The graph below depicts an object’s distance traveled over several intervals of time.

Question

Which option correctly lists the motion of the object for each time interval?

(1 point)
Responses

interval AB → no motion

interval BC → constant speed

interval CD → no motion

interval DE → acceleration



interval AB → constant speed

interval BC → acceleration

interval CD → constant speed

interval DE → no motion



interval AB → constant speed

interval BC → decreasing speed

interval CD → constant speed

interval DE → increasing speed



interval AB → no motion

interval BC → decreasing speed

interval CD → constant speed

interval DE → acceleration



interval AB → no motion interval BC → decreasing speed interval CD → constant speed interval DE → acceleration
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Answer 1

To determine the motion of the object during each time interval (AB, BC, CD, DE) based on a graph of distance versus time, we usually analyze the shape of the graph.

1. Interval AB: If there is no change in distance over time, this indicates no motion.
2. Interval BC: If the distance is increasing at a steady rate, then the object is moving at a constant speed. If the distance is increasing but at a decreasing rate, the speed is decreasing.
3. Interval CD: If the distance doesn't change, then there is no motion (the object is at rest). If the distance is increasing steadily, the object moves at constant speed.
4. Interval DE: If the distance is increasing at a faster rate as time goes on, this indicates an acceleration. If the distance is increasing but at a slower rate, this indicates decreasing speed.

Based on the descriptions provided, the option that matches the expected outcomes would be:

interval AB → no motion
interval BC → decreasing speed
interval CD → constant speed
interval DE → acceleration

This option accurately describes the conditions that can be inferred from a typical distance vs. time graph as you outlined. If you have specific graph details or you could elaborate on the graph characteristics, I could refine my analysis!

Answer 2

A student is moving boxes. Box A and box B are the same size and shape . The student can lift box A, but not box B. What is the difference between the boxes?(1 point)
Responses

Box B has more mass and takes more force to lift.
Box B has more mass and takes more force to lift.

Box B has more mass and takes more friction to lift.
Box B has more mass and takes more friction to lift.

Box A has more mass and takes less friction to lift.
Box A has more mass and takes less friction to lift.

Box B has more mass and takes less force to lift.

Answer 3

The correct response is:

Box B has more mass and takes more force to lift.

This is because if the student can lift box A but not box B, it indicates that box B is heavier (more mass), which would require more force to lift compared to box A. The other options do not accurately describe the situation given that we know box A can be lifted while box B cannot.

Answer 4

Why is a book resting on a table in a state of equilibrium?(1 point)
Responses

The book’s weight and the upward force the table exerts on the book have equal magnitude but opposing directions.
The book’s weight and the upward force the table exerts on the book have equal magnitude but opposing directions.

The book and the table both have acceleration (due to gravity) of 9.8 m/s/s.
The book and the table both have acceleration (due to gravity) of 9.8 m/s/s.

The book and the table have the same weight.
The book and the table have the same weight.

Gravity is a net force acting on the book in a downward direction.
Gravity is a net force acting on the book in a downward direction.

Answer 5

The correct response is:

The book’s weight and the upward force the table exerts on the book have equal magnitude but opposing directions.

This statement effectively describes a state of equilibrium. In this case, the downward force of gravity (the weight of the book) is balanced by the upward normal force exerted by the table, resulting in no net force acting on the book. Thus, it remains at rest on the table. The other options do not accurately describe the condition of equilibrium for the book on the table.

Answer 6

A boy holds an apple as shown.


Why doesn’t gravity cause the apple to fall to the ground?

(1 point)
Responses

The force of his hand pushes up on the apple with greater magnitude than the force of gravity, which pulls down on the apple. The two forces are unbalanced, so the apple doesn't fall.
The force of his hand pushes up on the apple with greater magnitude than the force of gravity, which pulls down on the apple. The two forces are unbalanced, so the apple doesn't fall.

The force of his hand pushes up on the apple with equal magnitude to the force of gravity, which pulls down on the apple. The two forces are unbalanced, so the apple doesn't fall.
The force of his hand pushes up on the apple with equal magnitude to the force of gravity, which pulls down on the apple. The two forces are unbalanced, so the apple doesn't fall.

The force of his hand pushes up on the apple with greater magnitude than the force of gravity, which pulls down on the apple. The two forces are balanced, so the apple doesn't fall.
The force of his hand pushes up on the apple with greater magnitude than the force of gravity, which pulls down on the apple. The two forces are balanced, so the apple doesn't fall.

The force of his hand pushes up on the apple with equal magnitude to the force of gravity, which pulls down on the apple. The two forces are balanced, so the apple doesn't fall.
The force of his hand pushes up on the apple with equal magnitude to the force of gravity, which pulls down on the apple. The two forces are balanced, so the apple doesn't fall.
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Answer 7

The correct response is:

The force of his hand pushes up on the apple with equal magnitude to the force of gravity, which pulls down on the apple. The two forces are balanced, so the apple doesn't fall.

This statement accurately describes a state of equilibrium where the upward force exerted by the boy's hand matches the downward force of gravity acting on the apple. Since the forces are balanced, the apple remains at rest and does not fall.

Answer 8

The spacecraft shown below weighs 6.1 million pounds. The rocket produces 7.5 million pounds of thrust.




When the spacecraft falls back to earth, a parachute helps it fall safely. Explain the forces acting during this landing.

(1 point)
Responses

The parachute’s downward force resists gravity’s downward force.
The parachute’s downward force resists gravity’s downward force.

The parachute’s upward force resists gravity’s upward force.
The parachute’s upward force resists gravity’s upward force.

The parachute’s upward force resists gravity’s downward force.
The parachute’s upward force resists gravity’s downward force.

The parachute’s downward force resists gravity’s upward force.
The parachute’s downward force resists gravity’s upward force.
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Answer 9

The correct response is:

The parachute’s upward force resists gravity’s downward force.

This accurately describes the situation during landing, as the parachute creates an upward force (known as drag or air resistance) that opposes the downward force of gravity acting on the spacecraft. This helps slow down the descent, allowing for a safer landing.

Answer 10

A student walks east 100 meters in 2 minutes. She then walks north 200 meters in 4 minutes. Which statement is true?(1 point)
Responses

Her velocity changes because her speed varies.
Her velocity changes because her speed varies.

Her velocity is constant because her direction is constant.
Her velocity is constant because her direction is constant.

Her velocity is constant because her speed is constant.
Her velocity is constant because her speed is constant.

Her velocity changes because her direction changes.

Answer 11

The correct response is:

Her velocity changes because her direction changes.

Velocity is a vector quantity that depends on both speed and direction. In this scenario, the student first walks east and then north, which means her direction changes. Therefore, her velocity is not constant since it varies with direction, even if the speed might be uniform in each segment of the walk.