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Cart Clues on the Snowy Forest Trail
Analyze a snowy-trail cart model and use repeated observations to explain why a faster object has more energy.
Grade 4ScienceInteractive · Printable
Aligned to4-PS3-1
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 4
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students use repeated observations to explain that a faster object has more energy.
- Students compare speed and effect measurements from a fair model investigation.
- Students support a claim about energy with evidence from test results.
How to use
Read the model description and graph together first. Ask students to point to specific speed and snowbank measurements when explaining their answers.
Curriculum
NGSS standard covered
Use evidence to explain that a faster object has more energy.
Preview
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Cart Clues on the Snowy Forest Trail
Use model results to explain how speed relates to energy.
Read the trail model
Read how the class tested a small cart on a snowy forest trail model. Use the description and graph to answer the questions.
A Cart on the Model Trail
At a snowy forest trail station, fourth graders built a small model trail from a smooth board. A wooden cart carried a cloth pouch of trail flags. At the end of the board, the cart pressed into a soft foam block that stood for a snowbank. The cart, pouch, board, foam block, starting line, and measuring tools stayed the same during the main test.
The class used a release gate to give the cart three different speeds. They did not push the cart by hand. A motion sensor recorded the cart's speed during the final half second before it reached the foam block. The class tested each release setting three times. At the slow setting, the sensor readings were 20, 20, and 20 centimeters per second. At the middle setting, the readings were 40, 40, and 40 centimeters per second. At the fast setting, the readings were 60, 60, and 60 centimeters per second.
After each cart reached the foam, students measured how far the foam block moved. At the slow setting, the block moved 3, 4, and 5 centimeters. At the middle setting, it moved 5, 6, and 7 centimeters. At the fast setting, it moved 10, 11, and 12 centimeters. Students used the average movement for each setting in the graph. The cart did not carry the pouch into the foam block; the pouch stayed attached to the cart.
The class wanted to know whether the cart's speed was connected to how strongly it affected the foam block. They planned to use the repeated measurements, not just one unusual result, when making a claim. They also knew that the test could show a pattern without telling the precise amount of energy in the cart.
- A. The material of the foam block
- B. The cart's release speed
- C. The distance to the starting line
- D. The pouch carried by the cart
What was the average foam-block movement at the fast setting? centimeters
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