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Collision Clues at the Corner Bookbindery

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Collision Clues at the Corner Bookbindery

Use collision data to ask questions and make predictions about energy.

1. Investigate the Shop Model

Read the investigation and graph. Use the evidence to answer each question.

A Model for Moving Books

At a busy city corner, a bookbindery repairs books with loose pages and damaged covers. Workers move stacks of books on small delivery carts. Imani's class builds a model to investigate what could happen if one cart bumps another. The students use lightweight toy carts on a clear section of floor, away from the shop's walking path.

A short ramp leads to a level track. The class releases a cart without pushing it. A lower starting mark gives a slower arrival. A higher mark gives a faster arrival. The rolling cart strikes a second cart that starts at rest at a marked spot on the level track. Students call this second cart the target.

The students change the starting mark. They keep the carts, track surface, target starting spot, and measuring method the same. After each collision, they measure how far the target travels before stopping. They reset the setup and repeat each speed three times.

In each test, the incoming cart slows during the collision, the target starts moving, and students hear a click. Moving objects have energy. The class uses changes in motion and sound as clues about what happens to that energy.

Target Travel After Collision02468101214161820Slow 1Slow 2Slow 3Fast 1Fast 2Fast 3Arrival speed and trialDistance (cm)
1.
Which comparison is supported by the graph?
Question 1 options
2.

How much farther was the shortest fast-test distance than the longest slow-test distance? cm

3.
Select the two changes in motion that are evidence that energy passed from the incoming cart to the target.

4.
The target was at rest before the collision. What best explains why it started moving?
Question 4 options
5.
Why are three trials at each speed more useful than one trial at each speed?
Question 5 options

2. Ask Questions Scientists Can Test

Use the shop model to plan questions and measurements about collisions.

6.
The graph records motion, but the students also heard clicks. Which new question would help them investigate another clue about energy?
Question 6 options
7.
Plan a new collision question. Keep the incoming cart and its arrival speed the same, but change the target to a heavier cart. Write a testable question about how far the target moves after the collision.
8.
Sort the questions by whether the existing graph can answer them.
9.
A student adds a paper cushion to the target and also uses a slower arrival speed. The target travels less far. How should the class improve the test to find out what the cushion changes?
Question 9 options
10.
The class asks, “Does a faster arrival make a louder collision?” Which measurement best answers that question?
Question 10 options

3. Predict and Explain

Read the new test notes. Use them to make a prediction and support a claim.

The class next compares two target fronts: a stiff cardboard insert and a folded-paper insert. Both setups have the same total weight. Students use the same incoming cart, starting mark, track, and target starting spot. With the stiff front, the target travels 18 cm, the front keeps its shape, and students hear a louder click. With the folded-paper front, the target travels 10 cm, the paper bends, and students hear a softer click.
11.
The class repeats the test with a fresh folded-paper insert. Based on the notes, what is the best prediction compared with the stiff-front setup?
Question 11 options
12.
The class wants to learn more about energy going into bending paper during a collision. Which follow-up question best extends the new test?
Question 12 options
13.
A student claims, “The target's travel distance is not the whole story of energy in these collisions.” Do the new test notes support this claim? Use at least two observations to explain.