -P∆V
The work done by the gas has the opposite sign
Wby = Pabs∆V

Scoring Guide
1 point(s) earned: For a correct expression for the change in volume
∆V= Ax = πR2x
Wby = PabsπR2x
1 point(s) earned: For substituting the correct pressure and a change in volume
Wby = (4.0 x 105 Pa) π (0.20 m/2)2(0.15 m)
Wby = 1.9 x 103 J
Alternate solution
For substituting the value of force from part (a)
For substituting the correct value for the distance
Part D
1 point(s) earned: For correctly indicating that heat is transferred to the gas
1 point(s) earned: For any indication that because the expansion occurs under constant pressure, the temperature or
internal energy of the gas increases.
1 point(s) earned: For correctly applying the first law of thermodynamics to explain why heat is transferred to the gas.
For example: Since the internal energy goes up while the gas loses energy by doing work, heat must be added.
0 1 2 3
The student earns three of the following points:
1 point(s) earned: For correctly indicating that heat is transferred to the gas
1 point(s) earned: For any indication that because the expansion occurs under constant pressure, the temperature or
internal energy of the gas increases.
1 point(s) earned: For correctly applying the first law of thermodynamics to explain why heat is transferred to the gas.
For example: Since the internal energy goes up while the gas loses energy by doing work, heat must be added.
Units point
1 point(s) earned: For including correct units in at least two of the answers in (a) through (c)
0 1

Scoring Guide
The student earns one of the following points:
1 point(s) earned: For including correct units in at least two of the answers in (a) through (c)

Scoring Guide
2. Directions: This question is a long free-response question. Show your work for each part of the question.
2. (12 points, suggested time 25 minutes)
A cylinder with a movable piston contains a sample of ideal gas. A temperature probe and a pressure probe
are inserted into the cylinder, as shown above. The sample of gas is taken through a three-step cycle, ABCA.
• In process AB, the volume is decreased to its original value while constant pressure is maintained.
• In process BC, the gas expands back to its original volume isothermally.
• In process CA, the gas returns to its original state without any work being done on or by the gas.
(a)
i. On the axes below, draw a graph of pressure P as a function of volume V for the three-step process ABCA,
labeling states B and C. The pressure and volume of state A are and , respectively. Label the axes with the
values of pressure and volume for states B and C in terms of and .
ii. For process BC, is energy added to the gas by heating or removed from the gas by cooling? Support your claim
using physics principles.
(b) For process CA, is the net flow of energy into the gas or out of the gas? Explain your reasoning using physics
principles. Describe one method by which this flow of energy could be accomplished in the laboratory.

Scoring Guide
(c) Curves 1 and 2 below show the distributions of particle speeds when the sample of gas is in two of the states,
with curve 1 a state that occurs before curve 2 as the gas goes through the cycle. Which states correspond to curve
1 and 2? Support your claim using physics principles.
Part A
PART i
1 point is earned: For a horizontal line to the left of A, that stops at
1 point is earned: For a concave up curve representing an isotherm for process BC (does not have to go through all the
right points between B and C)
1 point is earned: For a vertical line for CA
1 point is earned: For locating C such that
1 point is earned: For labeling axes and points (scaling of grid doesn’t matter here, as long as labels are logical with
respect to A)
Applying this scheme, if B is to the right of A you cannot earn the point for isotherm but can still get the point for the
vertical line.
PART ii
1 point is earned: For recognizing that because the process is isothermal
1 point is earned: For recognizing that the gas loses energy via work
1 point is earned: For using the first law of thermodynamics or conservation of energy with above two ideas to get a
consistent answer for the energy transfer

Scoring Guide
Any appropriate sign convention can be used when applying the first law.
0 1 2 3 4 5 6 7 8
Student response earns 8 of the following 8 point(s)
PART i
1 point is earned: For a horizontal line to the left of A, that stops at
1 point is earned: For a concave up curve representing an isotherm for process BC (does not have to go through all the
right points between B and C)
1 point is earned: For a vertical line for CA
1 point is earned: For locating C such that
1 point is earned: For labeling axes and points (scaling of grid doesn’t matter here, as long as labels are logical with
respect to A)
Applying this scheme, if B is to the right of A you cannot earn the point for isotherm but can still get the point for the
vertical line.
PART ii
1 point is earned: For recognizing that because the process is isothermal
1 point is earned: For recognizing that the gas loses energy via work
1 point is earned: For using the first law of thermodynamics or conservation of energy with above two ideas to get a
consistent answer for the energy transfer
Any appropriate sign convention can be used when applying the first law.
Part B
1 point is earned: For correctly justifying that the net flow of energy is into the gas
1 point is earned: For a correct procedure to accomplish process CA experimentally that is consistent with the heat flow
direction stated
Example: By the ideal gas law the temperature increases and thus the internal energy, so energy must be added. This can
be accomplished by fixing the piston and placing the cylinder in a warm bath.
0 1 2

Scoring Guide
1 point is earned: For correctly justifying that the net flow of energy is into the gas
1 point is earned: For a correct procedure to accomplish process CA experimentally that is consistent with the heat flow
direction stated
Example: By the ideal gas law the temperature increases and thus the internal energy, so energy must be added. This can
be accomplished by fixing the piston and placing the cylinder in a warm bath.
Part C
1 point is earned: For identifying the curves with the states consistent with previous responses
Given correct previous responses, curve 1 is state C and/or B and curve 2 is state A.
1 point is earned: For a correct justification
Example: Curve 1 represents a lower temperature since the distribution has a lower average speed. Since B and C are on
the same isotherm they have the same temperature so it cannot be these two states. Using , state A has a
higher temperature than B and C. Since the lower temperature occurs first, curve 1 is state C and curve 2 is state A.
Note: Students can be awarded the second point for clearly indicating an understanding that the speed distribution shown
in Curve 2 relates to a greater temperature or internal energy than Curve 1.
0 1 2
1 point is earned: For identifying the curves with the states consistent with previous responses
Given correct previous responses, curve 1 is state C and/or B and curve 2 is state A.
1 point is earned: For a correct justification
Example: Curve 1 represents a lower temperature since the distribution has a lower average speed. Since B and C are on
the same isotherm they have the same temperature so it cannot be these two states. Using , state A has a
higher temperature than B and C. Since the lower temperature occurs first, curve 1 is state C and curve 2 is state A.
Note: Students can be awarded the second point for clearly indicating an understanding that the speed distribution shown
in Curve 2 relates to a greater temperature or internal energy than Curve 1.

Scoring Guide
3. A cylindrical container is fitted with a frictionless piston that is initially locked in place. The cylinder contains a
fixed amount of an ideal gas that is initially at room temperature and atmospheric pressure.
(a) The cylinder is placed in a hot-water bath. On the axes below, sketch a graph of pressure versus temperature
for the process the gas undergoes as a result, and indicate the direction of the process on the graph.
(b) The cylinder is removed from the hot-water bath. After equilibrium is reached, the lock is removed so the
piston is free to move. Indicate whether the piston moves up, moves down, or remains stationary.
____ Moves up ____ Moves down ____ Remains stationary
(c) When the system is again at equilibrium, the piston is pushed down very slowly. On the axes below, sketch a
graph of pressure versus volume for the process the gas undergoes as a result, and indicate the direction of the
process on the graph. Label this process “C.”

Scoring Guide
(d) Now the piston is pulled up quickly, so no heat is added to or removed from the gas during the process. On the
axes above, sketch a graph of pressure versus volume for the process the gas undergoes as a result, and indicate
the direction of the process on the graph. Label this process “D.”
Part A
1 point(s) earned for: a graph showing pressure proportional to temperature (i.e., a straight line segment that, if extended,
would pass through the origin)

Scoring Guide
1 point(s) earned for: showing that the initial pressure and initial temperature are not zero
1 point(s) earned for: a final state that is at a higher pressure and temperature than the initial state (regardless of the
shape of the path)
0 1 2 3
1 point(s) earned for: a graph showing pressure proportional to temperature (i.e., a straight line segment that, if extended,
would pass through the origin)
1 point(s) earned for: showing that the initial pressure and initial temperature are not zero
1 point(s) earned for: a final state that is at a higher pressure and temperature than the initial state (regardless of the
shape of the path)
Part B
1 point(s) earned for: selecting “Moves down”
1 point(s) earned for: recognition of the piston’s mass, which is pulled down by the force of gravity
Note: One point could be earned for selecting “Remains stationary” with a clear explanation that the internal and external
pressures are equal or that the system returned to the original pressure P0

Scoring Guide
0 1 2
1 point(s) earned for: selecting “Moves down”
1 point(s) earned for: recognition of the piston’s mass, which is pulled down by the force of gravity
Note: One point could be earned for selecting “Remains stationary” with a clear explanation that the internal and external
pressures are equal or that the system returned to the original pressure P0
Part C & D
These two parts are closely linked; therefore they are scored as a unit.
1 point(s) earned for: drawing curve C as concave up, with a negative slope
1 point(s) earned for: drawing curve D as concave up, with a negative slope
1 point(s) earned for: drawing the final state of curve C and the initial state of curve D as the only point where the two
curves intersect
1 point(s) earned for: drawing curve C above curve D
1 point(s) earned for: correct labels and directions of arrows on both processes

Scoring Guide
0 1 2 3 4 5
The student earns five of the following points:
These two parts are closely linked; therefore they are scored as a unit.
1 point(s) earned for: drawing curve C as concave up, with a negative slope
1 point(s) earned for: drawing curve D as concave up, with a negative slope
1 point(s) earned for: drawing the final state of curve C and the initial state of curve D as the only point where the two
curves intersect
1 point(s) earned for: drawing curve C above curve D
1 point(s) earned for: correct labels and directions of arrows on both processes

Scoring Guide
4.
The diagram above of pressure P versus volume V shows the expansion of 2.0 moles of a monatomic ideal gas
from state A to state B. As shown in the diagram, PA = PB = 600 N/m2 , VA = 3.0 m3 , and VB = 9.0 m3.
(a)
i. Calculate the work done by the gas as it expands.
ii. Calculate the change in the internal energy of the gas as it expands.
iii. Calculate the head added to or removed from the gas during this expansion.
(b) The pressure is then reduced to 200 N/m2 without changing the volume as the gas is taken from state B to state
C. Label state on the diagram and draw a line or curve to represent the process from state B to state C.
(c) The gas is then compressed isothermally back to state A.
i. Draw a line or curve on the diagram to represent this process.
ii. Is head added to or removed from the gas during this isothermal compression?
____added to ____removed from
Part A
One point is earned for a correct calculation of the work done on the gas
Won = -P∆V
Won = -(600N/m2)(9.0m3 - 3.0m3)
Won = -3600J
Won = 3600J
One point is earned for recognition that the work done by the gas is the negative of the work done on the gas

Scoring Guide
Wby = 3600J
One point is earned for a correct expression or derivation of the expression for ΔU
One point is earned for a correct calculation of T's or ΔT using the ideal gas law, PV = nRT
One point is earned for correct answer ΔU=5400J
One point is earned for correct substitution of answers from parts (i) and (ii) into the first law of thermodynamics
ΔU=Q+Won
Q= Δ U- Won
Q=5400 J-(-3600 J)
Q=9000 J
0 1 2 3 4 5 6
The student earns all of the following points:
One point is earned for a correct calculation of the work done on the gas
Won = -P∆V
Won = -(600N/m2)(9.0m3 - 3.0m3)
Won = -3600J
Won = 3600J
One point is earned for recognition that the work done by the gas is the negative of the work done on the gas
Wby = 3600J
One point is earned for a correct expression or derivation of the expression for ΔU
One point is earned for a correct calculation of T's or ΔT using the ideal gas law, PV = nRT

Scoring Guide
One point is earned for correct answer ΔU=5400J
One point is earned for correct substitution of answers from parts (i) and (ii) into the first law of thermodynamics
ΔU=Q+Won
Q= Δ U- Won
Q=5400 J-(-3600 J)
Q=9000 J
Part B
One point is earned for point C plotted and labeled correctly as above, and for a correct straight line from point B to point
C
0 1
The student earns all of the following points:
One point is earned for point C plotted and labeled correctly as above, and for a correct straight line from point B to point
C

Scoring Guide
Part C
One point is earned for a correct curve from point C to point A (curve must be concave upward)
One point is earned for correctly indicating that heat is removed from the gas
One point is earned for correct justification such as explaining in words or symbols that the change in internal energy is
zero, so from first law of thermodynamics Q = -W. Since the work done on the gas is greater than zero, Q is negative,
Therefore heat is removed from the gas.
0 1 2 3
One point is earned for a correct curve from point C to point A (curve must be concave upward)
One point is earned for correctly indicating that heat is removed from the gas
One point is earned for correct justification such as explaining in words or symbols that the change in internal energy is
zero, so from first law of thermodynamics Q = -W. Since the work done on the gas is greater than zero, Q is negative,
Therefore heat is removed from the gas.

Scoring Guide
5.
An experiment is performed to determine the number n of moles of an ideal gas in the cylinder shown above. The
cylinder is fitted with a movable, frictionless piston of area A. The piston is in equilibrium and is supported by the
pressure of the gas. The gas is heated while its pressure P remains constant. Measurements are made of the
temperature T of the gas and the height H of the bottom of the piston above the base of the cylinder and are
recorded in the table below. Assume that the thermal expansion of the apparatus can be ignored.
(a) Write a relationship between the quantities T and H, in terms of the given quantities and fundamental
constants, that will allow you to determine n.
(b) Plot the data on the axes below so that you will be able to determine n from the relationship in part (a). Label
the axes with appropriate numbers to show the scale.
(c) Using your graph and the values A = 0.027 m2 and P = 1.0 atmosphere, determine the experimental value of n.
Part A
1 point is earned: For writing the ideal gas equation of state

Scoring Guide
PV = nRT
1 point is earned: For an indication that V = AH
PAH = nRT
Note: Simply writing PAH = nRT or the equivalent earned both points. If the student tried to rearrange the equation,
algebra mistakes were not penalized in this part.
0 1 2
The student response earns all of the following points:
1 point is earned: For writing the ideal gas equation of state
PV = nRT
1 point is earned: For an indication that V = AH
PAH = nRT
Note: Simply writing PAH = nRT or the equivalent earned both points. If the student tried to rearrange the equation,
algebra mistakes were not penalized in this part.
Part B
1 point is earned: For labeling both axes with linear numerical scales
1 point is earned: For having neither axis labeled with its scale starting at zero (no penalty for showing zero at the end of
an axis and a “break” in the axis)
2 points are earned: For accurately plotting five data points that closely fit a straight line with a positive slope
One point was lost if some points were inaccurately plotted.
Both points were lost if the data points were not visible, even if a line was drawn.
Example answer shown below. The question did not ask for a best-fit line, and it was not required for this part. However,
a line is shown in the example, since it could be used in the determination of n.

Scoring Guide
0 1 2 3 4
1 point is earned: For labeling both axes with linear numerical scales
1 point is earned: For having neither axis labeled with its scale starting at zero (no penalty for showing zero at the end of
an axis and a “break” in the axis)
2 points are earned: For accurately plotting five data points that closely fit a straight line with a positive slope
One point was lost if some points were inaccurately plotted.
Both points were lost if the data points were not visible, even if a line was drawn.
Example answer shown below. The question did not ask for a best-fit line, and it was not required for this part. However,
a line is shown in the example, since it could be used in the determination of n.

Scoring Guide
Part C
From part (a), H =
1 point is earned: For any clear indication that the student used more than one data point
For example: Setting up a slope calculation using subtraction, averaging calculated values for n or the ratio H/T, or using
a linear regression on the calculator
1 point is earned: For the correct slope of a best-fit line through the data points (this point not awarded if slope method
not used)
1 point is earned: For correct substitutions into a correct expression containing n using consistent units for the values of
P,R,A, and H
Example using the line shown above, which happens to go through the first and last data points
Slope of line = nR/PA
Slope =
1 point is earned: For a numerical answer that follows from substitutions into the correct expression above
n = 1.11 moles

Scoring Guide
0 1 2 3 4
From part (a), H =
1 point is earned: For any clear indication that the student used more than one data point
For example: Setting up a slope calculation using subtraction, averaging calculated values for n or the ratio H/T, or using
a linear regression on the calculator
1 point is earned: For the correct slope of a best-fit line through the data points (this point not awarded if slope method
not used)
1 point is earned: For correct substitutions into a correct expression containing n using consistent units for the values of
P,R,A, and H
Example using the line shown above, which happens to go through the first and last data points
Slope of line = nR/PA
Slope =
1 point is earned: For a numerical answer that follows from substitutions into the correct expression above
n = 1.11 moles

Scoring Guide
6. This question is a short free-response question. Show your work for each part of the question. (10 points,
suggested time 15 minutes)
A sample of an ideal gas can be taken through the two cycles shown in the graphs above of pressure as a
function of volume . In each cycle the gas starts and ends in state . The gas is contained in a cylindrical
container with a movable piston.
(a) Rank the temperature of the gas for each labeled state in cycle . Clearly indicate the order of ranking and if
any states have the same temperature. Justify your ranking using information from the graph.
(b) Calculate the net work on the gas during cycle . Justify your answer.
(c) Given that the net change in internal energy for a closed cycle is zero, determine whether energy is added to
the gas by heating or removed by cooling in each cycle. Support your claim in a coherent paragraph-length
response that qualitatively compares the amounts of energy added to the gas by heating or removed by cooling in
the two cycles and refers to the work done on the gas and the change in internal energy of the gas.
Part A
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
Correct Answer: The correct temperature ranking is .
0 1 2 3
The response accurately includes all of the following criteria.
1 point is earned for correctly indicating either the greatest or smallest temperature.
1 point is earned for correctly indicating the other of the greatest or smallest temperatures and an attempt
at justification.

Scoring Guide
1 point is earned for a correct justification that the temperature is proportional to , given references to
specific information from the graph.
Example Response:
The temperature at the locations indicated on cycle 1 from greatest to least is A, B, C. This is because temperature is
proportional to pressure times volume. At A, this is , at B this is , and C is at , which
results in the ranking given.
Part B
Note: Subscripts do not need to be indicated to earn credit and indicating the sign of work in the first point is not required
to earn credit.
0 1 2
The response accurately includes both of the following criteria.
1 point is earned for correctly answering , with an attempt at justification.

1 point is earned for a justification that includes evaluating of the area enclosed by the triangle.
Example Response:
The net work done on the gas during cycle 1 is . The net work is found by calculating the area enclosed by the
cycle.
Part C
0 1 2 3 4 5
1 point is earned for indicating that the work done on the gas is negative for both cycles.
1 point is earned for applying conservation of energy to the situation, i.e. .
1 point is earned for an explanation that correctly relates the sign of the work to the energy added to the
gas by heating or removed by cooling that is consistent with the first point.

Scoring Guide
1 point is earned for indicating that the work done is greater in cycle (cycle 1) because the
enclosed area is greater, so the energy added by heating is greater.
1 point is earned for a logical, relevant, and internally consistent argument that addresses the question
asked and follows the guidelines described in the published requirements for the paragraph-length
response.
Example Response:
The net work done on the gas for both cycles is negative because the work done on the gas from B to C and D to E is less
than the work done by the gas from C to A or E to A. The change in internal energy for a closed cycle is zero, so
. Since W is negative, Q must be positive, which indicates that in each cycle, energy was added to the gas by
heating. The amount of work done on the gas in cycle 1 is greater than in cycle 2 because the area enclosed by the cycle is
greater in cycle 1 than in cycle 2, therefore the amount of energy removed by cooling is greater in cycle 1 than cycle 2.
(a) Rank the temperature of the gas for each labeled state in cycle . Clearly indicate the order of ranking and if
(b) Calculate the net work on the gas during cycle . Justify your answer.
Part A

Scoring Guide
0 1 2 3
Example Response:
The temperature at the locations indicated on cycle 1 from greatest to least is L, J, K. This is because temperature is
proportional to pressure times volume. At L, this is , at J this is and K is at , which results
in the ranking given.
Part B
Notes: Subscripts do not need to be indicated to earn credit and indicating the sign of work in the first point is not
required to earn credit.
0 1 2

1 point is earned for a justification that includes evaluating of the area enclosed by the triangle.
Example Response:
The net work done on the gas during cycle 1 is . The net work is found by calculating the area enclosed by the
cycle.
Part C

Scoring Guide
0 1 2 3 4 5
1 point is earned for indicating that the work done on the gas is positive for both cycles.
1 point is earned for applying conservation of energy to the situation, i.e. .
1 point is earned for indicating that the magnitude of the work done is greater in cycle (cycle 1)
because the enclosed area is greater, so the energy removed by cooling is greater.
response.
Example Response:
The net work done on the gas for both cycles is positive because the work done on the gas from L to J is greater than the
work done by the gas from J to M or J to K. The change in internal energy for a closed cycle is zero, so .
Since W is positive, Q must be negative, which indicates that in each cycle, energy was removed from the gas by cooling.
The amount of work done on the gas in cycle 1 is greater than in cycle 2 because the area enclosed by the cycle is greater
in cycle 1 than in cycle 2, therefore the amount of energy removed by cooling is greater in cycle 1 than cycle 2.

Scoring Guide
(a) Rank the temperature of the gas for each labeled state in cycle X. Clearly indicate the order of ranking and if
(b) Calculate the net work on the gas during cycle X. Justify your answer.
Part A
0 1 2 3
1 point is earned for correctly indicating the two equal states or that state C is greatest.
1 point is earned for correctly indicating the other relationship and an attempt at justification.

Scoring Guide
Example Response:
In cycle X, C has the greatest temperature. States A and B have the same temperature. This is because temperature is
proportional to pressure times volume. At C, this is , at both A and B this is , which results in the
ranking given.
Part B
Note: Subscripts do not need to be indicated to earn credit and indicating the sign of work in the first point is not required
to earn credit.
0 1 2

1 point is earned for a correct evaluation of the area enclosed by the triangle.
Example Response:
The net work done on the gas during cycle X is . The net work is found by calculating the area enclosed by the
cycle.
Part C
0 1 2 3 4 5
1 point is earned for indicating that the work done on the gas is positive for cycle X and negative for
cycle Y.
1 point is earned for applying conservation of energy to the situation, i.e., .
1 point is earned for indicating that the amount of work done is greater in cycle (cycle Y)
because the enclosed area is greater, so the energy added is greater than the energy removed in cycle X.

Scoring Guide
response.
Example Response:
The net work done on the gas for cycle X is positive because the work done on the gas from C to A is greater than the
work done by the gas from A to B or B to C. Cycle Y moves in the opposite direction, so the net work must be negative.
The change in internal energy for a closed cycle is zero, so . When W is positive, Q must be negative, which
indicates that in cycle X, energy was removed from the gas by cooling and in cycle Y energy is added to the gas by
heating. The amount of work done on the gas in cycle Y is greater than that done on the gas in cycle X because the area
enclosed by the cycle is greater in cycle Y than in cycle X, therefore the amount of energy added and removed by heating
and cooling is greater in cycle Y than cycle X.

Scoring Guide
9. This question is a long free-response question. Show your work for each part of the question.
( points, suggested time minutes)
A sample of a monatomic ideal gas is confined in a cylinder with a movable piston. The piston is free to move,
and there is negligible friction between the piston and the cylinder. The graph shows the pressure as a function
of the volume . In Process , the gas initially in State is compressed until it reaches State , as shown in the
graph.
(a)
i. According to the graph, how does the internal energy of the gas in State compare to the internal
energy of the gas in State ? Explain your reasoning.
ii. Derive a general equation for the change in the internal energy of an ideal gas that is taken through a
thermodynamic process. Express your answer in terms of the initial and final state variables: initial pressure
, initial volume , final pressure , final volume , and fundamental constants as appropriate.
(b) Indicate whether your equation for part (a)(ii) is consistent with your answer from part (a)(i). Briefly justify
your answer.

Scoring Guide
(c) When the gas is still in State , the cylinder is placed in a water bath at the same temperature as the gas. In
Process , a student allows the gas to slowly expand at a constant temperature until the gas returns to State .
Sketch Process on the graph above.
(d) How does the magnitude of the work done on the gas in Process described in part (a) compare to the
magnitude of the work done on the gas during isothermal Process described in part (c)?
___ ___ ___
Briefly justify your answer.
In another experiment, samples of two different monatomic gases and are placed inside a chamber. The
chamber is cylindrical and insulated, and the samples of Gas and Gas are initially separated by a barrier, as
shown above. The temperature of the samples is the same, but the number of moles of Gas is greater than the
number of moles of Gas .
(e) is the force exerted by the sample of Gas on the barrier, and is the force exerted by the sample of
Gas on the barrier. Compare the magnitudes of and . Briefly explain your reasoning using macroscopic
physics principles.
(f) The barrier is quickly removed from the chamber, allowing the two gases to mix. On average, when an atom of
Gas collides with an atom of Gas , is energy transferred from the Gas atom to the Gas atom, from the
Gas atom to the Gas atom, or neither? Briefly explain your answer.
Part A

Scoring Guide
0 1 2 3 4 5 6
The response accurately includes six of the following criteria.
1 point is earned for indicating that the temperature of the gas or internal energy of the gas is proportional
to the product of pressure and volume
1 point is earned for correctly relating internal energy to temperature or the product of pressure and
volume
1 point is earned for an explanation that uses points on the graph to justify the claim about the internal
energy of the gas at states A and B
Example Response:
The internal energy is the same in states A and B. Internal energy is proportional to temperature, and
temperature is proportional to pressure and volume. The graph shows that at both states A and B, the
pressure times the volume, equals 300 joules. So, if the temperatures are the same, the internal energies
are the same.
1 point is earned for indicating that the total internal energy is equal to the average kinetic energy per
particle multiplied by the total number of particles:
1 point is earned for correctly relating the internal energy to the temperature:
1 point is earned for correctly substituting the pressures and volumes
Example Response:
Part B
0 1 2
1 point is earned for correctly indicating whether the equation in Part (a) is consistent with the
explanation in Part (a), with an attempt at a justification
1 point is earned for indicating that the equation shows that there is no change in internal energy between
states A and B
Part C

Scoring Guide
0 1
The response accurately includes the following criteria.
1 point is earned for a concave-up curve that connects State B and State A
Example Response:
Part D
0 1
1 point is earned for correctly comparing the area under the PV diagram from Part (a) to the area under
the curve drawn in Part (c)
Example Response:
The work done on the gas is equal to the area under the curve on a pressure vs. volume graph. The area under the curve
for Process 1 is greater than that for Process 2, so the work done on the gas for Process 1 must be greater.
Part E

Scoring Guide
0 1
1 point is earned for indicating that the force only depends on the number of particles in the gas and some
reference to pressure (e.g.
, higher pressure, more collisions, etc.)
Example Response:
The ideal gas law states that pressure is equal to . Pressure is also equal to . So, if you combine these equations,
and solve for force, you get . Since both gases occupy the same volume, have the same temperature, and the
surface area of the barrier is the same on both sides, the magnitude of the force will be determined by the number of
particles in the gas. Since the number of particles of gas in Sample A is greater than Sample B, the force exerted on the
barrier by Sample A will be greater.
Part F
0 1
1 point is earned for indicating that, on average, there is no energy transfer because the gasses are
initially at the same temperature

Scoring Guide
(12 points, suggested time 25 minutes)
A group of students design an experiment to investigate the relationship between the density and pressure of a
sample of gas at a constant temperature. The gas may or may not be ideal. They will create a graph of density as a
function of pressure. They have the following materials and equipment.
• A sample of the gas of known mass in a sealed, clear, cylindrical container, as shown above, with
a movable piston of known mass
• A collection of objects each of known mass
• A meterstick
(a)
i. Describe the measurements the students should take and a procedure they could use to collect the data
needed to create the graph. Specifically indicate how the students could keep the temperature constant.
Include enough detail that another student could follow the procedure and obtain similar data.
ii. Determine an expression for the absolute pressure of the gas in terms of measured quantities, given
quantities, and physical constants, as appropriate. Define any symbols used that are not already defined.
iii. Determine an expression for the density of the gas in terms of measured quantities, given quantities, and
physical constants, as appropriate. Define any symbols used that are not already defined.

Scoring Guide
iv. The graph above represents the students’ data. Does the data indicate that the gas is ideal? Describe the
application of physics principles in an analysis of the graph that can be used to arrive at your answer.
Another group of students propose that the relationship between density and pressure could also be obtained by
filling a balloon with the gas and submerging it to increasing depths in a deep pool of water.
(b) Why could submerging the balloon to increasing depths be useful for determining the relationship between the
density and pressure of the gas?

Scoring Guide
(c) The balloon is kept underwater in the deep pool by a student pushing down on the balloon, as shown above.
Let represent the volume of the inflated balloon, represent the mass of just the balloon (not including the
mass of the gas), represent the density of the gas in the balloon, and represent the density of the water.
Derive an expression for the force the student must exert to hold the balloon at rest under the water, in terms of the
quantities given in this part and physical constants, as appropriate.
Part A
0 1 2 3 4 5 6 7 8
1 point is earned for describing a valid method for keeping the temperature constant.
1 point is earned for describing a valid use of the objects of known mass to affect the pressure.
1 point is earned for explicitly measuring the height h and the radius r (or diameter) of the piston.

Scoring Guide
1 point is earned for explicitly obtaining more than two data points.
Example response for part (a)(i):
Place the container in an ice bath, so the part below the piston is submerged. Measure the radius and
height of the piston. For eight different objects of known mass, add each object on the piston and
measure the height of the piston for each object
1 point is earned for an equation that correctly relates pressure to measured quantities consistent with the
procedure in (a)(i).
Example response for part (a)(ii):
, where is the number of
objects on the piston and is the radius of the piston.
1 point is earned for an equation that correctly relates the density of the gas to measured quantities.
Example response for part (a)(iii):
1 point is earned for referring to the ideal gas law or Boyle’s Law and using the equation to show
pressure and volume are inversely proportional.
1 point is earned for a conclusion based on an analysis of the slope of the graph and a correct relationship
between pressure and density.
Example response for part (a)(iv):
According to the ideal gas law, pressure is proportional to . Because the mass of this gas is
constant, pressure is, therefore, directly proportional to density. The graph does not show a linear
relationship between density and pressure, so the gas is not ideal.
Part B
0 1
The response accurately includes:
1 point is earned for correctly indicating that the water pressure, and thus the pressure on the balloon and
of the gas, increases as the depth is increased.
Example response for part (b):
When the balloon goes deeper in the fluid, the pressure increases. This will cause the volume of the balloon to decrease.
Part C
0 1 2 3

Scoring Guide
1 point is earned for correctly applying Newton’s second law with some specific elements of the
problem, including one of the two weights.
1 point is earned for a correct expression for the weight of the balloon and gas.
1 point is earned for a correct expression for the buoyant force.
Example response for part (c):

Scoring Guide
11. This question is a short free-response question. Show your work for each part of the question.
Two sealed containers each contain a sample of the same ideal gas. Container with gas at initial temperature
is placed into thermal contact with container , containing gas that is maintained at a temperature
by a heater, as shown above. Container has a piston that is locked in place. The system of the containers and
heater is insulated from its surroundings.
(a) In which direction will energy flow when the containers are initially put into thermal contact? Identify the
behavior of the gas particles in the two containers that is different and is responsible for this energy flow.
(b) Explain how energy is transferred between the containers on a microscopic scale.
(c) Container has a fixed volume. As the gas in container gets hotter, it eventually reaches equilibrium at
. On the axes below, sketch the process the gas in container goes through as it gets hotter. Indicate the
direction of the process with an arrow.

Scoring Guide
(d) The piston in container is unlocked, and the gas is allowed to expand through the process shown in the
graph below of pressure as a function of volume .
i. What is the change in the internal energy of the gas in container as a result of the process shown? Support
your answer.
ii. Calculate the work done on the gas as it expands.
Part A
0 1 2
1 point is earned for indicating that energy flows from container B to container A.
1 point is earned for indicating the average speed or kinetic energy of the particles is different.
Scoring note: Referencing temperature is not sufficient to earn this point. Referencing momentum is
sufficient.
Example Response:

Scoring Guide
Energy will flow from B to A. The gas particles in container B are moving faster on average than the gas particles in
container A.
Part B
0 1 2
1 point is earned for indicating that particles collide with the interface of the two containers.
Scoring note: Referencing particles of either B or A colliding with the interface earns this point.
Referencing particles of B directly with particles of A does not earn the point.
1 point is earned for indicating that collisions on average transfer energy from faster to slower particles.
Example Response:
The faster gas particles in container B collide with the wall separating container B and A. When the fast gas particles
collide with the wall, they transfer some of their energy to the particles in the wall. When the slower gas particles in
container A collide with the faster wall particles, they gain energy that was transferred from the wall particles.
Part C
0 1 2
1 point is earned for drawing a vertical line.

Scoring note: Graph must indicate a constant volume process to earn this point
1 point is earned for drawing an arrow toward the top of the page
Scoring note: Graph must indicate an increasing pressure to earn this point
Example Response:

Scoring Guide
Part D
0 1 2 3 4
1 point is earned for indicating that the internal energy does not change with an attempt at relevant
support.
1 point is earned for providing correct support in part (d)(i).
1 point is earned for attempting to use an area related to the diagonal line.
1 point is earned for the correct answer to part (d)(ii).
Example Response for part (d)(i):
The internal energy is the same because it is proportional to temperature. The temperature is the same because the
product PV is the same at the beginning and end of the process.
Example Response for part (d)(ii):
(negative sign not required, but correct labels of and are)

Scoring Guide
12. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)
A sample of a monatomic ideal gas is confined in a cylinder with a frictionless piston. The gas is taken through
two thermal processes (process and process ), as shown above.
(a) Does the graph indicate that the process that takes the gas from state A to state B is a constant temperature
process? Justify your answer using details from the graph.
(b) Is the internal energy of the gas in state A greater than, less than, or equal to the internal energy of the gas in
state B? Justify your answer.
(c) Consider process 2, where the gas is taken from state A to state C. At which of the labeled states, A or C, is the
average kinetic energy of the molecules larger? Justify your answer using specific values from the graph.

Scoring Guide
A student draws the correct bar charts shown above representing the internal energy of the gas at states A and
C. The charts are drawn to the same scale.
(d) Describe how the bar charts support or contradict your answer to part (c), including reference to the size of the
bars and the specific values from part (c).

Scoring Guide
The student also draws a diagram to show the direction (not the magnitude) of the net transfers of energy into and
out of the gas in process . The direction of the work is correct, but the student is not sure which way the thermal
energy arrow should point.
(e) What is the correct direction of thermal energy transfer, into or out of the gas? Justify your answer.

Scoring Guide
A sample of the gas is taken from state X to state Y by the processes shown above. The product of and has a
value equal to .
(f) What is the magnitude of the work done by the gas as it goes from state X to state Y? Describe your reasoning.
(g) If the net change in internal energy as the gas goes from state X to state Y is , how much energy is
transferred by heating or cooling during the processes? Describe your reasoning.
Part A
Correct Answer: Yes, the graph indicates the gas has a constant temperature during the process A to B.
0 1 2
1 point is earned for describing that temperature is related to the product of pressure and volume.
1 point is earned for indicating that pressure times volume is always .

Scoring Guide
Example Response:
Yes. Temperature is related to pressure times volume and the graph shows that is always .
Part B
0 1 2
1 point is earned for correctly relating the internal energies consistent with (a) with some attempt at a
justification.
1 point is earned for indicating that internal energy depends on temperature.
Example Response:
Internal energy depends on temperature, and the temperatures are the same, so the internal energy in A is the same as in
B.
Part C
0 1 2
1 point is earned for indicating that the product of pressure and volume is for state C, which is
greater than the for state A, so the gas in state C is at a higher temperature.
1 point is earned for indicating that the average kinetic energy of the molecules of the gas is directly
proportional to the temperature, so the average kinetic energy of the molecules is larger in state C.
Example Response:
Temperature is a measure of the average kinetic energy. The product of pressure and volume is for state C, which
is greater than the for state A, so the gas in state C is at a higher temperature. That means that state C has a higher
average kinetic energy.
Part D

Scoring Guide
0 1 2 3
1 point is earned for indicating whether the bar charts are consistent with the student’s part (c) response,
with an attempt at a justification that refers to part (c) or the bar charts.
1 point is earned for identifying that internal energy increases and comparing this increase to the change
in temperature identified in part (c).
1 point is earned for comparing the ratio of the internal energies and the ratio of temperatures using
specific values in part (c).
Example Response:
The bar chart shows that state C has three times the internal energy of state A. That means the temperature of state C is
three times that of state A. That is consistent with the values of pressure times volume in my answer to part (c), where C
has a product three times that of A.
Part E
0 1 2
1 point is earned for a justification in terms of the first law of thermodynamics: .

1 point is earned for using the correct signs for the change in internal energy and the indicated direction
of the work arrow in the figure to determine the correct direction of thermal energy transfer.
Example Response:
The work removes energy from the gas. Since the internal energy increases and , thermal energy must be
transferred into the gas.
Part F
Correct Answer:

Scoring Guide
0 1 2
1 point is earned for a correct answer, with an attempt at justification.

1 point is earned for an indication of use of the area under the graph.
Scoring note: Correct answer in terms of is also acceptable.
Example Response:
The work is the area under the graph. The area under the horizontal process is 2 wide by 5 high. Under the diagonal
process it is (1/2) 1 wide by 3 high plus 1 wide by 2 high. That gives 10 + 1.5 + 2 equals .
Part G
Correct Answer: ,
0 1 2
1 point is earned for a correct justification that includes the first law of thermodynamics.
1 point is earned for correct substitutions, including signs, consistent with part (f).
Example Response:
, so and

Scoring Guide
time 25 minutes)
two thermal processes (process and process ), as shown above.
(a) Does the graph indicate that the process that takes the gas from state A to state B is a constant temperature
process? Justify your answer using details from the graph.
state B? Justify your answer.
(c) Consider process 2, where the gas is taken from state B to state C. At which of the labeled states, B or C, is the
average kinetic energy of the molecules of the gas higher? Justify your answer using specific values from the
graph.

Scoring Guide
A student draws the correct bar charts shown above representing the internal energy of the gas at states B and
C. The charts are drawn to the same scale.
The student also draws a diagram to show the direction (not magnitude) of the net transfer of energy into and out
of the gas in process . The direction of work is correct, but the student is not sure which way the thermal energy
arrow should point.

Scoring Guide

Scoring Guide
value equal to .
Part A
Correct answer: No, the graph does not indicate that the process which takes the gas from state A to B is a constant
temperature process.
0 1 2
1 point is earned for describing that temperature is related to pressure times volume.

Scoring Guide
1 point is earned for indicating that pressure times volume is not constant for process 1.
Example Response:
No. Temperature is related to pressure times volume and that is not the same for all points on the curve. Point A gives
and point B gives .
Part B
Note: Consistency can be shown by using specific values for A and B noted in part (a), or reasoning from other values
used in part (a) (e.g. A is greater than point X that I used, and B is less than point Y; my values in part (a) show that
temperature decreases from A to B)
0 1 2
justification.
1 point is earned for indicating that internal energy depends only on temperature.
Example Response:
The internal energy in state A is greater than the internal energy in state B. This is because internal energy is
proportional to temperature, and the temperature of A is greater than B, because temperature is proportional to pressure
times volume.
Part C
0 1 2
1 point is earned for indicating that the product of pressure and volume is for state C and for
state B so the gas in state B is at a higher temperature.
1 point is earned for indicating that the molecules of the gas have a higher average kinetic energy at a
higher temperature, and so the molecules have a higher average kinetic energy in state B.
Example Response:

Scoring Guide
Temperature is a measure of the average kinetic energy. The product of pressure and volume is for state C, which is
less than the for state B, so the gas in state C is at a lower temperature. That means that state C has a lower
Part D
0 1 2 3
1 point is earned for identifying that internal energy decreases and comparing this decrease to the change
Example Response:
The bar chart shows that state B has five times the internal energy of state C. That means the temperature of state B is five
times that of state C. That is consistent with the values of pressure times volume in my answer to part (c), where B has a
product five times that of C.
Part E
0 1 2

Example Response:
Since the internal energy decreases, there must be a net energy transfer out of the gas. , and the work
transfers energy into the gas, so Q must be negative, and therefore out of the gas.
Part F

Scoring Guide
Note: Correct answer in terms of is also acceptable.
0 1 2
1 point is earned for a correct answer, with an attempt at justification, .

Example Response:
The work is the area under the graph. The area under the diagonal process is (1/2) 1 wide by 3 high plus 1 wide by 2
high. Under the horizontal process it is 3 wide by 2 high. That gives 1.5 + 2 + 6 equals 9.5 M.
Part G
0 1 2
1 point is earned for a correct justification that includes the first law of thermodynamics
, .
Example Response:
, so and

Scoring Guide
14.
A cylinder with a movable piston contains 0.1 mole of a monatomic ideal gas. The gas, initially at state a, can be
taken through either of two cycles, abca or abcda, as shown on the PV diagram above. The following information
is known about this system.
Qc→a=685J along the curved path
Wc→a=−120J along the curved path
Ua−Ub=450J
Wa→b→c=75J
(a) Determine the change in intemal energy, Ua-Uc, between states a and c.
(b) i. Is heat added to or removed from the gas when the gas is taken along the path abc?
____added to the gas ____removed from the gas
ii.Calculate the amount added or removed.
(c) How much work is done on the gas in the process cda?
(d) Is heat added to or removed from the gas when the gas is taken along the path cda?
____added to the gas ____removed from the gas
Explain your reasoning.
Part A
1 point(s) earned : For a correct calculation of the change in internal energy

Scoring Guide
0 1
1 point(s) earned : For a correct calculation of the change in internal energy
Part B(i,ii)
(i)
1 point(s) earned : For correct choice of heat removed from the gas
(ii)
1 point(s) earned : For recognition that the change in internal energy is opposite in sign from part (a) answer
1 point(s) earned : For the correct answer
0 1 2 3
(i)
1 point(s) earned : For correct choice of heat removed from the gas
(ii)

Scoring Guide
1 point(s) earned : For recognition that the change in internal energy is opposite in sign from part (a) answer
Part C
The total work done is the sum of the work for the two sections of the path
Wc→d→a=Wc→d+Wd→a
1 point(s) earned : For some indication that the work done along path c → d is zero
The work done along path d → a is the area under the curve
W c → d → a =0-P∆V
1 point(s) earned : For correct substitution
W c → d → a = -150J
0 1 2 3
The total work done is the sum of the work for the two sections of the path
Wc→d→a=Wc→d+Wd→a
1 point(s) earned : For some indication that the work done along path c → d is zero
The work done along path d → a is the area under the curve
W c → d → a =0-P∆V
1 point(s) earned : For correct substitution

Scoring Guide
W c → d → a = -150J
Part D
1 point(s) earned: For correct choice of heat added to the gas
2 point(s) earned: For a complete explanation that references the first law
Example: Since ∆Uc→d →a is positive (i.e. 565 J) and work is done, Q must be positive.
1 point(s) earned: An incomplete argument with correct relevant assertions and no mistakes earned 1 point.
An incomplete argument with irrelevant or incorrect assertions earned no points
0 1 2 3
1 point(s) earned: For correct choice of heat added to the gas
2 point(s) earned: For a complete explanation that references the first law
Example: Since ∆Uc→d →a is positive (i.e. 565 J) and work is done, Q must be positive.
1 point(s) earned(extra): An incomplete argument with correct relevant assertions and no mistakes earned 1 point.
An incomplete argument with irrelevant or incorrect assertions earned no points

Scoring Guide
15. Students are watching a science program about the North Pole. The narrator says that cold air sinking near the
North Pole causes high air pressure. Based on the narrator’s statement, a student makes the following claim:
“Since cold air near the North Pole is at high pressure, temperature and pressure must be inversely related.”
(a) Do you agree or disagree with the student’s claim about the relationship between pressure and temperature?
After hearing the student’s hypothesis, you want to design an experiment to investigate the relationship between
temperature and pressure for a fixed amount of gas. The following equipment is available.
____ A cylinder with a movable piston, shown above on the left
____ A cylinder with a fixed lid, shown above on the right
Note: The two cylinders have gaskets through which measurement instruments can be inserted without gas
escaping.
____ A pressure sensor ____ A source of mixed ice and water
____ A basin that is large enough to hold ____ A meterstick
either cylinder with a lot of extra room ____ A thermometer
____ A source of hot water ____ A stopwatch
(b) Put a check in the blank next to each of the items above that you would need for your investigation. Outline the
experimental procedure you would use to gather the necessary data. Make sure the outline contains sufficient
detail so that another student could follow your procedure.
The table below shows data from a different experiment in which the volume, temperature, and pressure of a
sample of gas are varied.
(c) What subset of the experimental trials would be most useful in creating a graph to determine the relationship
between temperature and pressure for a fixed amount of gas? Explain why the trials you selected are most useful.

Scoring Guide
(d) Plot the subset of data chosen in part (c) on the axes below. Be sure to label the axes appropriately. Draw a
curve or line that best represents the relationship between the variables.
(e) What can be concluded from your curve or line about the relationship between temperature and pressure?
Part A
1 point(s) earned for: indicating that the ideal gas law ( PV= nRT or PV = NkT ) gives the relevant relationship between
pressure and temperature of a gas and attempting to use it to support some reasoning
1 point(s) earned for: indicating that the volume and number of moles (or particles) of gas are held constant
Note: The student will not be penalized for not specifying that pressure and temperature are only directly proportional
when the temperature is measured in Kelvin.
Alternate Solution
1 point(s) earned for: indicating that the density of a sample of gas increases as its temperature decreases (if the pressure
and number of moles or molecules of gas are held constant), and a sample of denser gas will sink below samples of gas
that are less dense
1 point(s) earned for: indicating that the gas near the North Pole is not a closed system and its pressure will increase as
additional sinking gas molecules are added to it
0 1 2

Scoring Guide
1 point(s) earned for: indicating that the ideal gas law ( PV= nRT or PV = NkT ) gives the relevant relationship between
pressure and temperature of a gas and attempting to use it to support some reasoning
1 point(s) earned for: indicating that the volume and number of moles (or particles) of gas are held constant
Note: The student will not be penalized for not specifying that pressure and temperature are only directly proportional
when the temperature is measured in Kelvin.
Alternate Solution
1 point(s) earned for: indicating that the density of a sample of gas increases as its temperature decreases (if the pressure
and number of moles or molecules of gas are held constant), and a sample of denser gas will sink below samples of gas
that are less dense
1 point(s) earned for: indicating that the gas near the North Pole is not a closed system and its pressure will increase as
additional sinking gas molecules are added to it
Part B
1 point(s) earned for: selecting one of the cylinders and indicating or implying that volume is held constant
1 point(s) earned for: selecting all the equipment described in the procedure and no extraneous equipment
1 point(s) earned for: describing a method of measuring the temperature of the enclosed gas
1 point(s) earned for: describing a method for measuring the pressure at more than just two temperatures
Example: Insert the thermometer and pressure sensor in the gasket to measure the gas temperature and pressure. Place the
cylinder in the bath with hot (cold) water. Take measurements periodically as the bath water cools (heats) over time.
0 1 2 3 4
The student earns four of the following points:
1 point(s) earned for: selecting one of the cylinders and indicating or implying that volume is held constant
1 point(s) earned for: selecting all the equipment described in the procedure and no extraneous equipment
1 point(s) earned for: describing a method of measuring the temperature of the enclosed gas
1 point(s) earned for: describing a method for measuring the pressure at more than just two temperatures
Example: Insert the thermometer and pressure sensor in the gasket to measure the gas temperature and pressure. Place the
cylinder in the bath with hot (cold) water. Take measurements periodically as the bath water cools (heats) over time.
Part C
1 point(s) earned for: selecting a set of trials in which volume is held constant and explaining that the volume must be
held constant to test the relationship between pressure and temperature

Scoring Guide
1 point(s) earned for: selecting trials in which volume is 3 5.0 cm , and explaining that there are the most trials for this
volume, and the most trials will result in the most reliable test
Alternate Solution
1 point(s) earned for: selecting the full set of trials and explaining that the effect of changing volume on the relationship
between pressure and temperature can be taken into account by multiplying pressure by volume (or plotting P/T as a
function of 1/V , etc.)
1 point(s) earned for: explaining that selecting the most trials will result in the most reliable test OR that selecting the
widest range of pressure values will result in the most precise determination of the proportionality constant relating
pressure and temperature
0 1 2
1 point(s) earned for: selecting a set of trials in which volume is held constant and explaining that the volume must be
held constant to test the relationship between pressure and temperature
1 point(s) earned for: selecting trials in which volume is 3 5.0 cm , and explaining that there are the most trials for this
volume, and the most trials will result in the most reliable test
Alternate Solution
1 point(s) earned for: selecting the full set of trials and explaining that the effect of changing volume on the relationship
between pressure and temperature can be taken into account by multiplying pressure by volume (or plotting P/T as a
function of 1/V , etc.)
1 point(s) earned for: explaining that selecting the most trials will result in the most reliable test OR that selecting the
widest range of pressure values will result in the most precise determination of the proportionality constant relating
pressure and temperature
Part D
1 point(s) earned for: plotting P as a function of T (or T as a function of 1/P , etc.) OR plotting PV as a function of T (or
P as a function of V/T , etc.) for each trial selected in part (c)
1 point(s) earned for: appropriate axis labels with units and appropriate scales
1 point(s) earned for: drawing an appropriate best-fit line or curve
Example:

Scoring Guide
0 1 2 3
1 point(s) earned for: plotting P as a function of T (or T as a function of 1/P , etc.) OR plotting PV as a function of T (or
P as a function of V/T , etc.) for each trial selected in part (c)
1 point(s) earned for: appropriate axis labels with units and appropriate scales
1 point(s) earned for: drawing an appropriate best-fit line or curve
Example:

Scoring Guide
Part E
1 point(s) earned for: correctly describing the relationship depicted in part (d)
Examples:
The relationship between P and T is linear.
The relationship between P and V T is hyperbolic.
0 1
1 point(s) earned for: correctly describing the relationship depicted in part (d)
Examples:
The relationship between P and T is linear.
The relationship between P and V T is hyperbolic.

Scoring Guide
16. A student gives the following description of a thermodynamic cycle through which a sample of an ideal
monatomic gas is taken.
“Initially, the gas has a volume of 1 × 10-3 m3 and a pressure of 1 × 105 Pa. The gas is in a closed cylinder that has
a movable piston on one end. Call the initial state of the gas state A. Process AB takes the gas at constant pressure
from state A to state B, where B has three times the volume of state A. The gas is then compressed isothermally
until it is back to its initial volume, reaching state C. Finally, a single process CA returns the gas to its initial state
A.”
a. On the axes below, plot states A, B, and C, and sketch a graph of pressure P as a function of volume V for
cycle ABCA. Label states A, B, and C, and label the axes with numerical values.
i. On the axes below, plot states A, B, and C, and sketch a graph of pressure P as a function of
volume V for cycle ABCA. Label states A, B, and C, and label the axes with numerical values.
ii. Let the temperature for state A be T0. In terms of T0, determine the temperature for state B.
iii. Compare the temperature at state C to the temperature at state A. Explain how your comparison
is consistent with your graph above.
b. i. Briefly describe an experimental procedure that would take the gas from state C to state A.
ii. Relate the temperature of the gas to the microscopic processes involved in the energy transfer as
the gas goes from state C to state A for the procedure you described in part (b)(i).
c. i. Use the student’s verbal description or your graph in part (a)(i) to calculate a numerical value

Scoring Guide
for the work done on the gas in process AB.
ii. The magnitude of the change in internal energy for process AB is |∆U| = 300 J. Calculate a
numerical value for the energy added to or removed from the gas by heating in process AB.
Part A
Part (i)
1 point(s) earned: For a straight line at constant pressure from A to B to the correct final volume, which must be labeled
3
1 point(s) earned: For an isotherm from B to C ending at the right final pressure, which must be labeled 3; curve must be
obviously concave up
1 point(s) earned: For a straight line from C to A at constant volume, with state A labeled (1, 1)
Part (ii)
Using the ideal gas law:
PAVA nRT0
PBVB = PA3VA
nRTB = 3nRT0

Scoring Guide
TB = 3T0
Part(iii)
1 point(s) earned: For a correct comparison of the temperatures or correctly indicating
TB = TC = 3TA or 3T0 or a value consistent with the answer to part (a)(i) or (ii)
AND making a reference to the isotherm or the values of P and V at points C and A
Examples:
TC = 3T0 since it is on an isotherm with point B, as shown by the graph. On the graph, C has the same volume
and 3 times the pressure as A. By the ideal gas law it thus has a temperature 3 times that of A.
0 1 2 3 4 5
The student response earns 5 of 5 point(s)
Part (i)
1 point(s) earned: For a straight line at constant pressure from A to B to the correct final volume, which must be labeled
3
1 point(s) earned: For an isotherm from B to C ending at the right final pressure, which must be labeled 3; curve must be
obviously concave up

Scoring Guide
1 point(s) earned: For a straight line from C to A at constant volume, with state A labeled (1, 1)
Part (ii)
Using the ideal gas law:
PAVA nRT0
PBVB = PA3VA
nRTB = 3nRT0
TB = 3T0
Part(iii)
1 point(s) earned: For a correct comparison of the temperatures or correctly indicating
TB = TC = 3TA or 3T0 or a value consistent with the answer to part (a)(i) or (ii)
AND making a reference to the isotherm or the values of P and V at points C and A
Examples:
TC = 3T0 since it is on an isotherm with point B, as shown by the graph. On the graph, C has the same volume
and 3 times the pressure as A. By the ideal gas law it thus has a temperature 3 times that of A.
Part B
Part (i)
1 point(s) earned: For recognizing that the volume remains constant and describing a valid way to accomplish this in the
procedure
1 point(s) earned: For recognizing that the temperature must decrease and describing a valid way to accomplish this in
the procedure
Example: Lock the piston in place and put the cylinder in a cool water bath.
Part (ii)
1 point(s) earned: For some reasonable description of microscopic processes in which collision of molecules is the
process by which energy is transferred
1 point(s) earned: For correctly stating the direction of energy flow (e.g. hot (fast) to cold (slow)) and linking the
direction of energy flow to the final temperature of the gas
Example: The warmer gas (faster molecules) collide with the cooler surroundings (slower molecules). The net
energy flow is from the gas to the surroundings which results in cooler gas (slower molecules)

Scoring Guide
0 1 2 3 4
Part (i)
1 point(s) earned: For recognizing that the volume remains constant and describing a valid way to accomplish this in the
procedure
1 point(s) earned: For recognizing that the temperature must decrease and describing a valid way to accomplish this in
the procedure
Example: Lock the piston in place and put the cylinder in a cool water bath.
Part (ii)
1 point(s) earned: For some reasonable description of microscopic processes in which collision of molecules is the
process by which energy is transferred
1 point(s) earned: For correctly stating the direction of energy flow (e.g. hot (fast) to cold (slow)) and linking the
direction of energy flow to the final temperature of the gas
Example: The warmer gas (faster molecules) collide with the cooler surroundings (slower molecules). The net
energy flow is from the gas to the surroundings which results in cooler gas (slower molecules)
Part C
Part (i)
1 point(s) earned: For numerically calculating the amount of work done (W=|P∆V|)
W = -P∆V = -(1 × 105 Pa)(2 × 10-3 m3)
1 point(s) earned: For the correct answer with negative sign (no units required)
W = -200 J
Part (ii)
1 point(s) earned: For applying conservation of energy using the value from part (c)(i)
∆U = Q + W
300 J = Q - 200 J
Q = 500 J

Scoring Guide
0 1 2 3
Part (i)
1 point(s) earned: For numerically calculating the amount of work done (W=|P∆V|)
W = -P∆V = -(1 × 105 Pa)(2 × 10-3 m3)
1 point(s) earned: For the correct answer with negative sign (no units required)
W = -200 J
Part (ii)
1 point(s) earned: For applying conservation of energy using the value from part (c)(i)
∆U = Q + W
300 J = Q - 200 J
Q = 500 J

Scoring Guide
A group of students use the apparatus shown above to determine the thermal conductivity of a certain type of
plastic. A hot plate is used to keep water in a container boiling at a temperature of . They place a slab of
the plastic with area and thickness above the container so that the bottom surface of the slab
is at a temperature of . They put a large block of ice with temperature on top of the plastic slab. Some
of the ice melts, and the students measure the amount of water collected during a time . The students correctly
calculate the amount of energy delivered to the ice and thus determine . They repeat this experiment
several times, each time adding an identical slab to increase the total thickness of plastic. Their results are
shown in the table below.
Energy flow rate

Total thickness of plastic
(a) The students want to create a graph to yield a straight line whose slope could be used to calculate the thermal
conductivity of the plastic.
i. Label the axes below to indicate a pair of quantities that could be graphed to yield a straight line. Include units
for the quantities.

Scoring Guide
ii. On the grid on the previous page, create a linear graph using the values for the quantities indicated in part (a)(i).
Be sure to do the following.
Add to the data table the values of any quantities to be plotted that are not already given.
Scale the axes.
Plot the data from the table.
Draw a line that best represents the data.
iii. Use the graph to calculate the thermal conductivity of the plastic.
(b) Indicate one potential problem with the setup that could lead to an experimental value for the thermal
conductivity that is different from the actual value. Use physics principles to explain the effect this problem could
have on the experimental value.
(c) The rectangle below represents a side view of the plastic slab. Draw a single arrow on the diagram representing
the direction of the net flow of energy through the plastic.

Scoring Guide
(d) Describe what occurs in the plastic at the microscopic level that explains the energy flow you indicated in part
(c).
(e) An extra plastic slab sits on a wood surface, with both the plastic slab and the wood surface at room
temperature. A student touches each and finds that the plastic slab feels cooler than the wood surface. Explain
what causes this observation.
Part A(i)
0 1
Student response does accurately
label the axes with two quantities that would produce a linear graph, including units.
Example Response:
and
Part A(ii)
0 1 2 3
The response accurately includes all three of the following criteria:
Scaling the axes linearly so the data extends over at least half of each axis
Accurately plotting the data
A best-fit curve or line that fits the trend in the data
Example Response:
Sample entries corresponding to example response for part (a)(i)

Scoring Guide
Sample graph using above data
Part A(iii)
0 1 2
The response accurately includes both of the following criteria:
A correct method for calculating the slope using points on the best-fit line
Determining the thermal conductivity , with or without units using the slope found above
Example Response:
For the graph above,
so

Scoring Guide
Using slope above:
Part B
0 1 2
Any valid indication of an additional thermal interaction with the environment

A reasonable explanation of how additional energy added or lost could change the experimental value of
conductivity
Example Response 1:
The given setup allows energy to be transferred to the ice from the air around it. This means the values of contain
energy that did not go through the plastic slab, resulting in a value of that is too large.
Example Response 2:
The given setup allows energy to be lost out the sides of the plastic slab. This means the values of do not contain
all the energy that went through the plastic slab, resulting in a value of that is too small.
Claim: The problem leads to a value of that is too small/large.
Evidence: The problem allows energy transfer into/out of the system that is not accounted for.
Reasoning: The values of contain less/more energy than went through the plastic slab, resulting in a value of
that is too small/large.
Part C
0 1
Student response does accurately include:
A drawing of an arrow toward the top of the page
Example Response:

Scoring Guide
Part D
0 1 2
Indicating that particles at the bottom (or a location consistent with part (c)) have a higher temperature or
kinetic energy, so they vibrate faster
indicating that particles collide with neighboring particles, transferring energy from faster to slower
particles in the process
Example Response:
Energy absorbed at the lower surface makes particles jiggle faster, they jiggle particles above them, and so forth until
energy reaches the other side.
Part E
0 1
Student response accurately includes:
An indication that the slab and wood have different thermal conductivities or that energy is transferred
into the plastic and wood at different rates, with no incorrect statements

Scoring Guide
Students use a sample of gas to investigate the behavior of the pressure of the gas at constant temperature as
the volume changes. The gas is in a cylinder with a movable piston and volume markings. Pressure and
temperature probes can be inserted into the cylinder. A hot water bath and a cold water bath are also available.
(a) Describe a procedure that would allow the students to obtain data for the pressure of the gas at constant
temperature as volume changes.
(b) One student suggests that the temperature probe is not needed. Is the student correct? Briefly explain your
answer.
(c) Describe a method of analyzing the pressure and volume data that could be used to determine whether the gas
is ideal. Explicitly indicate the results of the analysis that would indicate an ideal gas.
The students are now given a sample of ideal gas in a similar container with a piston. They investigate the
behavior of the temperature of the gas at known constant pressure as the volume changes. Their graph of
the data, including a best-fit line, is shown below.
(d) Describe a method for using the graph to determine the number of moles of gas in the container.
(e) From the graph, determine the students’ experimental value for absolute zero temperature on the Celsius scale.

Scoring Guide
Describe the method you used.
Part A
0 1 2 3 4
The response accurately includes all four of the following criteria:
Using one of the baths to regulate the temperature.

Using the piston to change the volume of the gas.
Waiting for the temperature to reach equilibrium before measuring pressure.
Explicitly taking more than two measurements.
Part B
The response does not accurately include an indication that the student is incorrect with a reasonable explanation that
addresses the need to know the gas temperature.
Example Response:
The student is not correct. As the pressure and volume change the temperature also changes. The gas temperature would
need to be measured to verify that it has reached equilibrium with the water bath.
Claim: The student is not correct.
Evidence: As the pressure and volume change the temperature also changes.
0 1
The response does accurately include an indication that the student is incorrect with a reasonable explanation that
addresses the need to know the gas temperature.
Example Response:
The student is not correct. As the pressure and volume change the temperature also changes. The gas temperature would
need to be measured to verify that it has reached equilibrium with the water bath.
Claim: The student is not correct.
Evidence: As the pressure and volume change the temperature also changes.

Scoring Guide
Part C
0 1 2
Indicating an appropriate analysis method.

Indicating the information from the analysis that would indicate an ideal gas.
Example Response 1:
Graph pressure as a function of volume. If the gas is ideal the best fit to the data will be linear.
Example Response 2:
For each pressure-volume data pair, multiply the pressure and the volume. If the values are reasonably the same, the gas is
ideal
Part D
0 1 2 3
The response accurately includes all three of the following criteria:
Using the slope of the graph.

Indicating that the slope equals .
Noting that the fundamental constant and the value at which is held constant are known.
Part E
0 1 2

Scoring Guide
Indicating a value near (but not so precise as since the graph cannot be read that
precisely).
Describing the extrapolation of the line to zero volume to determine absolute zero.

Scoring Guide
19. This question is a short free-response question. Show your work for each part of the question.
A sample of ideal gas is taken through the thermodynamic cycle shown above. Process is isothermal.
(a) Consider the portion of the cycle that takes the gas from state to state by processes and . Calculate the
magnitude of the following and indicate the sign of any nonzero quantities.
• The net change in internal energy of the gas

• The net work done on the gas
• The net energy transferred to the gas by heating
(b) Consider isothermal process .
i. Compare the magnitude and sign of the work done on the gas in process to the magnitude and sign
of the work in the portion of the cycle in part (a). Support your answer using features of the graph.
ii. Explain how the microscopic behavior of the gas particles and changes in the size of the container affect
interactions on the microscopic level and produce the observed pressure difference between the beginning
and end of process .

Scoring Guide
(c) Consider two samples of the gas, each with the same number of gas particles. Sample is in state shown in
the graph, and sample is in state shown in the graph. The samples are put into thermal contact, as shown
above. Indicate the direction, if any, of energy transfer between the samples. Support your answer using
macroscopic thermodynamic principles.
Part A
0 1 2 3
1 point is earned for indicating that .

1 point is earned for correctly calculating the net work done during the two processes with correct units
.
Scoring note: The answer must either have the negative sign or indicate that the work is done by the gas.
1 point is earned for correctly substituting and into the first law of thermodynamics to obtain a
value for OR for applying the first law to show that is equal in magnitude to but opposite in
sign.
Example response for part (a):
The change in internal energy is zero because the initial and final temperatures are the same at points and . The work
done on the gas is . Because the work is negative, of energy must be transferred to the gas
by heating in order for the internal energy of the gas to remain constant.
Part B

Scoring Guide
0 1 2 3 4 5
1 point is earned for indicating that the work is less than in part (a), with a reference to less area under the
curve.
1 point is earned for indicating that the work is positive or opposite the sign indicated in part (a), with a
reference to the sign of the change in volume or the direction of the process as indicated in the graph.
Example response for part (b)(i):
The magnitude of the work done is less than the work in part (a) because there is less area under the
curve. The work is also the opposite sign from part (a) because the volume decreases, as shown by the
direction of the arrow.
1 point is earned for stating that there is no change in average kinetic energy/speed of gas molecules.
1 point is earned for indicating a change that is relevant to the collision rate.
Scoring note: Acceptable responses include volume, surface area, time to traverse the container.
1 point is earned for indicating that there are more collisions with the walls of the container; thus, more
force per area (must refer to the walls).
Example response for part (b)(ii):
Temperature does not change, so the speed of the molecules and the force of collisions with the walls of
the container stays the same. Volume decreases, so the density of the gas molecules increases, and they
collide more frequently. This means more net force due to collisions with the container walls. The
smaller volume also means less surface area.
Part C
0 1 2
1 point is earned for indicating that the temperature in state 2 is higher than in state 3.
1 point is earned for energy flows from the state indicated as hotter to the state indicated as cooler.
Example response for part (c):
The temperature of the gas in sample 2 is higher than the temperature of sample 3. Energy goes from hot to cold, so
energy will transfer from sample 2 to sample 3.

Scoring Guide
20. Three samples of a gas, X, Y, and Z, are prepared. Each sample contains the same number of molecules, but the
samples are at different temperatures. The temperature of sample X is TX, the temperature of sample Y is lower
than that of sample X, and the temperature of sample Z is lower than that of sample Y (TX> TY >TZ ).
(a) The graph below shows the distribution of the speeds of the molecules in sample Y. On the graph, sketch and
label possible distributions for sample X and sample Z.
The three samples with initial temperatures TX> TY >TZ are placed in thermal contact, with sample Z in the
middle, as shown below, and the samples are insulated from their surroundings. The samples can exchange
thermal energy but not gas molecules. The samples eventually reach equilibrium, with a final temperature greater
than TY.
(b) In a few sentences, describe the change over time in the average kinetic energy of the molecules of each
sample, from initial contact until they reach equilibrium. Explain how these changes relate to the energy flow
between the pairs of samples that are in contact.
Sample X
Sample Y
Sample Z
(c) Indicate whether the net entropy of sample X increases, decreases, or remains the same as a result of the
process of reaching equilibrium.

Scoring Guide
____ Increases ____ Decreases ____ Remains the same
Justify your answer at the microscopic level.
(d) For the three-sample system, indicate whether the entropy of the system increases, decreases, or remains the
same.
____ Increases ____ Decreases ____ Remains the same
Part A
1 point is earned: For the peak of the curve for Z at a smaller speed than Y, and X at a greater speed than Y
1 point is earned: For the curve for Z having a higher peak and less spread than Y, and X with a lower peak and greater
spread
One earned point was deducted for correct curves that are not labeled
0 1 2
The student response earns two of the following points:

Scoring Guide
1 point is earned: For the peak of the curve for Z at a smaller speed than Y, and X at a greater speed than Y
1 point is earned: For the curve for Z having a higher peak and less spread than Y, and X with a lower peak and greater
spread
One earned point was deducted for correct curves that are not labeled
Part B
The kinetic energy of X decreases. It has the highest temperature and so to reach the same equilibrium temperature as the
other samples it must lose energy, which flows into Z.
The kinetic energy of Y decreases and then increases. It has a higher temperature than Z, and so initially loses energy
which flows into Z. But it eventually must end up at a higher temperature than it initially had, so the net energy flow must
be into Y. That can only happen if the direction of energy flow reverses.
The kinetic energy of Z could always increase, or it can increase and then decrease. Initially energy flows into it, since it
has the lowest temperature. At some point energy begins to flow from Z to Y. Whether the temperature and thus the
kinetic energy of Z continually increases or not depends on how much energy keeps flowing to it from X.
1 point is earned: For exhibiting understanding that energy flows from systems at higher temperature to systems at lower
temperature
1 point is earned: For exhibiting understanding that higher temperature corresponds to higher kinetic energy
1 point is earned: For exhibiting understanding that the energy flow stops
1 point is earned: For exhibiting understanding that the energy flow for a sample can change direction
1 point is earned: For using the above understanding to indicate that the average kinetic energy of all three samples are
the same when equilibrium is reached

Scoring Guide
0 1 2 3 4 5
The student response earns five of the following points:
The kinetic energy of X decreases. It has the highest temperature and so to reach the same equilibrium temperature as the
other samples it must lose energy, which flows into Z.
The kinetic energy of Y decreases and then increases. It has a higher temperature than Z, and so initially loses energy
which flows into Z. But it eventually must end up at a higher temperature than it initially had, so the net energy flow must
be into Y. That can only happen if the direction of energy flow reverses.
The kinetic energy of Z could always increase, or it can increase and then decrease. Initially energy flows into it, since it
has the lowest temperature. At some point energy begins to flow from Z to Y. Whether the temperature and thus the
kinetic energy of Z continually increases or not depends on how much energy keeps flowing to it from X.
1 point is earned: For exhibiting understanding that energy flows from systems at higher temperature to systems at lower
temperature
1 point is earned: For exhibiting understanding that higher temperature corresponds to higher kinetic energy
1 point is earned: For exhibiting understanding that the energy flow stops
1 point is earned: For exhibiting understanding that the energy flow for a sample can change direction
1 point is earned: For using the above understanding to indicate that the average kinetic energy of all three samples are
the same when equilibrium is reached
Part C
1 point is earned: For checking either the correct response or one consistent with the answer to part (b), with a reasonable
attempt at justification
1 point is earned: For a correct or consistent justification that relates the spread of the molecular distribution to entropy
For example: The entropy decreases. When the temperature goes down, the spread of the speeds and thus the kinetic
energies of the individual molecules is less. This means less disorder and thus less entropy.
0 1 2
The student response earns two of the following points:
1 point is earned: For checking either the correct response or one consistent with the answer to part (b), with a reasonable
attempt at justification

Scoring Guide
1 point is earned: For a correct or consistent justification that relates the spread of the molecular distribution to entropy
For example: The entropy decreases. When the temperature goes down, the spread of the speeds and thus the kinetic
energies of the individual molecules is less. This means less disorder and thus less entropy.
Part D
1 point is earned: For correctly indicating that the entropy of the system increases, and explaining that the entropy of a
closed system increases for an irreversible process.
0 1
The student response earns one of the following points:
1 point is earned: For correctly indicating that the entropy of the system increases, and explaining that the entropy of a
closed system increases for an irreversible process.

Scoring Guide
21.
Two moles of a monatomic ideal gas are enclosed in a cylinder by a movable piston. The gas is taken through the
thermodynamic cycle shown in the figure above. The piston has a cross sectional area of
5 × 10-3 m2
a. i. Calculate the force that the gas exerts on the piston in state A, and explain how the collisions of
the gas atoms with the piston allow the gas to exert a force on the piston.
ii. Calculate the temperature of the gas in state B, and indicate the microscopic property of the gas
that is characterized by the temperature.
b. i. Predict qualitatively how the internal energy of the gas changes as it is taken from state A to
state B. Justify your prediction.
ii. Calculate the energy added to the gas by heating as it is taken from state A to state C along the
path ABC.
c. Determine the change in the total kinetic energy of the gas atoms as the gas is taken directly from state C
to state A.
Part A
Part (i)
1 point(s) earned: For showing the calculation of the force on the piston and a correct answer with units
F = PA = (1.0 × 105 Pa)(5 × 10-3m2) = 500 N
1 point(s) earned: For explaining the force in terms of gas atom collisions — some change in the atoms’ momentum or
velocity must be identified to justify a force between atoms and piston
Example: The collisions of the gas atoms with the container walls cause a change in the momentum of the gas
atoms, which means forces are exerted between the atoms and the piston. Each gas molecule colliding with a

Scoring Guide
wall experiences a force from the wall that changes the molecule’s velocity or momentum
Part(ii)
1 point(s) earned: For showing the calculation of the temperature and a correct answer with units
PV = nRT
T = PV/nR = (1.0 × 105 Pa) (0.10 m3) / (2)(8.31 J/mol ⋅ K) = 602 K
1 point(s) earned: For indicating that temperature characterizes the average speed or average kinetic energy or RMS
velocity of the molecules
0 1 2 3 4
Part (i)
1 point(s) earned: For showing the calculation of the force on the piston and a correct answer with units
F = PA = (1.0 × 105 Pa)(5 × 10-3m2) = 500 N
1 point(s) earned: For explaining the force in terms of gas atom collisions — some change in the atoms’ momentum or
velocity must be identified to justify a force between atoms and piston
Example: The collisions of the gas atoms with the container walls cause a change in the momentum of the gas
atoms, which means forces are exerted between the atoms and the piston. Each gas molecule colliding with a
wall experiences a force from the wall that changes the molecule’s velocity or momentum
Part(ii)
1 point(s) earned: For showing the calculation of the temperature and a correct answer with units
PV = nRT
T = PV/nR = (1.0 × 105 Pa) (0.10 m3) / (2)(8.31 J/mol ⋅ K) = 602 K
1 point(s) earned: For indicating that temperature characterizes the average speed or average kinetic energy or RMS
velocity of the molecules
Part B
Part (i)
1 point(s) earned: For identifying that the temperature increases due to increasing volume and constant pressure
1 point(s) earned: For relating temperature change with internal energy change
Example: Because the volume increases at a constant pressure, the temperature goes up because PV = nRT.

Scoring Guide
Increasing temperature means increasing average kinetic energy or total internal energy.
Part(ii)
1 point(s) earned: For calculating the work done in process ABC (i.e., the area under the line)
WAB = -(1.0 × 105 Pa)(0.10 m3 - 0.04 m3) = -6000 J and WBC = 0
1 point(s) earned: For calculating TA and TC (or ΔT between the states) and using them to determine internal energy
change
Alternately, ΔU can be calculated directly from the given data
1 point(s) earned: For substituting ΔU and W (whether correct or incorrect) into some form of the first law of
thermodynamics to find Q and for including units in a numerical answer
Q = ΔU - W = 1500 J - (-6000 J)
Q = 7500 J
0 1 2 3 4 5
Part (i)
1 point(s) earned: For identifying that the temperature increases due to increasing volume and constant pressure
1 point(s) earned: For relating temperature change with internal energy change
Example: Because the volume increases at a constant pressure, the temperature goes up because PV = nRT.
Increasing temperature means increasing average kinetic energy or total internal energy.
Part(ii)
1 point(s) earned: For calculating the work done in process ABC (i.e., the area under the line)
WAB = -(1.0 × 105 Pa)(0.10 m3 - 0.04 m3) = -6000 J and WBC = 0

Scoring Guide
1 point(s) earned: For calculating TA and TC (or ΔT between the states) and using them to determine internal energy
change
Alternately, ΔU can be calculated directly from the given data
1 point(s) earned: For substituting ΔU and W (whether correct or incorrect) into some form of the first law of
thermodynamics to find Q and for including units in a numerical answer
Q = ΔU - W = 1500 J - (-6000 J)
Q = 7500 J
Part C
1 point(s) earned: For recognizing that the change in kinetic energy for process CA has the same numerical value as ΔU
from (b)ii but with the opposite sign OR for calculating ΔK using the correct temperature change or ΔKtotal = (3/2)nRΔT
as shown below
0 1
1 point(s) earned: For recognizing that the change in kinetic energy for process CA has the same numerical value as ΔU
from (b)ii but with the opposite sign OR for calculating ΔK using the correct temperature change or ΔKtotal = (3/2)nRΔT
as shown below

Scoring Guide
time 25 minutes)
two thermal processes (process and process ) as shown above.
(a) Does the graph indicate that process is a constant temperature process? Justify your answer using details
from the graph.
state C? Justify your answer.
(c) Consider process 2, where the gas is taken from state B to state A. At which of the labeled states, A or B, is the
average kinetic energy of the molecules of the gas higher? Justify your answer using specific values from the
graph.

Scoring Guide
A student draws the correct bar charts shown above representing the internal energy of the gas at states B and
A. The charts are drawn to the same scale.
The student also draws a diagram to show the direction (not magnitude) of the net transfers of energy into and out
of the gas in process . The direction of the work is correct, but the student is not sure which way the thermal
energy arrow should point.

Scoring Guide

Scoring Guide
value equal to .
Part A
Correct answer: No, process 1 does not maintain the gas at a constant temperature.
0 1 2
1 point is earned for describing that temperature is related to pressure times volume.
1 point is earned for indicating that pressure times volume is not constant for process 1.

Scoring Guide
Example Response:
No. Temperature is related to pressure times volume and that is not the same for all points on the curve. Point A gives
and point C gives .
Part B
Note: Consistency can be shown by using specific values for A and C noted in part (a), or reasoning from other values
used in part (a) (e.g., A is less than point X that I used, and C is greater than point Y; my values in part (a) show that
temperature increases from A to C).
0 1 2
justification.
1 point is earned for indicating that internal energy depends on temperature.
Example Response:
The internal energy of the gas in state A is less. Internal energy is directly proportional to temperature, which is
proportional to the pressure of the gas times the volume of the gas. The PV value is less in state A, so the temperature is
lower in state A, so the internal energy of the gas is less in state A.
Part C
0 1 2
1 point is earned for indicating that the product of pressure and volume is for state A and is
for state B so the gas in state B is at a higher temperature.
1 point is earned for indicating that the molecules of the gas have a higher average kinetic energy at a
higher temperature, and so the molecules have a higher average kinetic energy in state B.
Example Response:
Temperature is a measure of the average kinetic energy. The product of pressure and volume is for state A, which
is less than the for state B, so the gas in state A is at a lower temperature. That means that state A has a lower

Scoring Guide
Part D
0 1 2 3
1 point is earned for identifying that internal energy decreases and comparing this decrease to the change
Example Response:
The bar chart shows that state B has eight times the internal energy of state A. That means the temperature of state B is
eight times that of state A. That is consistent with the values of pressure times volume in my answer to part (c), where B
has a product eight times that of A.
Part E
0 1 2

Example Response:
The internal energy decreases, and work is done on the gas (positive work). , so if decreases Q must
be removed from the system .
Part F

Scoring Guide
Correct Answer:
0 1 2
1 point is earned for a correct answer, with an attempt at justification.

Example Response:
The work is the area under the graph. The area under the horizontal process is 2 wide by 2 high. Under the diagonal
process it is (1/2) 1 wide by 3 high plus 1 wide by 2 high. That gives 4 + 1.5 + 2 equals .
Part G
0 1 2
1 point is earned for a correct justification that includes the first law of thermodynamics
, .
Example Response:
, so and

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AP PHYSICS 2 Scoring Guide

unit 2 summative frq

Using the relationship between pressure and force

1 point(s) earned: For correctly determining the area of the piston

A = πR2 = π(0.20 m/2)2

F = (4.0 x 105 Pa)π(0.20 m/2)2

AP Physics 2 Page 1 of 104

unit 2 summative frq

The student earns two of the following points:

Using the relationship between pressure and force

1 point(s) earned: For correctly determining the area of the piston

A = πR2 = π(0.20 m/2)2

F = (4.0 x 105 Pa)π(0.20 m/2)2

Using the ideal gas law

1 point(s) earned: For correct substitution of at least three numerical values

1 point(s) earned: For the correct answer

The student earns two of the following points:

Using the ideal gas law

Page 2 of 104 AP Physics 2

unit 2 summative frq

1 point(s) earned: For correct substitution of at least three numerical values

1 point(s) earned: For the correct answer

Using the expression for the work done on the gas

The work done by the gas has the opposite sign

1 point(s) earned: For a correct expression for the change in volume

Wby = (4.0 x 105 Pa) π (0.20 m/2)2(0.15 m)

Wby = 1.9 x 103 J

For substituting the value of force from part (a)

For substituting the correct value for the distance

The student earns two of the following points:

Using the expression for the work done on the gas

The work done by the gas has the opposite sign

AP Physics 2 Page 3 of 104

unit 2 summative frq

1 point(s) earned: For a correct expression for the change in volume

Wby = (4.0 x 105 Pa) π (0.20 m/2)2(0.15 m)

Wby = 1.9 x 103 J

For substituting the value of force from part (a)

For substituting the correct value for the distance

The student earns three of the following points:

Page 4 of 104 AP Physics 2

unit 2 summative frq

The student earns one of the following points:

AP Physics 2 Page 5 of 104

unit 2 summative frq

2. (12 points, suggested time 25 minutes)

Page 6 of 104 AP Physics 2

unit 2 summative frq

1 point is earned: For a horizontal line to the left of A, that stops at

1 point is earned: For a vertical line for CA

1 point is earned: For locating C such that

1 point is earned: For recognizing that because the process is isothermal

AP Physics 2 Page 7 of 104

unit 2 summative frq

Student response earns 8 of the following 8 point(s)

1 point is earned: For a horizontal line to the left of A, that stops at

1 point is earned: For a vertical line for CA

1 point is earned: For locating C such that

Moves up Moves down Remains stationary

added to removed from