Force and Patterns Assessment

Alan is investigating the forces between bar magnets. He places the magnets side by side in each of the two arrangements shown. What can he learn by observing the changes to the magnets?

• The force between two magnets depends on how their poles face each other.

• The force between two magnets is always the same, regardless of how their poles face each other.

• The N poles of magnets always attract, while the S poles always repel.

• The N poles of magnets always repel, while the S poles always attract.

Tags

NGSS.MS-PS2-3

NGSS.MS-PS2-5

Claire is conducting an investigation to explore forces using the setup below.

What forces is Claire investigating? 

Select TWO correct answers.

• Friction

• Magnetism

• Acceleration

• Gravity

• Velocity

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-4

A student conducts the investigation shown in the diagram. In this experiment, a paper cup hangs from a string tied to a single uncooked spaghetti noodle. The student measures and records the mass of a penny. The student then adds pennies to the paper cup one at a time.

Which question is the student most likely trying to answer with this investigation?

• How many spaghetti noodles will it take to hold up the mass of a penny?

• How much force will it take to break the spaghetti noodle?

• How long should the string that holds the paper cup be in order to support the greatest mass of pennies?

• How does the distance between the two chairs affect the amount of force it takes for the spaghetti noodle to break?

Tags

NGSS.MS-ETS1-1

NGSS.MS-PS2-2

Lin conducted an investigation to explore the effects of forces on a toy cart that rolls down a long ramp. She covered the ramp with different materials and used the same toy cart and ramp for each surface type. The table shows the time she measured for each material. Analyze the data. Which pattern explains the data Lin gathered?

• The force of gravity caused the cart’s time to increase on the foil.

• The force of friction caused the cart’s time to increase on the foil.

• The force of gravity caused the cart’s time to increase on the carpet.

• The force of friction caused the cart’s time to increase on the carpet.

Tags

NGSS.MS-PS2-2

Scott wants to explore how the mass of an object affects patterns of gravity. The materials he can use include ramps and various types of balls that have different masses. How should Scott plan and conduct the investigation to explore how the force of gravity acts on objects that have different masses?

• Scott should set up one ramp and roll balls that have different masses down the ramp. He should record how far the balls roll.

• The student should set up one ramp and roll the same ball down the ramp several times. He should record how far the ball rolls.

• Scott should set up several ramps at different heights and roll a different ball down each ramp. He should record how far the balls roll.

• The students should set up several ramps at different heights and roll the same ball down each ramp. He should record how far the ball rolls.

Tags

NGSS.MS-PS2-2

Joe and Megan created the marble run pictured here. Their teacher required a minimum amount of time for the marble to complete the run. They realized their marble was too fast and they needed it to take a longer time. What could they change in their design to make it take longer?

Tags

NGSS.3-5-ETS1-1

NGSS.3-5-ETS1-2

NGSS.3-5-ETS1-3

NGSS.3-PS2-1

NGSS.3-PS2-2

Marni wonders whether a magnet can attract through nonmagnetic materials. In her investigation, she tests the same magnet and paper clip by changing the materials between them. The table shows the results.

What is the most likely reason that the magnet did not attract the paper clip through the thick sheet of glass?

• The magnetic force could not attract through the glass.

• The paper clip was not made of a magnetic metal.

• The glass was too thick for the magnetic force to attract.

• The magnet lost its magnetic force.

A child is investigating how a toy car rolls on different surfaces. First, they pushed the car on a carpeted floor. Then they pushed the car with the same amount of force on a smooth wood floor. Which sentence explains the results of the investigation?

• The car rolled the same distance on both the carpet and the wood floor.

• The car rolled farther on the carpeted floor than on the wood floor.

• The car did not roll at all on the carpeted floor but rolled far on the wood floor.

• The car rolled farther on the wood floor than on the carpeted floor.

Tags

NGSS.MS-PS2-2

Which of the following correctly explains how friction affects an object's motion?

• Smooth surfaces do not have friction but rough surfaces do, which causes objects to move on rough surfaces.

• A rough surface has more friction than a smooth surface, which causes objects to slow down faster.

• A smooth surface has more friction than a rough surface, which causes objects to slow down faster.

• All surfaces have the same amount of friction, which causes objects to travel the same distance when they are pushed.

A student uses a spring scale to pull three blocks, one at a time, across the same smooth surface. Each block has a different mass, and the student pulls each mass horizontally.

• How do three blocks with different masses react to force?

• How does the direction pulled affect the mass of a block?

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

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

Tags

NGSS.MS-PS2-2