AP® Physics 1 FRQs

These are the free-response questions (FRQs) from past AP® Physics 1 exams from this College Board page. The Fluids unit questions from AP® Physics 2 exams before 2025 are also included. Scoring guidelines and example student responses are included for each question, and the points for each response are mentioned at the end of the examples (note that not all responses received perfect scores).

Check out the MCQ practice tests page for multiple choice questions and solutions for AP® Physics 1.


FRQs Listed by Topic
FRQs Listed by Year


Listed by Topic

Experimental design

Kinematics

Projectile motion

Free body diagrams

Forces

Law of gravitation

Friction

Springs

Tension

Circular motion

Energy

Work

Momentum

Rotational motion

Torque

Angular momentum

Oscillations / simple harmonic motion

Fluids

The fluids questions from AP Physics 2 before 2025 are also included. Only parts of those questions may be relevant to AP Physics 1 as noted below.

Listed by Year

2025 Free-Response Questions Answers & scoring guidelines

2024 Free-Response Questions Answers & scoring guidelines

2023 Free-Response Questions Answers & scoring guidelines

2022 Free-Response Questions Answers & scoring guidelines

2021 Free-Response Questions Answers & scoring guidelines

2019 Free-Response Questions Answers & scoring guidelines

2018 Free-Response Questions Answers & scoring guidelines

2017 Free-Response Questions Answers & scoring guidelines

2016 Free-Response Questions Answers & scoring guidelines

2015 Free-Response Questions Answers & scoring guidelines

Question Types

These are the four types of FRQs in the order that they will appear on the 2026 AP Physics 1 exam. This is from page 180 in the AP Physics 1 Course and Exam Description.

Mathematical Routines (MR)

10 points; suggested time: 20-25 minutes

The Mathematical Routines (MR) question assesses students’ ability to use mathematics to analyze a scenario and make predictions about that scenario. Students will be expected to symbolically derive relationships between variables, as well as calculate numerical values. Students will be expected to create and use representations that describe the scenario, either to help guide the mathematical analysis (such as drawing a free-body diagram) or that are applicable to the scenario (such as sketching velocity as a function of time).

For AP Physics 1 and AP Physics 2, the MR question will ask students to make a claim or prediction about the scenario and use appropriate physics concepts and principles to support and justify that claim. The justification is expected to be a logical and sequential application of physics concepts that demonstrates a student’s ability to connect multiple concepts to each other.

Translation Between Representations (TBR)

12 points; suggested time: 25-30 minutes

The Translation Between Representations (TBR) question assesses students’ ability to connect different representations of a scenario. Students will be expected to create a visual representation that describes a given scenario. Students will derive equations that are mathematically relevant to the scenario. Students will draw graphs that relate quantities within the scenario. Finally, students will be asked to do any one of the following:

  • Justify why their answers to any two of the previous parts do/do not agree with each other.
  • Use their representations, mathematical analysis, or graph to make a prediction about another situation and justify their prediction using that reasoning or analysis.
  • Use their representations, mathematical analysis, or graph to make a prediction about how those representations would change if properties of the scenario were altered and justify that claim using consistent reasoning or analysis.
Experimental Design and Analysis (LAB)

10 points; suggested time: 25-30 minutes

The Experimental Design and Analysis (LAB) question assesses students’ ability to create scientific procedures that can be used with appropriate data analysis techniques to determine the answer to given questions. The LAB question can roughly be divided into two sections: Design and Analysis. In the Design portion of the LAB question, students will be asked to develop a method by which a question about a given physical scenario could be answered. The experimental procedure is expected to be scientifically sound: vary a single parameter, and measure how that change affects a single characteristic. Methods must be able to be performed in a typical high school laboratory. Measurements must be made with realistically obtainable equipment or sensors. Students will be expected to describe a method by which the collected data could be analyzed in order to answer the posed question, by either graphical or comparative analyses.

Students will then be given experimental data collected in order to answer a similar, but not identical, question to what was asked in the Design portion of the question. Students will be asked to use the data provided to create and plot a graph that can be analyzed to determine the answer to the given question. For instance, the slope or intercepts of the line may be used to determine a physical quantity or perhaps the nature of the slope would answer the posed question.

Qualitative/Quantitative Translation (QQT)

8 points; suggested time: 15-20 minutes

The Qualitative/Quantitative Translation (QQT) question assesses students’ ability to connect the nature of the scenario, the physical laws that govern the scenario, and mathematical representations of that scenario to each other. Students will be asked to make and justify a claim about a given scenario, as well as derive an equation related to that scenario. Finally, students will be asked to do any one of the following:

  • Justify why their answers to any of the previous parts do/do not agree with each other.
  • Use their representations or mathematical analysis to make a prediction about another situation and justify their prediction using that reasoning or analysis.
  • Use their representations and mathematical analysis to make a prediction about how those representations would change if properties of the scenario were altered and justify that claim using consistent reasoning or analysis.

While students may not be directly assessed on their ability to create diagrams or other representations of the system to answer the QQT, those skills may still help students to answer the QQT. For instance, some students may find that drawing a free-body diagram is useful when determining the acceleration of a system. However, the student will earn points for the explanation and conclusions that diagram indicates (or perhaps the derivation that results from the diagram), rather than for creating the diagram itself.

Videos

Here are some videos and playlists that cover AP Physics 1 FRQs:

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