Practice pulling the truck up the incline plane by placing washers in the bucket. The
truck should move to the top of the ramp
.

. . . . . . . . . . . . . .
Frank
and Al are wondering if they will need more force or less force to pull the truck up
the incline plane if they change the weight of the truck by adding marbles
to it.

Suppose you add two large marbles to the truck. Will you have to put more
washers or less washers in the bucket to pull the truck up the incline plane?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

How does the amount of force needed to pull the truck change when the weight of the
truck changes?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

 

Notice that the blocks are different weights and the BOARDS have different
surface textures.

Practice pulling one of the blocks along the board by putting washers on the hook.

The back end of the block should cross the starting line.

. . . . . . . . . . . . . .
Sue and Maria want to know whether they will need different amounts of force
to pull the blocks of different weights along the plain wood board.

Suppose it takes 4 washers to pull the lighter block. Will you have to add more washers
or less washers to the hook to pull the heavier block?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

How does the amount of force needed to pull the block change when the weight of the
block changes?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________


Figure 3. Portions of the student notebooks for two assessments on different concepts, inclines and friction, generated by the same team of developers with a shell whose directions were vague (Solano-Flores, Jovanovic, Shavelson, & Bachman, 1999).