Question 1

A student studies a cart speeding up on a track. Which sequence best follows the reasoning process emphasized in the course framework?

Accepted Answer

Observe the motion, represent the system, state a model, calculate a prediction, compare it with evidence, and revise or defend the claim. — The correct sequence is to observe, represent, model, calculate, compare with evidence, and revise or defend the claim. The other choices either omit representation and evidence or treat calculation and unit checking as sufficient reasoning.

Question 2

Which representation would best show that a cart's acceleration increases proportionally with net force when mass is constant?

Accepted Answer

A qualitative acceleration-versus-force graph with a straight line rising from the origin. — For fixed mass, F_net = ma implies a = F_net/m, so acceleration is proportional to net force. A rising straight-line acceleration-versus-force graph communicates that relationship. A horizontal graph contradicts the model, while the other choices do not represent the functional relationship.

Question 3

Two carts experience the same constant net force. Cart A has mass m and Cart B has mass 2m. Which conclusion correctly combines comparison and functional-dependence reasoning?

Accepted Answer

Cart B has half the acceleration of Cart A because acceleration is inversely proportional to mass for fixed force. — From a = F_net/m, doubling mass while holding net force fixed divides acceleration by two, so a_B = 1/2 a_A. This uses comparison under Practice 2.C and prediction from functional dependence under Practice 2.D. The other choices reverse or ignore the inverse dependence.

Question 4

A student claims that increasing applied force increases acceleration. Measurements show a nearly linear increase in acceleration with force while mass is controlled. Which response best supports the claim?

Accepted Answer

The claim is supported because the data show a relationship consistent with F_net = ma, provided the graph, units, uncertainty, and controlled variables are considered. — A strong argument connects the claim to evidence and physical reasoning. A linear acceleration-versus-force trend with controlled mass is consistent with F_net = ma, but graph quality, units, uncertainty, and controls must also be considered. Expectations alone are not evidence, and the final distractor confuses unlike physical quantities.

Question 5

Which procedure is most appropriate for investigating how net force affects a cart's acceleration?

Accepted Answer

Change the applied force, measure the cart's acceleration, keep the cart's mass controlled, and repeat measurements to reduce uncertainty. — An appropriate procedure identifies the changed variable, measured variable, controlled variables, and methods for reducing uncertainty. The correct choice changes force, measures acceleration, controls mass, and repeats trials. The other choices confound variables, omit the relevant measurement, or fail to address uncertainty.

Question 6

Which statement correctly distinguishes the roles of diagrams and graphs in Science Practice 1?

Accepted Answer

A diagram or schematic can represent the physical situation, while a graph can show a measured or modeled relationship between variables. — Diagrams, tables, charts, and schematics represent the physical situation, while graphs make relationships between variables visible. Quantitative graphs require variables, units, and scales, and qualitative graphs can show trends without numerical data. The distractors misstate the purposes and requirements of these representations.

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Unit 7: Oscillations — Exam-Style Practice

Unit 7: Oscillations — Exam-Style Practice