Elementary School Science Quiz: Question Collision Energy Changes

20 questions · exam conditions

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Question Collision Energy ChangesQuestion 1 of 20

Yuki sets up a line of standing dominoes on a desk. She gently tips the first domino so it falls into the next one. Before each collision, one domino is moving and the next is still. After each hit, the next domino begins to fall. What question about motion and energy could this collision help answer?

How will the falling domino's motion cause the next domino to start moving?

What is your favorite domino color to look at?

Are dominoes made in a factory somewhere?

Will the dominoes do something when pushed?

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Elementary School Science Quiz

Elementary School Science Quiz: Question Collision Energy Changes

Practice Question Collision Energy Changes in Elementary School Science with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Question Collision Energy Changes, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Science.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

How will the falling domino's motion cause the next domino to start moving? (correct answer)
What is your favorite domino color to look at?
Are dominoes made in a factory somewhere?
Will the dominoes do something when pushed?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between falling dominoes in a line on a desk, good questions would ask about: how one domino's motion causes the next to move, chain reactions in speed or direction, how far the effect travels, or motion transfer. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about how the falling domino's motion causes the next domino to start moving. This question can be answered by observing the dominoes' falling sequence during collisions, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it is too vague and doesn't specify the observable outcome. This is a weak scientific question because it isn't testable with details and doesn't focus on energy transfer; it's overly general. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 2

Keisha lifts and releases one ball in a Newton's cradle so it swings into the still balls and clicks. Looking at this setup, which question asks about energy changes in this collision?

How does the ball's starting height affect how far the last ball swings out? (correct answer)
What is the Newton's cradle called in other languages?
Will the cradle make a sound when the balls hit?
Do you like the clicking sound it makes?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are irrelevant ("What's it called in other languages?"), too obvious ("Will it make sound?"), or opinion-based ("Do you like the sound?"). In this Newton's cradle collision, good questions would ask about: how starting height affects ending height, how many balls move on the other side, whether energy is conserved, or how the number of lifted balls affects the outcome. These questions can be answered by carefully observing the collision and are directly about motion and energy transfer. Choice A is correct because it asks a specific, testable question about how the ball's starting height affects how far the last ball swings out. This question can be answered by testing different release heights, focuses on the relationship between initial potential energy and final motion, and helps understand energy conservation. This demonstrates good scientific questioning skills - connecting variables to outcomes. Choice C is incorrect because "Will the cradle make a sound when balls hit?" is too obvious and doesn't investigate energy changes. This is a weak scientific question because the answer is clearly yes (metal balls always click), and it doesn't explore how energy transfers through the balls. Good questions investigate relationships and energy transfer, not just obvious observations. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning simple observations into investigations: 'It makes sound' becomes 'How does height affect the outcome?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 3

Diego rolls a marble slowly, then repeats by rolling it fast toward the same group of still marbles. Before each collision, only one marble is moving. After the collision, different marbles may roll away. Which question would best help investigate how energy changes when the objects collide?

How does rolling the marble faster change how many marbles move afterward? (correct answer)
What is the funniest sound a marble can make?
Will something happen when the marbles touch?
What happens to marbles in general around the world?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision where a marble is rolled at different speeds toward still marbles, good questions would ask about: how faster rolling changes the number of moving marbles, effects on distance or speed post-impact, or motion transfer variations. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about how rolling the marble faster changes how many marbles move afterward. This question can be answered by observing the marbles' movements in repeated trials, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice C is incorrect because it is too vague and doesn't specify measurable outcomes. This is a weak scientific question because it isn't specific enough to test and doesn't guide observation of energy changes; it's binary and broad. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 4

Looking at this setup, two toy cars roll toward each other on a smooth floor. Amir pushes a red car fast, and Sofia pushes a blue car slowly. Before the collision, both cars move straight toward the middle. After they bump, they may change speed or direction. Which question would best help investigate how energy changes when the objects collide?

What color are the cars during the collision?
How will the speed of each car change after they collide? (correct answer)
Did the cars enjoy bumping into each other?
Will something happen when the cars hit?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between two toy cars rolling toward each other on a smooth floor, good questions would ask about: how the cars' speeds change, whether they change direction after impact, how far they travel post-collision, or how initial speeds affect outcomes. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice B is correct because it asks a specific, testable question about the speed of each car after collision. This question can be answered by observing the cars' motion during and after the bump, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it is too vague and doesn't specify what to observe or measure. This is a weak scientific question because it can't guide a specific investigation and doesn't relate directly to energy changes; it requires no detailed observation. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 5

In a classroom demo like Newton's cradle, Fatima lifts one metal ball and lets it swing down. The hanging balls in the middle are still before the collision. After the moving ball hits, a ball on the other side may swing out. Which question asks about energy changes in this collision?

What is the shiniest ball in the set?
How far does the last ball swing after the first ball hits the others? (correct answer)
Do the balls feel excited when they collide?
Are the balls hanging from strings before the collision?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision in a Newton's cradle demo with hanging metal balls, good questions would ask about: how far the last ball swings after impact, motion transfer through the middle balls, speed changes, or effects on direction. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice B is correct because it asks a specific, testable question about how far the last ball swings after the first ball hits the others. This question can be answered by observing the balls' swinging motion during and after the collision, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it describes the setup before the collision and isn't a question about changes. This is a weak scientific question because it doesn't investigate energy transfer and is already answered by observation; it lacks inquiry. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 6

In this collision, Amir rolls a marble slowly toward three still marbles. To understand what happens to energy, which question should be asked?

How will the speed of the marbles after the collision compare to before? (correct answer)
What is the best brand of marbles to buy for school?
What will happen when the marbles hit?
Are marbles made of glass or plastic?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What will happen?"), not observable ("What brand is best?"), or not about energy/motion ("Are marbles glass or plastic?"). In this collision between one slowly moving marble and three still marbles, good questions would ask about: how speeds compare before and after collision, whether the slow marble will stop completely, how many still marbles will move, or how starting speed affects the outcome. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about comparing marble speeds before and after collision. This question can be answered by observing how fast marbles move at different times, focuses on observable speed changes, and helps understand energy transfer during collisions. This demonstrates good scientific questioning skills - being specific about comparing motion states. Choice C is incorrect because "What will happen when the marbles hit?" is too vague and open-ended. This is a weak scientific question because it doesn't specify what aspect to observe (speed? direction? distance?), making it difficult to focus investigation or collect specific data. Good questions guide observation by being specific about what to measure or compare. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'How will speeds compare?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 7

During a science investigation, Emma gently kicks a soccer ball toward another soccer ball resting on the grass. Before the collision, one ball rolls forward and the other stays still. After they hit, one or both balls may roll in new directions. What would be a good scientific question to ask about this collision?

How will the direction of each ball change after they collide? (correct answer)
Which ball is the cutest ball to watch rolling?
What is the best brand of soccer ball?
Are the balls on the grass before the kick?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between a kicked soccer ball rolling toward a still soccer ball on grass, good questions would ask about: how the balls' directions change after impact, whether the still ball starts moving, how speeds alter, or effects of initial motion. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about how the direction of each ball changes after they collide. This question can be answered by observing the balls' paths during and after the hit, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it asks about a state before the collision that's already observable and not about changes. This is a weak scientific question because it doesn't focus on energy or motion changes during the collision and isn't investigative. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 8

At the playground, two swings hang side by side. Jamal is swinging forward, and Maya's swing is completely still. Before the collision, Jamal's swing moves faster near the bottom. After they bump, both swings might move. Which is the best question to ask before observing this collision?

Will the swings make a nice sound when they touch?
How will the moving swing's speed change after it hits the still swing? (correct answer)
What color are the swing seats from far away?
Do swings like to bump into each other?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between a moving swing and a still swing at the playground, good questions would ask about: how the moving swing's speed changes after impact, whether the still swing starts moving, direction shifts, or speed effects. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice B is correct because it asks a specific, testable question about how the moving swing's speed changes after it hits the still swing. This question can be answered by observing the swings' motion during and after the bump, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice A is incorrect because it focuses on sound, which may not directly relate to energy changes in motion. This is a weak scientific question because it doesn't emphasize observable motion or energy transfer; it's not central to collision dynamics. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 9

In a safe bowling demo, Marcus rolls a bowling ball straight toward ten pins that are standing still. Before the collision, the ball is moving and the pins are not. After the ball hits, pins may fall and slide. Which question asks about energy changes in this collision?

How many letters are in the word bowling?
Will the pins look nicer after the collision?
How far do the pins move after the ball hits them? (correct answer)
Will anything happen when the ball reaches the pins?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between a rolling bowling ball and ten still pins, good questions would ask about: how far the pins move after impact, whether they fall or slide, how the ball's speed affects pin motion, or changes in direction. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice C is correct because it asks a specific, testable question about how far the pins move after the ball hits them. This question can be answered by observing the pins' sliding or falling during and after the collision, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it is too vague and doesn't specify what to measure or observe. This is a weak scientific question because it isn't testable through specific observation and doesn't relate to energy changes; it's overly broad. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 10

On the playground, Emma sits on a moving swing that bumps into an empty swing that is still. What would be a good scientific question to ask about this collision?

How will the empty swing start moving after the moving swing hits it? (correct answer)
What is Emma's favorite playground game?
What will happen on the playground today?
Are the swings made of metal or plastic?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are irrelevant ("What's her favorite game?"), too vague ("What will happen today?"), or not about energy/motion ("Are swings metal or plastic?"). In this collision between a moving swing with Emma and an empty still swing, good questions would ask about: how the empty swing starts moving, how high it will swing, how Emma's swing changes speed, or whether swings will continue moving. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about how the empty swing will start moving after being hit. This question can be answered by observing the still swing's motion after collision, focuses on observable motion changes, and helps understand energy transfer between swings. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice C is incorrect because "What will happen on the playground today?" is far too vague and broad. This is a weak scientific question because it doesn't specify what to observe about the collision, doesn't focus on the swings or energy changes, and could refer to anything. Good questions guide specific observations about the collision being studied. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'How will the empty swing move?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 11

Keisha pushes two toy cars toward each other on the same track. One car is heavier and moves slowly, and the lighter car moves faster. Before the collision, they roll straight toward one spot. After they crash, they might bounce back or keep going. To understand what happens to energy, which question should be asked?

How will the heavier car's motion change compared to the lighter car after impact? (correct answer)
Which car looks cooler on the track?
Are toy cars made of plastic or metal?
Will the cars crash into each other?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between a heavier, slower toy car and a lighter, faster toy car on a track, good questions would ask about: how the heavier car's motion changes compared to the lighter one, direction or speed shifts after impact, or mass effects on outcomes. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about how the heavier car's motion changes compared to the lighter car after impact. This question can be answered by observing the cars' movements during and after the crash, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it is too vague and predicts an obvious outcome without specifics. This is a weak scientific question because it doesn't specify what to measure about energy changes and isn't investigative; it's yes/no. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 12

In a science test, Sofia rolls one marble toward three still marbles in a line to collide. Which question would best help investigate how energy changes when the objects collide?

What color are the marbles before they collide?
How will the moving marble's speed change after it hits the first marble? (correct answer)
Did the marbles enjoy bumping into each other during the collision?
Will something happen when the marbles collide?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between one moving marble and three still marbles, good questions would ask about: how the moving marble's speed changes, whether the still marbles will move after impact, how far objects will travel, or how speed/size affects outcomes. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice B is correct because it asks a specific, testable question about how the moving marble's speed will change. This question can be answered by observing the marble's motion before and after collision, focuses on observable motion changes, and helps understand energy transfer during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice C is incorrect because it asks about marbles "enjoying" the collision, which is not testable and assigns feelings to objects. This is a weak scientific question because it can't be answered by observation, doesn't relate to energy changes, and requires subjective judgment about inanimate objects' emotions. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'How will the speed change?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 13

Looking at this setup, Jamal rolls one marble fast into two still marbles on the floor. What would be a good scientific question to ask about this collision?

How will the still marbles move after the moving marble hits them? (correct answer)
Why is a marble called a marble in the first place?
Are the marbles round before the collision happens?
Do you like marbles more than toy cars for collisions?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague, not observable ("Why is it called a marble?"), or not about energy/motion ("Do you like marbles?"). In this collision between one fast-moving marble and two still marbles, good questions would ask about: how the still marbles will move after being hit, whether the moving marble will stop or slow down, how far objects will travel, or what direction they'll go. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about how the still marbles will move after being hit. This question can be answered by observing the marbles' motion after collision, focuses on observable motion changes, and helps understand energy transfer from moving to still objects. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it asks about personal preference ("Do you like marbles more than toy cars?"), which is opinion-based and not testable. This is a weak scientific question because it can't be answered by observation, doesn't relate to energy changes, and requires subjective judgment rather than scientific observation. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'How will the still marbles move?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 14

Before the objects collide, Chen rolls a marble into a group of four still marbles. Which question asks about energy changes in this collision?

What game should we play with marbles after the test?
How many marbles are in the group before the collision?
How will the collision change the direction of the moving marble? (correct answer)
Will the marbles collide, yes or no?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague, not observable ("What game should we play?"), or already answered ("How many marbles?" - we can count them). In this collision between one moving marble and four still marbles, good questions would ask about: how the moving marble's direction changes, whether it will bounce back or stop, how the still marbles will scatter, or which marbles will move farthest. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice C is correct because it asks a specific, testable question about how the collision will change the moving marble's direction. This question can be answered by observing the marble's path before and after collision, focuses on observable motion changes, and helps understand how energy affects direction during collisions. This demonstrates good scientific questioning skills - being specific about what aspect of motion to investigate. Choice D is incorrect because it asks "Will the marbles collide, yes or no?" which is already answered by the setup description. This is a weak scientific question because the answer is obvious from the scenario (yes, they will collide), doesn't investigate energy changes, and doesn't guide deeper observation. Good questions explore what happens during and after collision, not whether collision will occur. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'How will the direction change?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 15

In a pool-table setup, a cue ball rolls straight toward a group of balls that are not moving. Before the collision, the cue ball is moving and the others are still. After the hit, some balls may roll in different directions. Which question would best help investigate how energy changes when the objects collide?

How many balls are on the table before the collision?
Will the balls be happier after they are hit?
How does the cue ball's starting speed affect how fast other balls move? (correct answer)
What will happen next?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between a rolling cue ball and a group of still balls on a pool table, good questions would ask about: how the cue ball's speed affects other balls' motion, directions after impact, how far they roll, or speed changes. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice C is correct because it asks a specific, testable question about how the cue ball's starting speed affects how fast other balls move. This question can be answered by observing the balls' speeds during and after the hit, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it is too vague and doesn't specify what to observe or predict. This is a weak scientific question because it lacks specificity for investigation and doesn't guide measurement of energy changes. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 16

Amir rolls a cue ball toward a group of pool balls that are not moving, and the cue ball hits them. Which question would best help investigate how energy changes when the balls collide?

Will the pool balls move after the cue ball hits them, and how fast? (correct answer)
What color is the felt on the pool table?
Is pool the most exciting game to watch?
Are the balls already moving before the collision?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are irrelevant ("What color is felt?"), opinion-based ("Is pool exciting?"), or already answered ("Are balls moving before?"). In this collision between a cue ball and still pool balls, good questions would ask about: whether and how fast the pool balls move, which directions they travel, how the cue ball's speed changes, or how impact location affects outcomes. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about whether pool balls will move and how fast after being hit. This question can be answered by observing the still balls' motion after collision, focuses on observable motion changes and speed, and helps understand energy transfer. This demonstrates good scientific questioning skills - being specific about multiple aspects to observe. Choice D is incorrect because "Are the balls already moving before the collision?" is already answered in the scenario description (they are not moving). This is a weak scientific question because the answer is already given, so there's nothing to investigate. Good questions explore unknowns that can be discovered through observation. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice identifying what's already known vs. what to investigate: 'We know balls start still, so what happens next?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 17

Before the toy cars collide, Chen rolls a fast car into a slower car; which question asks about energy changes?

How will both cars' directions and speeds change right after they collide? (correct answer)
Which car looks cooler to watch during the collision?
Are the cars on the same table during the test?
What is the brand name of each toy car?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between a fast toy car and a slower toy car, good questions would ask about: how both cars' directions and speeds change, whether they bounce back or stick, how far they travel post-impact, or how initial speeds affect outcomes. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about both cars' directions and speeds after collision. This question can be answered by observing the cars' motion during impact, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice B is incorrect because it is opinion-based and not about energy changes or testable observations. This is a weak scientific question because it requires subjective judgment and doesn't relate to motion or energy transfer. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 18

In class, Chen rolls a bowling ball toward pins standing still, then watches the hit. Which question asks about energy changes in this collision?

How many pins are in a bowling game?
Will the pins fall down when the ball hits them?
How does the ball's speed affect how many pins move after the collision? (correct answer)
Why is bowling a popular sport?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too general ("How many pins?"), already obvious ("Will pins fall?"), or not about energy/motion ("Why is bowling popular?"). In this collision between a bowling ball and standing pins, good questions would ask about: how the ball's speed affects pin movement, how many pins move based on impact location, how far pins travel, or how ball weight affects outcomes. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice C is correct because it asks a specific, testable question about how the ball's speed affects how many pins move. This question can be answered by observing collisions with different ball speeds, focuses on the relationship between speed and motion changes, and helps understand energy transfer. This demonstrates good scientific questioning skills - connecting variables to outcomes. Choice B is incorrect because "Will the pins fall down?" is too obvious and doesn't investigate energy changes. This is a weak scientific question because the answer is already known (yes, they will fall) and it doesn't explore how or why energy transfers. Good questions investigate relationships and changes, not just yes/no outcomes. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning simple questions into investigative ones: 'Will pins fall?' becomes 'How does speed affect how many pins move?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 19

Before the objects collide, Chen rolls one marble toward three marbles that are sitting still in a line. The rolling marble moves quickly across the table, and the other marbles do not move. After the collision, some marbles might roll away. To understand what happens to energy, which question should be asked?

Will the still marbles move after the rolling marble hits them? (correct answer)
Are the marbles round before the collision?
Why is science the best subject for marbles?
What will happen after the collision?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("What happens?"), not observable ("Do they like it?"), or not about energy/motion ("What color?"). In this collision between a rolling marble and three still marbles in a line on a table, good questions would ask about: whether the still marbles will move after impact, how their speeds change, how far they roll, or how the initial speed affects motion transfer. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about whether the still marbles will move after the rolling marble hits them. This question can be answered by observing the marbles' motion during and after the collision, focuses on observable motion or energy changes, and helps understand what happens during collisions. This demonstrates good scientific questioning skills - being specific about what to investigate. Choice D is incorrect because it is too vague and doesn't specify what aspect of the collision to observe. This is a weak scientific question because it isn't specific enough to investigate and doesn't focus on measurable energy changes; it lacks direction for observation. Good questions guide investigation by being specific about what to observe and measure. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'What happens?' becomes 'What happens to the speed of object A?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.

Question 20

Maya rolls one marble into five still marbles, and everyone watches what moves after the collision. Which is the best question to ask before observing this collision?

Will the moving marble stop, and will any still marble start moving? (correct answer)
What is your favorite marble color for this activity?
Are the marbles already on the floor before the collision?
Why did that happen after the collision?

Explanation: This question tests 4th grade ability to ask scientific questions about energy changes during collisions (NGSS 4-PS3-3). Students must identify questions that are specific, testable, and focused on observable motion or energy changes. Good scientific questions about collisions: (1) are specific about what to observe (speed, direction, motion of specific objects), (2) can be answered by observing the collision, (3) focus on motion or energy changes, (4) are testable through investigation. Poor questions are too vague ("Why did that happen?"), not observable ("What is your favorite color?"), or already answered ("Are marbles on the floor?" - yes, as stated). In this collision between one moving marble and five still marbles, good questions would ask about: whether the moving marble stops and transfers its motion, how many still marbles will move, which marbles move farthest, or how energy spreads through the group. These questions can be answered by carefully observing before and after the collision and are directly about motion and energy changes. Choice A is correct because it asks a specific, testable question about whether the moving marble will stop and if still marbles will start moving. This question can be answered by observing which marbles are moving before and after collision, focuses on observable motion transfer, and helps understand energy transfer between objects. This demonstrates good scientific questioning skills - being specific about motion exchange. Choice D is incorrect because "Why did that happen after the collision?" is too vague and asks for explanation rather than observation. This is a weak scientific question because it doesn't specify what "that" refers to, asks for reasoning rather than observable data, and is better suited for after observation rather than before. Good questions guide what to observe during the investigation. To help students ask good questions: Model the process - before demonstrations, brainstorm: 'What could we observe? What might change? What would we measure?' Practice turning vague questions into specific ones: 'Why did that happen?' becomes 'Will the moving marble stop?' Emphasize observable, measurable changes. Use question stems: 'How will change?' 'What will happen to ?' 'How does affect ?' Create T-chart: Good Questions vs. Poor Questions with examples. Remind: Good questions are specific (name what to observe), observable (can see/measure), and about energy/motion changes in this scenario.