The diagram (picture) shows two trials of an experiment in which a spring scale was used to measure force. This experiment can determine (figure out) -

how mass affects (changes) the force needed to move objects. Think: does the mass of the load change for each trial?

how force affects (changes) the mass of two objects. Think: does the force cause the mass or the two objects?

how the force used to pull a dictionary affects (changes) the mass of a box of marbles. Think: does the force cause the mass of the box of marbles to change?

how the mass of a box of marbles affects (changes) the mass of a dictionary. Think: does the mass of the marbles cause the mass of the dictionary to change?

The diagram (picture) shows two trials of an experiment in which a spring scale was used to measure force. Which statement is a reasonable conclusion?

It takes more force to pull a load with more mass.

It takes less force to move a load with more mass.

The force needed to move a heavier load is the same as the force needed to move a lighter load.

The mass of the marbles changes the mass of the dictionary.

Students drop the same heavy ball onto identical blocks of soft clay from different heights. For each height they measure the depth of the dent the ball makes in the clay. Why is the depth of the dent different in each trial?

The force of the impact (crash) changes when it hits the clay because they were dropping it from different heights.

The size of the ball changes because they were dropping it from different heights.

The material (type of matter) of the ball changes. because they were dropping it from different heights.

The mass of the ball changes because they were dropping it from different heights.

A class is using the setup shown to test this hypothesis: We think that the higher the ball is held, the greater (bigger) the impact will be. What is one piece of equipment needed to test the hypothesis? (remember, they are releasing the ball from different HEIGHTS) AND how can the hypothesis be tested?

drop different balls from the same height

drop the same ball from different heights

Students drop the same heavy ball onto identical blocks of soft clay FROM DIFFERENT HEIGHTS. For each height they measure the depth of the dent the ball makes in the clay. Which question is the student most likely trying to answer with this investigation?

Does the height of the release affect the force of the impact? Think: is the height of the release changing each time?

Does the mass of the ball affect the force of the impact? Think: is the mass of the ball changing each time?

How does the mass of the ball change? Think: is the mass of the ball changing each time?

How does the mass of the ball increase? Think: is the mass of the ball changing each time?

A student designs an experiment to test the effect (result) of the width of a piece of elastic on the elastic's ability to stretch . The student uses four different pieces of elastic with different widths (thickness) but the same length when not being stretched. The student then attaches blocks with different masses to the pieces of elastic. The results of the student's experiment are shown in the picture. What should the student do to improve this experiment?

Use blocks of equal mass on each of the four pieces of elastic.

Use blocks with enough mass to cause each of the four pieces of elastic to break.

Use more than four pieces of elastic and more than four blocks.

Use four pieces of elastic each with different lengths but the same width.

A student observes that the craters on the moon are different sizes. The student designs an experiment to study the formation of the craters. The materials for the experiment are marbles and a pan of flour. The student makes a hypothesis (guess) that the size of the craters made on the surface of the flour will depend on the height from which the marble is dropped . Some of the steps in the experiment are described in the box. Which of these is most likely Step 3 in the experiment?

Drop the same marble from different heights into the pan of flour.

Drop marbles of different masses from the same height into the pan of flour.

Drop marbles of different sizes from different heights into the pan of flour.

Drop a single marble one time into the pan of flour.

A student designs an experiment to test the force of a spring launcher and four spheres with the same diameter (same size) but with different masses. What other piece of equipment would be most useful for this experiment?

A meterstick or measuring tape to measure the height each sphere reaches after the sphere is launched.

A graduated cylinder to measure the volume of each sphere before it is launched.

A beaker to collect the spheres after they are launched.

A stopwatch to measure how long it takes to load each sphere on the spring.

A student designs an experiment to test the force of a spring launcher and four spheres with the same diameter (same size) but with different masses. What other piece of equipment would be most useful for this experiment? AND how can the hypothesis be tested?

launch each sphere and record the height

launch only one sphere multiple times

A student designs an experiment to test the force of a spring launcher and four spheres with the same diameter (same size) but with different masses . Which question is the student most likely trying to answer with this investigation?

How does the mass of an object affect the height reached by that object?

How do different surfaces affect the height reached by an object?

How can you reduce the mass of each object?

Which surface creates the most friction?

A student uses a spring scale to pull a 50 gram block horizontally across a wood desk. Then the student pulls the block the same distance across surfaces of carpet, sandpaper, and glass. Which question is the investigation designed to answer?

How do different surfaces affect the amount of force needed to move a block?

How do blocks of different sizes react to force?

How do blocks affect spring scales?

How does the mass of a block change when it is pulled across a desk?

A student uses a spring scale to pull a 50 gram block horizontally across a wooden desk. Then the student pulls the block the same distance one time each across surfaces of carpet, sandpaper, and glass. How can the student improve the investigation?

Use repeated trials for each surface.

Use different blocks for each of the different surfaces.

Students used a spring scale to pull a basket across 3 different surfaces . They recorded the force (N) needed to pull the basket across each surface. Which question were the students most likely trying to answer with this investigation?

Which surface required the most force to pull the load?

Does the mass of the load affect the force required to pull the load?

How can the mass of the load change?

Which load pulls easiest across the same surface?

Students used a spring scale to pull 3 different loads across a single surface . Each load had a different mass. They recorded the force (N) needed to pull each load across the surface. Which question were the students most likely trying to answer with this investigation?

Does the mass of the load affect the force required to pull the load?

Which surface required the most force to pull the load?

How can the mass of the load change?

Does the surface change the mass of the load?

A student wearing skates rolls down a ramp. After they reach the bottom of the ramp, what force causes the student to slow down and stop rolling?

friction, which acts against the direction of motion

gravity, which acts against the direction of motion

magnetism, which acts against the direction of motion

mass, which increases with motion

Forces (Released STAAR questions)

Authored by Melissa Lowe

Science

5th Grade

NGSS covered

Used 228+ times

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Content View

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24 questions

Show all answers

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

The picture shows an athlete hitting a ball with a tennis racquet.
What is the athlete demonstrating (showing) in the picture?

Doing work by pushing the ball and changing its motion (movement) and position (location).

Changing the position (location) but not the motion (movement) of the ball.

Doing work by pulling the racquet and changing the ball's position (location) but not its motion (movement).

Changing the position (location) and motion (movement) of the ball without doing any work.

Tags

NGSS.MS-PS2-1

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

The picture shows an athlete who is about to hit a baseball.
Which statement is true?

The force of the bat will cause the baseball to change direction.

The force of the bat will not change the direction of the baseball.

The baseball will continue in the same direction after being hit by the bat.

There will be no force applied to the baseball, because the baseball is moving faster than the bat.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Four students stand facing a box. The diagram below shows an overhead view of the box. The numbered circles represent the positions of the students.
What do the students need to do to slide the box to the northeast? (The compass shows you which way each direction is. Northeast is the direction midway between north and east.)

Students 1 and 2 push, Students 3 and 4 pull.

Students 1 and 4 push, Students 2 and 3 pull.

Students 2 and 3 push, Students 1 and 4 pull.

Students 3 and 4 push, Students 1 and 2 pull.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Four students stand facing a box. The diagram below shows an overhead view of the box. The numbered circles represent the positions of the students.
What do the students need to do to slide the box to the southwest? (The compass shows you which way each direction is. Southwest is the direction midway between south and west.)

Students 1 and 2 push, Students 3 and 4 pull.

Students 1 and 4 push, Students 2 and 3 pull.

Students 2 and 3 push, Students 1 and 4 pull.

Students 3 and 4 push, Students 1 and 2 pull.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Four students stand facing a box. The diagram below shows an overhead view of the box. The numbered circles represent the positions of the students.
What do the students need to do to slide the box to the northwest? (The compass shows you which way each direction is. Northwest is the direction midway between north and west.)

Students 1 and 2 push, Students 3 and 4 pull.

Students 1 and 4 push, Students 2 and 3 pull.

Students 2 and 3 push, Students 1 and 4 pull.

Students 3 and 4 push, Students 1 and 2 pull.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

The diagram shows a view of a ball from above a table. The ball is rolling across the table. A student lightly taps the rolling ball in the direction show.
In which direction does the ball most likely move after the student taps the ball?

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Students design an experiment to determine how much force is needed to move blocks of wood of different masses slowly across a lab table.
Which procedure should students include in their design?

Conduct 5 trials, using a different scale to pull each block of wood.

Conduct 5 trials, using a different table (surface) for each trial.

Conduct 5 trials, using a different surface (side) of each block each time.

Conduct 5 trials, pulling each of the different blocks of wood in the same way for each trial.

Tags

NGSS.MS-PS2-2

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Forces (Released STAAR questions)

The picture shows an athlete hitting a ball with a tennis racquet.What is the athlete demonstrating (showing) in the picture?

The picture shows an athlete who is about to hit a baseball.Which statement is true?

The diagram shows a view of a ball from above a table. The ball is rolling across the table. A student lightly taps the rolling ball in the direction show. In which direction does the ball most likely move after the student taps the ball?

Students design an experiment to determine how much force is needed to move blocks of wood of different masses slowly across a lab table.Which procedure should students include in their design?

The diagram (picture) shows two trials of an experiment in which a spring scale was used to measure force.This experiment can determine (figure out) -

The diagram (picture) shows two trials of an experiment in which a spring scale was used to measure force.Which statement is a reasonable conclusion?

Students drop the same heavy ball onto identical blocks of soft clay from different heights. For each height they measure the depth of the dent the ball makes in the clay.Why is the depth of the dent different in each trial?

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for Science

The picture shows an athlete hitting a ball with a tennis racquet.
What is the athlete demonstrating (showing) in the picture?

The picture shows an athlete who is about to hit a baseball.
Which statement is true?

The diagram shows a view of a ball from above a table. The ball is rolling across the table. A student lightly taps the rolling ball in the direction show.
In which direction does the ball most likely move after the student taps the ball?

Students design an experiment to determine how much force is needed to move blocks of wood of different masses slowly across a lab table.
Which procedure should students include in their design?

The diagram (picture) shows two trials of an experiment in which a spring scale was used to measure force.
This experiment can determine (figure out) -

The diagram (picture) shows two trials of an experiment in which a spring scale was used to measure force.
Which statement is a reasonable conclusion?

Students drop the same heavy ball onto identical blocks of soft clay from different heights. For each height they measure the depth of the dent the ball makes in the clay.
Why is the depth of the dent different in each trial?