Unit 1: Forces and Energy

TEACHER SUPPORT: Guided Practice
Unit 1: Forces and Energy

Module: Energy and Motion
The following Performance Expectations from the Energy and Motion module
are addressed in these practice assessments. Use the module practice pages to help
students prepare for the Unit Test or after the test for remediation if needed.
Guided Practice and Practice sections can be used in any order based on classroom and
student needs.
Performance Expectations
4-PS3-1
Use evidence to construct an explanation relating the speed of an object to
the energy of that object.
4-PS3-3
Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
Evidence of Achievement
4-PS3-1
• Students identify examples that describe and represent speed, motion, velocity,
and acceleration of an object.
• Students identify the correct units for explaining energy using the type of energy
as evidence.
• Students use evidence to evaluate which events in a story are examples of velocity,
acceleration, force, and potential energy.
4-PS3-3
• Students decide which scenarios are evidence that a force has acted upon
a baseball.
• Students select evidence in a story about a car crash that supports the claim
that a collision occurred and identify events that are examples of inertia.
Copyright © McGraw-Hill Education
2 MODULE: Energy and Motion

Guided Practice Scope

This table shows the alignment of each Guided Practice item to the NGSS. All Guided
Practice assessment items assess at least two of the three dimensions (Science and
Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts) of the NGSS.
A measure of each item's complexity, or Depth of Knowledge (DOK), is also indicated.
Item Number
Discrete Items Performance Task
1 2 3 4 5 6 7 8 9
4-PS3-3
4-PS3-3
4-PS3-3
4-PS3-3
4-PS3-1
4-PS3-1
4-PS3-1
4-PS3-1
4-PS3-1
Performance Expectation
Depth of Knowledge (DOK) 2 2 2 3 3 2 2 2 3
Science and Engineering Practices
Asking Questions and Defining Problems X X X
Constructing Explanations and

X X X X
Designing Solutions
Disciplinary Core Ideas
PS3.A: Definitions of Energy X X X X X X X X
PS3.B: Conservation of Energy and

X X X
Energy Transfer
PS3.C: Relationship Between Energy

X X X X
and Forces
Crosscutting Concepts
Energy and Matter X X X X X X X X X

MODULE: Energy and Motion 3

Discrete Item Answer Key

1
A A dog running fast describes only that the dog is in motion.
B A bird flying north only describes the direction in which it is flying.
A cheetah running 30 meters per second westward describes velocity since it gives a speed and
C
a direction.
Answer. A turtle moving at 0.4 meters per second describes speed. Speed is given as a distance traveled
D
over a period of time.
A Time traveled is needed information to describe velocity.
B Direction is also information needed to describe velocity.
Motion is not information needed to describe velocity. Distance, time, and direction is the necessary
C
information.
D Answer. Velocity is given by the speed of an object and the direction in which it is moving.
3
Answer. A boat traveling in a zigzag pattern is an example of acceleration because the boat changes
A
direction and, consequently, velocity.
A girl running at the same speed in a straight line is not an example of acceleration because the girl
B
is not changing direction or velocity.
A cat napping in the sun is not an example of acceleration because the cat is not moving, so it cannot be
C
changing direction.
A student sitting quietly at his desk is not an example of acceleration because the student is not moving, so
D
he cannot be changing direction.

4
A baseball lying in the grass is not evidence that a force acted upon the ball. If a force acted upon it,
it would have moved from its resting place.
Answer. A pitcher throwing a ball that is hit by a batter is an example of an unbalanced force acting
7 upon an object. When the batter hits the ball, the direction of the ball is changed. This is evidence that
an unbalanced force has acted on the ball.
Answer. A player catching a baseball in his mitt is an example of an unbalanced force acting upon
7 an object. When the ball was thrown, it was in motion. When the player caught the ball, the motion of
the ball was stopped. This is evidence that an unbalanced force has acted on the ball.
A ball sitting in a box is not evidence that a force acted upon the ball. Evidence of a force acting on a ball
at rest would be the ball moving.
A Measuring distance alone will not help the friends determine their speed.
Answer. The members of the group will be able to determine their speed if they measure the distance
B
they rode and divide the distance by the number of seconds it took them to complete the course.
Direction of movement is not important in calculating speed. This information is important when calculating
C
velocity.
Tracking the number of times each person sped up, slowed down, or changed direction would help
D
if they wanted to calculate acceleration, but this information is not important when calculating speed.

Performance Task Answer Key

6
Answer. The speedometer reading of 60 kilometers per hour along with the compass reading of south is an
A
example of velocity because it gives both speed and direction.
B This only give the direction. Velocity requires both speed and direction.
C A truck crashing into another truck is an example of a collision, not velocity.
Cars that are unable to move cannot be an example of velocity, since velocity is speed in a given direction.
D
A car must be in motion to have speed.
Cars in motion prior to the crash is an example of kinetic energy, not potential energy.
Answer. Cars that will move again when the crash is cleared are examples of potential energy. The cars will
7 be able to move when the crash is cleared, and when they do, their potential energy will be turned into
kinetic energy.
7 Answer. A car that is not in motion has potential energy, or stored energy.
The toy car A smashing into the back of the toy car B is an example of kinetic energy since the red car
moved after it was hit.
8
Answer. The toy car B that was not in motion until it was hit from behind by the toy car A is an example
A of unbalanced forces acting on an object. The toy car B was not moving until the toy car A made it move.
The toy car B kept moving after the force caused the toy car A to stop.
B The toy truck D swerving is an example of acceleration, not unbalanced forces.
The toy car traveling at 60 kilometers per hour south is not an example of unbalanced forces because there
C
is no collision, and nothing is interfering with the movement of the car.
The stopped traffic is not an example of unbalanced forces. No forces are acting on the cars, and the cars
D
are not moving.

9
The trucks traveling at slower speeds than the cars would mean that they could have less, not more,
momentum than the cars.
Answer. The trucks having more mass than the smaller cars supports the claim that they had more
7 momentum than the smaller cars. Objects with more momentum are harder to stop when they are moving.
A moving truck would be harder to stop than a moving car.
The trucks crashing into each other does not support the claim that the trucks have more momentum than
the cars.
Answer. Momentum increases as velocity and mass increase. If the cars were traveling at the same velocity
7 as the trucks, then the deciding factor would be mass. Trucks have more mass than cars, which supports
the statement that the trucks had more momentum than the small cars traveling at the same velocity.

GUIDED PRACTICE Name Date
Module: Energy and Motion

Read each question thoroughly. The Three-Dimensional Coach
boxes will help you apply the skills and concepts you need to answer
the questions.
Which example correctly describes speed?

Three-Dimensional
A The dog is running fast. COACH
B The bird is flying north. Asking questions about
how fast an object's
C The cheetah is running west at 30 meters position changes over
per second. time will help you
figure out the speed of
D The turtle is moving 0.4 meters per second.
the object.
Which information must be given to describe

Three-Dimensional
the velocity of an object?
COACH
A Direction and distance Think about how to
B Distance and time explain the relationship
between motion and
C Speed and motion velocity. Consider what
velocity explains about
D Speed and direction the motion of an object.

Name Date GUIDED PRACTICE
Which activity is an example of acceleration?

Three-Dimensional
A A boat travels in a zigzag pattern. COACH
B A girl runs at the same speed in a straight line. Acceleration is when an
object speeds up or slows
C A cat takes a nap in the sun. down. An object that turns
or travels around a corner
D A student sits quietly at his desk.
has energy and is
accelerating.
A class is playing a question game where they ask

questions about the motion of objects and then try Three-Dimensional
to guess whether a balanced or unbalanced force COACH
is acting upon the object based on the answers. Remember that a force is
The answer to which questions will describe an object any push or pull on matter.
that has been acted upon by an unbalanced force? An unbalanced force
Select the two that apply. changes the motion of
an object.
Why is the baseball lying in the grass?
How fast does the pitcher throw a baseball, and

how hard does the batter hit it?
Does the player catch the ball before or after the

batter gets to a base?
How long has the ball been sitting in a box?


A group of friends is meeting up to ride their bikes

through the neighborhood. They decide that they are Three-Dimensional
each going to pick a course in the neighborhood and COACH
see who can race their course with the fastest speed. Ask yourself what
One girl asks how they will be able to measure their information is needed to
speed. Which choice below tells how they will each determine to measure
measure their speed on the course they chose? speed.
A They will each measure the distance they rode
in meters.
B They will each measure the distance they rode

in meters and divide it by the number of seconds it
took them to complete the course.
C They will each use a compass to say what direction

they traveled in.
D They will each keep track of how many times they

sped up, slowed down, or changed direction.

Performance Task
In this performance task, you will apply your knowledge
of energy and motion to answer four questions.
A student is watching a simulation of a toy car accident

from the driver's point of view in the toy car marked “A.”
E
The video shows a digital speedometer that shows the
car is traveling at 60 kilometers per hour. A compass
shows the car is heading south (60 kilometers per
A
hour south).
In the simulation, the toy truck D collides with the toy

truck C. Both trucks come to a halt. The toy car B
stops to avoid collision with the trucks. The toy car A
does not have enough time to stop and collides with
the toy car B. This causes the toy car B to move forward
B
and the toy car A to stop.
The collision blocked the entire highway.
C D
Which detail in the story is an example of velocity?

Three-Dimensional
A The speedometer reads 60 kilometers per hour, COACH
and the compass shows the car is traveling south.
Recall what velocity
B The compass says the car is traveling south. measures and how it is
different from the other
C One truck collides into another truck. types of energy.
D No one's car can move because the trucks are

blocking the entire highway.

Which pieces of evidence supports the following claim?

Select the two that apply. Three-Dimensional
COACH
Claim: The cars not moving on the highway because
Kinetic energy is
of the collision blocking all of the lanes is an example of
the energy an object has
stored energy.
because of its motion.
The cars were in motion before the crash happened. Potential energy is a form
of energy that an object
The cars will move again when the crash is cleared. has because of its position
above the ground and
The cars cannot move because the highway is
its mass.
blocked, so they are not in motion.
The toy car A smashes into the back of the toy

car B.
Which event from the story is an example of

unbalanced forces acting on an object? Three-Dimensional
COACH
A The toy car B was not moving, and then the toy
Remember that objects
car A collided with it, causing it to move.
at rest tend to stay at rest
B The toy truck D is swerving all over the road. until a force acts on them
and there is a change
C The toy car is traveling 60 kilometers per hour in energy.
south.
D The toy cars are blocking the highway.

During a class discussion of the video, a student claimed

that the big toy trucks had more momentum than the Three-Dimensional
small toy cars. Which statements supports her claim? COACH
Select the two that apply. Momentum measures
how easy or difficult it
The trucks were traveling at slower speeds
is to stop a moving
than the cars.
object. Ask questions to
The trucks have more mass than the cars. determine what factors
would make it harder
The trucks only crashed into each other. or easier to move
another object.
The cars were traveling at the same velocity
as the trucks.

TEACHER SUPPORT: Practice
Practice Scope
This table shows the alignment of each Practice item to the NGSS. All Practice
assessment items assess at least two of the three dimensions (Science and
Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts)
of the NGSS. A measure of each item's complexity, or Depth of Knowledge
(DOK), is also indicated.
Item Number
Discrete Items Performance Task
1 2 3 4 5 6 7 8 9
4-PS3-3
4-PS3-3
4-PS3-3
4-PS3-3
4-PS3-3
4-PS3-1
4-PS3-1
4-PS3-1
4-PS3-1
Performance Expectation
Depth of Knowledge (DOK) 2 2 3 3 2 2 2 3 3
Science and Engineering Practices
Asking Questions and Defining Problems X X X
Constructing Explanations and Designing Solutions X X X X X
Disciplinary Core Ideas
PS3.A: Definitions of Energy X X X X X X X X X
PS3.B: Conservation of Energy and Energy Transfer X X X X X X
PS3.C: Relationship Between Energy and Forces X X X
Crosscutting Concepts
Energy and Matter X X X X X X X X

Connections Between Guided Practice and Practice Items

To provide the broadest range of practice opportunities, the Guided Practice
and Practice sections assess similar Science and Engineering Practices and
Crosscutting Concepts in different scenarios. You might choose a scaffolded
approach by administering the Guided Practice section before the Practice section.
Alternatively, you could administer the Practice section first and use the Guided
Practice section for remediation.
This table shows how the items in the two sections align.
Practice Guided Practice

Description of Connection
Item Number Item Number
In Guided Practice item 1, students are expected to understand the
1 1 relationships between energy and matter by identifying how the faster an
object moves, the more energy it has.

2 2 relationships between energy and matter by considering models to correlate
speed and kinetic energy.

3 3 relationships between energy and matter by describing how position affects
kinetic energy.
In Guided Practice item 4, students are expected to utilize an understanding of

energy to ask questions and define problems that show the relationship
4 4
between energy and forces such as by designing an experiment to model
energy transfers.

energy to ask questions and define problems that show the relationship
5 5
between energy and forces by correctly establishing how changes in velocity
and weight affect momentum.

6 6 relationships between energy and matter by using a model to identify a
solution to increase speed.

7 7 relationships between energy and matter by correctly identifying descriptions
and outcomes of kinetic energy and energy transfer.

energy to ask questions and define problems that show how objects will
8 8
interact in collisions by designing an experiment to show how mass changes
the acceleration of an object.

energy to ask questions and define problems that show how objects will
9 9
interact in collisions by demonstrating knowledge and solutions of an example
of how friction affects the motion of an object.

Discrete Item Answer Key

1
A Because kinetic energy is related to speed, the energy does not stay the same if the speed increases.
B Answer. The faster an object moves, the more kinetic energy it possesses.
C As an object decreases speed, the object's kinetic energy decreases.
D This statement is incorrect as an object's speed is related to how much kinetic energy it possesses.
A This option mentions speed but does not connect it to kinetic energy.
B This option is an example of the wrong relationship between speed and kinetic energy.
C This option is an example of the wrong relationship between speed and kinetic energy.
D Answer. As speed increases, so does kinetic energy.
Constructed Response Rubric
Score Description Sample Response

The student demonstrates understanding of the • The book had no speed when it was lying on
Performance Expectation, including the ability to: the ground.
• understand that speed is defined by how fast • The book had the most kinetic energy right
2
an object's position is changing over time; AND before it fell on the floor, because it gained
• make the connection that the faster an object's kinetic energy as it fell.
speed, the more energy it possesses.
The student demonstrates partial understanding • The book had no speed when it was lying on
of the Performance Expectation. Student is the ground.
able to: • The book had the most amount of kinetic
1 • complete one of the two tasks listed in the two energy when it was being held by the student.
point score description; OR
• do both of the tasks listed in the two-point score
description, but they contain errors.
The student demonstrates little or no • The book had no speed when it was falling.
0 understanding of the Performance Expectation. • The book had the most amount of kinetic
energy when it was finally on the ground.

Score Description Sample Response

The student demonstrates understanding of the • The student can roll one marble towards
Performance Expectation, including the ability to: the other one.
2 • apply an understanding that energy in a • The student would observe that the marble that
collision is transferred; AND was hit would start to move.
• predict the change in motion of the marbles.
The student demonstrates partial understanding • The student could roll one marble towards
of the Performance Expectation. Student is the other one.
able to: • The first marble would stop before it hit
1 • complete one of the two tasks listed in the second marble.
the two-point score description; OR
The student demonstrates little or no • The student could roll both marbles in the same
0 understanding of the Performance Expectation. direction at the same time.
• The student would see the marbles keep rolling.
Increasing the weight of the skateboarders would increase the momentum in the collision.
Answer. Decreasing the weight of the skateboarders would decrease the momentum in the collision since
7 force depends on weight and acceleration.
Answer. Decreasing the speed of the skateboarders would decrease momentum in the collision since force
7 depends on weight and acceleration.
Increasing the speed of the skateboarders would increase the momentum in the collision.

Performance Task Answer Key
A This response would give the student less energy and, therefore, less speed.
Answer. This is the only description that illustrates more work being done (energy) which would then
B
translate into more speed.
C This response would give the student no additional energy and, therefore, would not increase her speed.
D This response would give the student no additional energy and, therefore, would not increase her speed.
7
Answer. The faster the student is going, the more energy he has and, therefore, the more kinetic energy
7 that is transformed into the air as sound.
7 Answer. Some of the kinetic energy is transformed into heat.
7 Answer. When the student is not moving, it has no speed and so no kinetic energy.
This option is incorrect because, as with any collision, energy will be transferred.
Score Description Sample Description

The student demonstrates understanding of the • The students could test how weight affects
Performance Expectation, including the ability to: acceleration by adding or taking away weight
• demonstrate the understanding that weight from a snow tube. For example, the students
changes the acceleration of an object; AND could test how long it takes each tuber to get
2 to a specific point at the bottom of the hill if
• correctly identify the relationship between
they push two students of different weights with
weight and acceleration.
the same amount of force.
• The heavier student will take longer to get down
the hill.
The student demonstrates partial understanding • The students could test how weight affects
of the Performance Expectation. Student is acceleration by adding or taking away weight
able to: from a snow tube. For example, the students
• complete one of the two tasks listed in the could test how long it takes each tuber to get
1 two-point score description; OR to a specific point at the bottom of the hill if
they push two students of different weights with

the same amount of force.
• The lighter student will take longer to get down
the hill.
The student demonstrates little or no • The students can change how hard they push
understanding of the Performance Expectation. one of their students.
0
• The students would see that if they push harder
the snow tuber would go slower.

Score Description Sample Description

The student demonstrates understanding of the • The force of friction is causing the tubers to slow
Performance Expectation, including the ability to: down and come to a stop.
2 • identify friction as the cause for the snow tubers • One way they could decrease friction would be
slowing down and coming to a stop; AND to smooth down the track. The smoother
• design a solution to lessen the force of friction. they make it, the less friction there will be and
the farther they could go before they stop.
The student demonstrates partial understanding • The force of friction is causing the tubers to slow
of the Performance Expectation. Student is down and come to a stop.
able to: • One way they could decrease friction would be
1 • complete one of the two tasks listed in to add weight to the snow tuber going down
the two-point score description; OR the hill.
The student demonstrates little or no • The force of gravity is causing the tubers to slow
understanding of the Performance Expectation. down and come to a stop.
0
• They could add weight to the snow tuber going
down the hill.

PRACTICE Name Date
Answer the questions that follow. Some questions require you to

select one answer. Other questions require you to provide a short
answer, draw a picture, or complete another task.
A child is playing basketball in the driveway. The child drops the ball,
and it starts rolling down the driveway. As the ball rolls, it speeds up.
What happens to the ball's kinetic energy as it picks up speed?
A The kinetic energy of the ball stays the same.
B The kinetic energy of the ball increases.
C The kinetic energy of the ball decreases.
D The kinetic energy of the ball is not related to its speed.
Which explanation correctly describes the relationship between

speed and kinetic energy?
A The slower you walk, the more speed you have.
B The slower you walk, the more kinetic energy you have.
C The faster you run, the less kinetic energy you have.
D The faster you run, the more kinetic energy you have.

Name Date PRACTICE
While standing in line, a student drops a book being held. It makes a

loud crashing noise. The teacher uses the accident to ask the student
to describe the relationship between energy and speed.
Help the student describe how the falling book connects to the topic
of energy and speed.
Describe one position of the book when it had no speed.
Identify the position of the book when it has the most amount of
kinetic energy, and explain why you came to that conclusion.

PRACTICE Name Date
A student is given two identical marbles and a track to roll them on.
The teacher asks the student to design an experiment to model how
energy is transferred with these supplies.
Describe an experiment to show how energy is transferred.
Predict what the student would observe if he tested this experiment.
Two friends are outside riding on their skateboards. They accidentally

collide, and both fall backwards.
What variables would decrease the momentum in the collision?

Select the two that apply.
 Increase the mass of each skateboarder.

Decrease the mass of each skateboarder.
Decrease the velocity of each skateboarder.
Increase the velocity of each skateboarder.

Name Date PRACTICE
Performance Task
In this performance task you will apply your knowledge of energy,
forces, and motion to answer four questions.
After learning about energy, forces, and motion in science class,

a group of four students decide to investigate what happens when
snow tubing down a short hill. They each determine a plan for tubing
down the hill.
Student A lightly pushes off to go down the hill. How could the
student increase the speed for the second attempt down the hill?
 A Student A could push off more lightly from a seated position.
 B Student A could start by running and diving on to the tube.
 C Student A could sit still on the tube.
 D Student A could stand up on the tube.
During a trial, one of the students crashes into a snow bank. Which
statements correctly describe the energy from the student in
the snow tube? Select the three that apply.
The noise of the crash would be greater if the student was

going faster.
Some energy of motion would be transformed into heat energy

that would heat up the surrounding air slightly.
When the student comes to a stop after the collision, the

student's kinetic energy is zero.
The energy stays the same for the student and the tube.

PRACTICE Name Date
The students decide to explore the collision with the snow bank more.
Describe a simple experiment the students could set up to show

the concept that weight changes the acceleration of an object
(in this case, the snow tuber).
What would the students expect to observe when they test this
experiment?

Name Date PRACTICE
Inertia is the tendency for an object in motion to stay in motion.

However, a snow tuber going down a hill somehow always slows down
and eventually comes to a stop.
What is causing the snow tuber to eventually stop moving?
What is one thing the snow tuber could do to glide farther down
the hill?

Unit 1: Forces and Energy

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TEACHER SUPPORT: Guided Practice

Unit 1: Forces and Energy

2 MODULE: Energy and Motion

Guided Practice Scope

Discrete Items Performance Task

Depth of Knowledge (DOK) 2 2 2 3 3 2 2 2 3

Science and Engineering Practices

Asking Questions and Defining Problems X X X

Constructing Explanations and

Disciplinary Core Ideas

PS3.A: Definitions of Energy X X X X X X X X

PS3.B: Conservation of Energy and

PS3.C: Relationship Between Energy

Energy and Matter X X X X X X X X X

MODULE: Energy and Motion 3

Discrete Item Answer Key

A A dog running fast describes only that the dog is in motion.

B A bird flying north only describes the direction in which it is flying.

A Time traveled is needed information to describe velocity.

B Direction is also information needed to describe velocity.

Copyright © McGraw-Hill Education

4 MODULE: Energy and Motion

MODULE: Energy and Motion 5

Performance Task Answer Key

C A truck crashing into another truck is an example of a collision, not velocity.

B The toy truck D swerving is an example of acceleration, not unbalanced forces.

6 MODULE: Energy and Motion

MODULE: Energy and Motion 7

Module: Energy and Motion

Which example correctly describes speed?

Which information must be given to describe

8 MODULE: Energy and Motion

Which activity is an example of acceleration?

A class is playing a question game where they ask

How fast does the pitcher throw a baseball, and

Does the player catch the ball before or after the

How long has the ball been sitting in a box?

MODULE: Energy and Motion 9

A group of friends is meeting up to ride their bikes

B They will each measure the distance they rode

C They will each use a compass to say what direction

D They will each keep track of how many times they

Copyright © McGraw-Hill Education

10 MODULE: Energy and Motion

A student is watching a simulation of a toy car accident

In the simulation, the toy truck D collides with the toy

The collision blocked the entire highway.

Which detail in the story is an example of velocity?

D No one's car can move because the trucks are

MODULE: Energy and Motion 11

Which pieces of evidence supports the following claim?

The toy car A smashes into the back of the toy

Which event from the story is an example of

D The toy cars are blocking the highway.

Copyright © McGraw-Hill Education

12 MODULE: Energy and Motion

During a class discussion of the video, a student claimed

MODULE: Energy and Motion 13