Design an Experiment

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? (5.6D)

• Conduct five trials, using a different scale to pull each block of wood

• Conduct five trials, pulling a different side of each block each time

• Conduct five trials, using a different table for each trial

• Conduct five trials, pulling each block of wood in the same way for each trial

Tags

NGSS.MS-PS2-1

NGSS.MS-PS2-2

Which experiment listed below will best determine how friction affects the speed of a rolling object?

• Roll 3 objects of various sizes across the floor.

• Roll 3 objects of equal size from various heights across the floor.

• Roll 3 objects of equal size across 3 different types of surfaces.

• Roll 3 objects of equal size from equal heights across the floor.

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 this investigation most likely designed to answer?

• How do blocks of different sizes react to force?

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

• How do blocks affect spring scales?

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

Tags

NGSS.MS-PS2-2

Some students attach a balloon to a straw and then they tape the straw to the top of a toy car. The students inflate the balloon and release the car. The car travels 40 centimeters across the floor. What should the students do to determine whether the force of the air from a balloon is enough to push the car 40 centimeters across the the same floor in repeated trials?

• Test the car several times using an identical balloon filled with different amounts of air.

• Test the car several times using different-sized balloons filled with the same amount of air.

• Test the car several times using an identical balloon filled with the same amount of air.

• Test the car several times using different-sized balloons with different amounts of air.

Tags

NGSS.MS-PS2-2

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

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

• A beaker to collect the spheres after they have been launched

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

• A meter stick to measure the height each sphere reaches after the sphere is launched

Tags

NGSS.MS-PS2-1

NGSS.MS-PS2-2

A student designs an experiment to test the effect of the width of a piece of elastic's ability to stretch. The student selects four pieces of elastic with different widths but the same length. The student then attaches blocks with different masses to the pieces of elastic. The results of the student's experiment are shown above. What should the student do to improve this experiment?

• Use blocks of equal mass on the four pieces of elastic

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

• Use more than four pieces of elastic and four blocks

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

Tags

NGSS.MS-ETS1-2

NGSS.MS-ETS1-3

NGSS.MS-PS2-2

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 this investigation most likely designed to answer? (5.6D)

• How do block of different sizes react to force?

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

• How do blocks affect spring scales?

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

Tags

NGSS.MS-PS2-2

A student designs an experiment to test the force of a spring using a spring launcher and four spheres with the same diameter but with different masses. What other piece of equipment would be most useful for this experiment? (5.6D)

• A graduated cylinder to measure the volume of each sphere before the sphere 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 meterstick to measure the height each sphere reaches after the sphere is launched

Tags

NGSS.MS-PS2-1

NGSS.MS-PS2-2

Jax designed an experiment of two boxes with EQUAL weights. He decided to add 50 grams to the RIGHT side to see what would happen. The LEFT side of the moved up 1 meter.  What should Jax do to determine whether the force from the extra WEIGHT IS ENOUGH to move the left side of up by 1 meter?

• Test by REMOVING weight from the RIGHT side of the pulley system in THREE trials.

• Test by ADDING increasing amounts of weight to the RIGHT side in MANY trials.

• Test by ADDING 50 grams to the RIGHT side of the pulley system in MANY trials

• Test by ADDING 50 grams to the RIGHT side of the pulley system in ONE trial

Tags

NGSS.MS-PS2-2

The Cool Kids table designed a tabletop bumper car model to test the effects of  different forces. They used several of the same toy cars to represent the bumper cars and a cardboard box to represent the bumper car arena. They used a rubber mat, a plastic folder, and paper towel to LINE THE BOTTOM OF THE BOX.  Which question is this investigation most likely designed to answer?

• How does the AMOUNT of force affect how many bumper cars will GET HIT?

• How does the SIZE of the car affect how much force is needed to MOVE IT?

• How does the MATERIAL on the bottom of the box affect how FAR the cars will MOVE?

• How does the AMOUNT of force affect how long the cars will CONTINUE TO MOVE?

Tags

NGSS.MS-PS2-1

NGSS.MS-PS2-2