mod 1 post test study cards

The distance from Lubbock to Dallas is 330 miles. Angela drove from Lubbock to Dallas on the past Sunday. After 2 hours driving, she stopped at a rest area for 1 hour. She noticed that she already drove 120 miles. She then spent another 3 hours to travel another 210 miles to arrive at Dallas. Suppose her driving route is a straight line. In which part of the trip, between the first 2 hours and the last 3 hours, did Angela drive faster? Select one: A. The last 3 hours B. Equally fast C. Not sure. More information is needed D. The first 2 hours

A - last 3 hours

Which of the following is an example of increasing friction intentionally? A. throwing sand on an icy driveway B. oiling a squeaky door C. waxing skis D. adding grease to gears on a bike

A - throwing sand on an icy driveway

The distance from Lubbock to Dallas is 330 miles. Angela drove from Lubbock to Dallas on the past Sunday. After 2 hours driving, she stopped at a rest area for 1 hour. She noticed that she already drove 120 miles. She then spent another 3 hours to travel another 210 miles to arrive at Dallas. Suppose her driving route is a straight line. What was Angela's average driving speed for the entire trip to Dallas? Select one: A. 60 mph B. 55 mph C. 70 mph D. 65 mph

B - 55 MPH

The distance from Lubbock to Dallas is 330 miles. Angela drove from Lubbock to Dallas on the past Sunday. After 2 hours driving, she stopped at a rest area for 1 hour. She noticed that she already drove 120 miles. She then spent another 3 hours to travel another 210 miles to arrive at Dallas. Suppose her driving route is a straight line. Q13. What was Angela's average driving speed for the first 2 hours? Select one: A. 55 mph B. 60 mph C. 65 mph D. 70 mph

B - 60 MPH

Why do your feet stay on the ground instead of floating? A. Friction B. Gravity C. Mass D. Volume

B - Gravity

A teacher is working with a group of students on free falling. One student says "heavy things fall faster". To address this misconception, the teacher plans to design an inquiry-oriented lesson via the 5E model for the students to explore free falling. There are a rubber ball, a short piece of chalk, and a pebble available. Which of the following is an example of formative assessment? Select one: A. Students working on an exit ticket with questions about free falling B. Teacher playing a video about free falling in real life and asking students questions while playing C. Teacher holding a pop-quiz about free falling at the end of the lesson D. Teacher giving instruction to students during group work

B - Teacher playing a video about free falling in real life and asking students questions while playing it

A boy is playing on a swing in a park. His mom stands still by the swing. There are several other kids playing on a slide in the same park. Q9. From the boy's perspective, is the swing moving? Select one: A. Not sure. More information is needed B. No C. Yes

B - no

Which statement below is correct? Select one: A. The boy's mom is standing still by the swing. She is not moving. To her, the swing is not moving B. None of the statements above is correct C. The other kids are playing on the slide. The distance between the slide and the swing is fixed. So to them, the swing is not moving D. The boy is on the swing. He is watching his surrounding moving. To him, the swing is moving

B - none of the above

To measure the movement of an object, one must first locate the Select one: A. velocity of that object B. position of that object C. the speed of that object D. acceleration of that object

B - position of the object

The distance from Lubbock to Dallas is 330 miles. Angela drove from Lubbock to Dallas on the past Sunday. After 2 hours driving, she stopped at a rest area for 1 hour. She noticed that she already drove 120 miles. She then spent another 3 hours to travel another 210 miles to arrive at Dallas. Suppose her driving route is a straight line. Hadn't Angela made that 1 hour stop, but had maintained the same speed as that of the first 2 hours, would she have arrived at Dallas earlier? Select one: A. Not sure. More information is needed B. Yes, she would have arrived earlier C. No, she would have arrived at the same time D. No, she would have arrived later

B - yes she would have arrived earlier

A boy is playing on a swing in a park. His mom stands still by the swing. There are several other kids playing on a slide in the same park. From the perspective of the kids on the slide, is the swing moving? A. Not sure. More information is needed B. Yes C. No

B- yes

Noni walks 4 m/s for 10 seconds. How long does Noni travel? A. 6 meters B. 0.4 meter C. 14 meters D. 40 meters

D - 40 meters

If the forces on an object are balanced, the object will A. speed up B. make a right turn and maintain the same speed C. both A nor B D. remain at rest if initially at rest

D - Remain at rest if initially at rest

Which surface has the least amount of friction? A. concrete B. carpet C. ice D. grass

ICE

A push or pull that acts on an object is... A. Mass B. Inertia C. Force D. Acceleration

C - Force

A boy is playing on a swing in a park. His mom stands still by the swing. There are several other kids playing on a slide in the same park.From the perspective of the boy's mom, is the swing moving? Select one: A. Not sure. More information is needed B. No C. Yes

C - yes

A teacher is working with a group of students on free falling. One student says "heavy things fall faster". To address this misconception, the teacher plans to design an inquiry-oriented lesson via the 5E model for the students to explore free falling. There are a rubber ball, a short piece of chalk, and a pebble available. Which of the following is the best way to enact the stage of Explore? Select one: A. A. Teacher demonstrating the lab by dropping the three objects at the same height simultaneously and has students observe what happens B. Students watching videos explaining why heavier things do not fall faster C. Students designing a lab to investigate which of the three objects provided falls faster D. Teacher providing a concrete lab procedure for students to follow with each step clearly written

C. Students designing a lab to investigate which of the three objects provided falls faster

A teacher is working with a group of students on free falling. One student says "heavy things fall faster". To address this misconception, the teacher plans to design an inquiry-oriented lesson via the 5E model for the students to explore free falling. There are a rubber ball, a short piece of chalk, and a pebble available. Which of the following is a sound way to enact the stage of Explain? Select one: A. Teacher summarizing the lab and explaining to students why they have observed a certain phenomenon B. Students reading the story about Galileo dropped two spheres of different weight from the top of the leaning Tower of Pisa C. Students sharing what they have found from the lab, and working in groups to come up with explanations D. Students watching videos explaining why heavier things do not fall faster

C. Students sharing what they have found from the lab, and working in groups to come up with explanations

Do objects with a larger mass always have a larger weight? Select one: A. Yes. They have a large mass, so they will always be bigger. B. No. Mass does not affect the weight of objects. C. Yes. They have a larger mass, so they will have a larger weight. D. No. Objects with a large mass can have a smaller weight if there is less or no gravity.

D. No. Objects with a large mass can have a smaller weight if there is less or no gravity.

A teacher is working with a group of students on free falling. One student says "heavy things fall faster". To address this misconception, the teacher plans to design an inquiry-oriented lesson via the 5E model for the students to explore free falling. There are a rubber ball, a short piece of chalk, and a pebble available. Q17. Which of the following is the best way to enact the stage of Engage? Select one: A. Teacher revisiting the idea of gravity and refreshing students' memory about what gravity is and how it works B. Students using charts or graphs to explain what they think will fall faster or slower between the three objects C. Teacher holding a class discussion about whether heavy things fall faster D. Teacher showing students the three objects and holding a class discussion to predict which one will fall faster or slower

D. Teacher showing students the three objects and holding a class discussion to predict which one will fall faster or slower