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WorksheetsQ1 Benchmark Review 2021-2022
Total questions: 36
Worksheet time: 56mins
What can be inferred about the action and reaction forces from the observations of a student letting a balloon go?
The forces act in the same direction.
The forces are unequal in magnitude.
The action force results in the formation of the reaction force.
The reaction force is larger than the action force.
A box is placed on a table, and forces are applied to the box in different directions.
Under which conditions will the box remain stationary?
A
B
C
D
The student concludes that the acceleration of an object depends only on the force
applied on the object.
Why should the student revise the conclusion?
The student only uses two marbles in the experiment.
The student does not describe the force of each push effort in units of Newton.
The student does not consider the effect of mass on the motion of the marble.
The student only tests the motion of the marble on one type of surface.
Between which time interval is the puppy’s average speed the greatest ?
1 and 2 seconds
2 and 3 seconds
8 and 9 seconds
11 and 12 seconds
What is the best description of the puppy’s motion between 9 and 11 seconds?
The puppy runs backward, moving further away from the bench for 2 seconds.
The puppy stands still for 2 seconds before moving further away from the bench.
The puppy turns around and is running back toward the bench for 2 seconds.
The puppy runs down a small hill for 2 seconds before running back toward the bench.
Which examples support Newton’s third law of motion?
1, 2, and 3
1, 2, and 4
1, 3, and 4
2, 3, and 4
Which table represents the force that the nail exerts on the hammer for each strike?
If the object is not in motion, what is the value of force X?
25 N
50 N
490 N
980 N
A person places a box partially full of clothes on one end of a table. How can the person increase the force exerted by the table on the box?
Add more clothes to the box.
Remove clothes from the box.
Move the box to the middle of the table.
Rotate the box so that its side is resting on the table.
A space agency performs experiments on four different types of rockets in outer space. All four rockets move through the vacuum of space at the same rates.
Which rocket will require the greatest amount of force to change its direction?
a rocket with a mass of 2 kilograms
a rocket with a mass of 4 kilograms
a rocket with a mass of 6 kilograms
a rocket with a mass of 8 kilograms
A swimmer with a mass of 60 kg pushes against the wall of a pool with a force of 120 N. What are the magnitude and direction of the force that the wall pushes back on the swimmer?
2 N in the same direction of the swimmer’s force
2 N in the opposite direction of the swimmer’s force
120 N in the same direction of the swimmer’s force
120 N in the opposite direction of the swimmer’s force
What is the acceleration of the box?
0.25 m/s2
1.0 m/s2
4.0 m/s2
8.0 m/s2
Which car was pushed with the greatest force?
car 1
car 2
car 3
car 4
What will immediately happen to object M after the addition of 3 N of force?
It will move faster to the right.
It will slow down to the right.
It will move faster to the left.
It will slow down to the left.
What will be the resulting motion of the object?
The object cannot move and will remain stationary because all of the applied forces acting on the object are balanced.
The object can only move left or right because these are the only directions in which balanced forces are applied.
The object will move backward because the only unbalanced force acting on it is directed forward.
The object will move forward because the only unbalanced force acting on it is directed forward.
Over what time interval does the car travel the farthest distance?
0 to 1 second
2 to 3 seconds
3 to 4 seconds
4 to 5 seconds
The student concludes that the acceleration of an object depends on the force applied on the object. Why should the student revise the conclusion?
The student only uses two marbles in the experiment.
The student does not describe the force of each push effort in units of Newton.
The student does not consider the effect of mass on the motion of the marble.
The student only tests the motion of the marble on one type of surface.
What can be concluded about the motion of the blocks?
Block 1 will move the farthest.
Block 1 will move farther than Block 3.
Blocks 2 and 3 will not move.
Block 4 will move farther than Block 2.
What can be concluded about the motion of the car from the graph?
The car moves faster in segment Q than in segment S.
The car moves faster in segment R than in segment P.
The car moves faster in segment Q than in segment P.
The car moves faster in segment S than in segment R
On which day did the student have the greatest average speed?
Day 1
Day 2
Day 3
Day 4
Which statement abou the object's motion is true?
The speed at segment 2 is faster than segment 3.
The speed is greatest at segment 3.
The speed is slowest at segment 3.
The speed at segment 4 is faster than segment 3.
What are the magnitude and direction of the net force?
3 N towards the east
3 N towards the west
9 N towards the east
9 N towards the west
What is the acceleration of the box?
0.25 m/s2
1.0 m/s2
4.0 m/s2
8.0 m/s2
What will happen if the same braking force is applied to a motorcycle and a dump truck that are both moving at 50 km/h?
The motorcycle will come to a stop more quickly because it has a greater mass.
The motorcycle will take longer to come to a stop because it has less mass.
The dump truck will take longer to come to a stop because it has a greater mass.
The dump truck will come to a stop more quickly because it has a greater mass.
What pattern(s) listed by the student is (are) correct?
1 only
3 only
1 and 2
1 and 3
Which modification would increase the magnetic strength of the electromagnet?
using a thinner nail
decreasing the length of the nail
increasing the number of turns in the coil
decreasing the number of turns in the coil
Based on the data, which modifications will result in generating the fastest speed of the motor?
fewer turns of thicker copper wire for the coil
more turns of thinner copper wire for the coil
more turns of thicker copper wire for the coil
fewer turns of thinner copper wire for the coil
What conclusion is supported by the data?
The strength of an electromagnet cannot be predicted based on the number of coils.
The strength of an electromagnet increases as the number of coils increases.
The strength of an electromagnet does not depend on the number of coils.
The strength of an electromagnet decreases as the number of coils increases.
What is the difference between the magnetic field of a bar magnet and electromagnet?
The magnetic field produced in a bar magnet has a higher intensity than that of an electromagnet.
The magnetic field in an electromagnet lasts only as long as there is a supply of electric current.
The intensity of the magnetic field in a bar magnet can be increased or decreased.
The direction of the magnetic field in a bar magnet varies with respect to time.
How can the student arrange the magnets to feel the force of the magnetic field as a result of repulsion?
Which action will demonstrate that the balloons can either attract or repel each other?
Push the balloons toward each other to generate a magnetic field.
Place a magnet in between the balloons to generate a magnetic field.
Cover one balloon with a cotton cloth to generate a gravitational field.
Rub both balloons with a wool rag to generate an electric field.
How will students be able to use this device in a science experiment?
They can use the electricity it generates to power a light bulb.
They can use the temporary magnetic field it creates to pick up metal paper clips.
They can use the device as a switch in an electrical circuit.
They can use its chemical energy to create electricity that spins the coiled wire.
Which option correctly compares the 2 setups?
setup A: A simple electromagnetic has been made that can spin a copper coil and power a mechanical device; setup B: A simple electric motor has been made that can attract objects that contain iron.
setup A: A simple electromagnetic has been made that can attract objects that contain iron; setup B: A simple electric motor has been made that can spin a copper coil and power a mechanical device.
setup A: A simple lead-acid battery has been made that can supply electricity to power an electric device; setup B: A simple photovoltaic cell has been made that can harness energy from the Sun.
setup A: A simple lead acid battery has been made that can harness energy from the Sun; setup B: A simple photovoltaic cell has been made that can supply electricity to light an electric device.
What causes the coil to begin rotating in the electric motor?
The electric current produced by the battery produces a magnetic field in the coil and the magnet, interacting to produce a current on the coil that causes it to rotate.
The battery creates a flow of current in the coil, which creates a magnetic field around the coil, causing it to rotate continuously as it interacts with the magnet.
The magnet’s magnetic field causes the coil to create its own current, which interacts with the battery’s electric field, causing the coil to rotate.
The electric current produced by the battery flows through the coil, causing an electric field in the magnet that rotates the coil.
A bar magnet and Earth both have magnetic fields. Which diagram correctly represents magnetic field lines of a bar magnet and Earth?
A student suspends 2 inflated balloons from the ceiling. The student wants to show that a field exists between the balloons exerting forces on each other even though the balloons are not in contact.
Which action will demonstrate that the balloons can either attract or repel each other?
Push the balloons toward each other to generate a magnetic field.
Place a magnet in between the balloons to generate a magnetic field.
Cover one balloon with a cotton cloth to generate a gravitational field.
Rub both balloons with a wool rag to generate an electric field.
