O A. The balls will both stay at the top of the ramp. O B. Ball B will roll farther than Ball A. O C. Ball A will roll farther than Ball B. O D. Both balls will roll the same distance. 2. Explain your answer for question number 1. ___Student responses will vary, but should contain the idea that the ball A will have rolled the farthest because it has more mass, therefore containing more potential energy, which transfers to more kinetic energy and takes the ball longer to be slowed down by the force of friction. 3. Car X is driving slowly down a road when it runs into another car (Car Y) the same size as itself. Car Y is sitting still, but is not applying its brakes. What will happen when the cars collide? O A. Car X will stop and Car Y will roll forward. O B. Car X will bounce backward and Car Y will stay where it was. O C. Cars X and Y will both roll forward. O D. Car X will stop and Car Y will not move. 4. Two identical balls are placed at the top of two ramps and then released. Ramp A has a height of 10cm. Ramp B has a height of 25cm. Which ball will have rolled the farthest after it is released down the ramp? Explain your answer. ___Student responses will vary, but should contain the idea that the ball rolling down Ramp B will have rolled the farthest because its starting point is higher. The higher the ramp, the more potential energy the car will have due to the force of gravity.
_____________ Mass of Car After Adding More Pennies: _____________ Analysis and Conclusions: 1. How did the mass of the car change the recoil of the car? 2. As the mass of the car increases, the amount of potential energy the car has ________________. (increases or decreases) 3. What was the longest distance your toy car recoiled when it had the least mass? __________ 4. What was the longest distance your toy car recoiled when it had the most mass? __________ 5. Find the difference between the two distances you measured and recorded for numbers 3 and 4. Attach a separate sheet of paper to show all work needed to solve the problem. Appendix Q: Advertisement Rubric 4 3 2 1 Information Titles and Subheadings short text passages claims supported by facts Information is presented clearly. All details focus on the topic. Information is presented appropriately. Some information may be missing or confusing. Most details focus on the topic. Information is missing or unclear. Details do not focus on the topic, OR too much information is included. Little or no information is provided. Details do not focus on the topic. Graphics photos & illustrations captions Multiple graphics are used effectively and clearly. Multiple graphics are used appropriately. Some graphics may be unclear Few graphics are used. They may be unclear or confusing. Graphics are unclear or confusing.
data / graphs or confusing. Layout bold headings color organized The layout is organized and The layout somewhat organized and uses some interest-grabbing techniques. An attempt has been made to organize the layout. There is little evidence of interest-grabbing techniques. The layout is unorganized. There is no evidence of techniques. Mechanics spelling punctuation grammar The advertisement has few or no errors in grammar, spelling, and punctuation that do not interfere with understanding. The advertisement has several errors in grammar, spelling, and punctuation that do not interfere with understanding. The advertisement has frequent errors in grammar, spelling, and punctuation that sometimes interfere with understanding. Errors in grammar, spelling, and punctuation prevent the reader from fully understanding the advertisement. Final Score Appendix R: Writing Map Appendix S: Writing Rubric 4 3 2 1 Introduction and Claim The introduction is written in an interesting way. It includes background information and a strong claim. The introduction includes background information and includes a claim. The introduction includes some background information. The claim is weak or not present. The introduction includes little background information. The claim is weak or not present. Evidence/ Support The writer supports the claim with 3 or The writer supports the claim with 2-3 The writer supports the claim with 1-2 The evidence does not support the claim.
more clear pieces of evidence. pieces of evidence. pieces of evidence. Or the evidence does not support the claim. Conclusion The conclusion sums up the supporting evidence and restates the claim. The conclusion sums up part of the supporting evidence and restates the claim. The conclusion sums up little or no supporting evidence. The claim is unclear or not restated. The conclusion does not sum up the evidence. The claim is not restated. Sentence Fluency and Word Choice The writer uses a variety of sentence structures and word choices. The writer uses some variety in sentence structure and word choice. Sentence structure is simple and unvaried; word choice is mostly accurate. Sentences lack formal structure; word choice may often be inaccurate. Conventions The writer makes few to no errors in grammar, spelling, and punctuation that do not interfere with understanding. The writer makes several errors in grammar, spelling, and punctuation that do not interfere with understanding. The writer makes frequent errors in grammar, spelling, and punctuation that sometimes interfere with understanding. Errors in grammar, spelling, and punctuation prevent the reader from fully understanding the essay. Final Score Appendix T: Traffic Safety Facts Article-Modified Occupant Protection Seat belt use in 2012 was 86 percent, up from 84 percent in 2011. This is a huge increase from 79 percent in 2003 and 58 percent in 1994. This result is from the National Occupant Protection Use Survey (NOPUS), which is the only survey that provides nationwide probability-based observed data on seat belt use in the United States (DOT HS 811 691). In 2012, there were 21,667 occupants of passenger vehicles (passenger cars, pickup trucks, vans, and SUVs) who died in motor vehicle traffic crashes. Of the 21,667 total occupants killed, 9,679 were restrained. Restraint use was not known