Forces and Interactions

Propose a question that could be used to investigate the strength of invisible forces on the speed at which the marble is accelerated.

Evaluate responses using AI:

OFF

Tags

MS-PS2-3

Categorize each of the following into one of Newton's Laws.

Groups:

(a) Newton's First Law

,

(b) Newton's Second Law

,

(c) Newton's Third Law

• If two objects accelerate at the same rate, the object with higher mass will have more force.

• A ball thrown at the wall with 25N of force, will bounce back with 25N of force.

• An object in motion, stays in motion unless acted upon by an unbalanced force.

• Every action has an equal and opposite reaction.

• The force exerted by an object is equal to the object's mass multiplied by its' acceleration.

• An object at rest, stays at rest unless acted upon by an unbalanced force.

Tags

PS.2.A

MS-PS2-1

A student develops a model of a device to protect an egg from falling from the top of a staircase onto the floor of a hallway. The design aims to minimize the force of impact on the egg once dropped from the window. An image of the design is shown. Identify which of the following that would be components of the model shown that are involved in the collision. Select all that apply.

• Straws

• Rubber Bands

• Tape

• Egg

• String

Tags

PS.2.A

MS-PS2-1

A student develops a model of a device to protect an egg from falling from the top of a stair case onto the floor of a hallway. The design aims to minimize the force of impact on the egg once dropped from the window. An image of the design is shown.

Which of the following constraints would not be needed to account for this design?

• Cost

• Mass of Egg Protection Device

• Mass of Egg

• Height of Drop

• Weather During Drop

Tags

DCI.PS2.A.6-8.1

A student is pushing a wooden block across a table. As they increase the force they apply, the block starts to move faster.

What can you conclude from the given phenomenon?

• The block's mass is decreasing.

• The block's mass is increasing.

• The force applied by the student is directly proportional to the speed of the block
• The block's motion is independent of the applied force.

Tags

MS-PS2-2

PS.2.A

Two magnets are placed on a table. When the north pole of one magnet is brought close to the south pole of the other magnet, they attract each other and stick together.

What can you infer from the given phenomenon?

• Magnets always stick together
• Magnets attract each other only when they are on a table
• Opposite poles of magnets attract each other
• Magnets can only attract metal objects

Tags

MS-PS2-3

DCI.PS2.B.6-8.1

Categorize the options into the right categories

Groups:

(a) Objects attracted by a magnet.

,

(b) Objects not attracted by a magnet.

• copper wire

• paper clip

• wood

• plastic

• refrigerator magnet

• rubber

• balloon

Tags

MS-PS2-3

DCI.PS2.B.6-8.1

When a student drops a feather and a rock from the same height, the feather takes much longer to fall to the ground compared to the rock. Can you explain why the feather takes a lot more time to reach the ground than the rock, even though they were both dropped from the same height? Use what you know about how things are pulled by gravity and how their weight influences this to support your explanation.

Evaluate responses using AI:

OFF

Tags

MS-PS2-4

DCI.PS2.B.6-8.2

Two students, Alex and Taylor, are playing a game with toy cars. Alex's toy car, which is heavier, moves faster down a ramp compared to Taylor's lighter toy car when released from the same point.

Why does Alex's heavier toy car move faster down the ramp compared to Taylor's lighter toy car, based on the given phenomenon?

• Alex applied a stronger push to his car.

• Taylor's car has more friction with the ramp.

• Heavier objects are always faster.

• The mass of the toy cars influences their movement due to gravitational pull.

Tags

MS-PS2-4

DCI.PS2.B.6-8.2

A student notices that a flashlight's light becomes dimmer as the batteries inside it start to run out.

Why does the light from the flashlight become dimmer as the batteries start to run out, based on the given phenomenon?

• The flashlight's bulb gets colder.

• The flashlight's casing gets worn out.

• The energy stored in the batteries decreases.

• The flashlight's switch becomes less effective.

Tags

MS-PS2-5

DCI.PS2.B.6-8.3