exam,exam_stage,subject,domain,subdomain,context,image_context,image,tables,questions,answer
naep,standalone,science,physical_science,,Explain the results of an investigation about conservation of energy,The student then graphed the results.,images/c9772f8a84fc11f249504ba264195d25_8_img.webp,"[{""context"": ""The student wanted to test the law of conservation of energy. He dropped a ball with a mass of 100 grams from each of four platforms, and the ball hit the ground. The height of platform 1 was 3 meters, platform 2 was 6 meters high, platform 3 was 9 meters high, and platform 4 was 12 meters high.\n\nEach time he dropped the ball, the student took appropriate measurements and calculated the potential energy of the ball before it was dropped and the kinetic energy of the ball just before it hit the ground. His calculated results are shown in the table."", ""table"": ""<table><thead><tr><th colspan=\""3\"">RESULTS</th></tr><tr><th>Platform from Which Ball is Dropped</th><th>Potential Energy at Platform (joules)</th><th>Kinetic Energy just above the Ground (joules)</th></tr></thead><tbody><tr><td>1</td><td>3.0</td><td>2.8</td></tr><tr><td>2</td><td>6.0</td><td>5.4</td></tr><tr><td>3</td><td>9.0</td><td>7.8</td></tr><tr><td>4</td><td>12.0</td><td>10.0</td></tr></tbody></table>""}]","[""Compare the potential energy data and the kinetic energy data for each platform."", ""Describe the trend in the difference between the potential energy data and the kinetic energy data."", ""Based on the law of conservation of energy, explain why that trend exists.""]","Student response is correct for Part 1, Part 2, and Part 3.

Part 1: States that the initial potential energy (PE) is always greater than the kinetic energy (KE) just above the ground level. (The kinetic energy is always lower than the initial potential energy.)

Non-acceptable response includes: both values increase.

Part 2: States that the difference between the two energies becomes greater (increases) with increasing height.

- Acceptable responses include:

- The higher the platform the greater the difference in the KE and PE, and the higher the initial PE.
- The PE always remains higher than the KE, growing farther apart as the platform height increases.
- The higher the initial potential energy the larger the percentage of energy lost.
- It keeps getting bigger.
- The difference between PE and KE grows as the platform increases.

- Non-acceptable responses include:

- Definitions of KE and PE
- The KE is about 85% of the PE- PE goes up by 3 each time

Part 3: Explains that the difference in KE and PE is converted to thermal energy (lost as heat.)  
Alternate response may relate the difference to air resistance (friction).

- Acceptable responses include:

- With increasing height, the ball travels a longer time through the air, so more energy is transferred to thermal energy due to air resistance.
- The longer the ball has to fall the more energy is transferred into thermal energy.
- The farther the ball falls the more energy is lost due to friction.
- As the platform becomes higher wind (air) resistance becomes more evident and has a greater effect on the ball.
- As the ball falls, work is done on the ball by a nonconservative force.

- Non-acceptable responses include:

- More energy is conserved as the height increases
- The ball conserves it for impact
- The higher you drop the ball the more time it has to pick up speed
- Energy is always conserved

Note: Answer to one part may appear in another part. In such cases, the response is correct/incorrect and NOT blank."
naep,standalone,science,physical_science,,Improve the accuracy of an investigation about conservation of energy,The student then graphed the results.,images/c9772f8a84fc11f249504ba264195d25_8_img.webp,"[{""context"": ""The student wanted to test the law of conservation of energy. He dropped a ball with a mass of 100 grams from each of four platforms, and the ball hit the ground. The height of platform 1 was 3 meters, platform 2 was 6 meters high, platform 3 was 9 meters high, and platform 4 was 12 meters high.\n\nEach time he dropped the ball, the student took appropriate measurements and calculated the potential energy of the ball before it was dropped and the kinetic energy of the ball just before it hit the ground. His calculated results are shown in the table."", ""table"": ""<table><thead><tr><th colspan=\""3\"">RESULTS</th></tr><tr><th>Platform from Which Ball is Dropped</th><th>Potential Energy at Platform (joules)</th><th>Kinetic Energy just above the Ground (joules)</th></tr></thead><tbody><tr><td>1</td><td>3.0</td><td>2.8</td></tr><tr><td>2</td><td>6.0</td><td>5.4</td></tr><tr><td>3</td><td>9.0</td><td>7.8</td></tr><tr><td>4</td><td>12.0</td><td>10.0</td></tr></tbody></table>""}]","[""The student dropped the ball once from each of the four platforms.\n\nHow could he improve his experiment to get more accurate results?""]","Student response describes a valid way to improve the experiment and explains how this improvement would yield more accurate results.

Major response types include:

- Repeat the experiment (drop the same ball multiple times from each platform) - compare (or average) the results (or data).
- Drop the (same) ball more than once from one or more platforms - average the results for each different platform height.
- Change to volume/mass/density of the ball as follows: Any change to the ball's mass and volume that would result in a higher density (greater mass with smaller volume; same mass with smaller volume; greater mass with same volume) - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)).
- Use a ball with greater volume and same density (or made of the same material) - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)).
- Use a ball made with a material that gives it a smoother surface - results in reduction of air resistance (or less energy converted into thermal energy (lost to heat)).
- Perform experiment in an airless environment - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)).
- Add more platforms - obtain more data points.
- Use better technology to release the ball (or to catch it, time it, etc.) - reduce human error; get more reliable/precise data.

Note:- Non-acceptable responses include: dropping the ball from different angles; changing the heights of the platforms.
- Acceptable synonyms or phrases for ""air resistance"" include: friction; air friction; drag.
- Inadequate or incorrect descriptions of how to change the volume/mass/density of the ball to reduce air resistance include: use smaller (larger) ball; use ball with greater (or smaller) mass.
- Saying ""do multiple trials"" can mean ""repeat the experiment"" or ""drop the ball more than once"" depending on the context of the response. If context is not clear, interpret as ""repeat the experiment."""
naep,standalone,science,physical_science,,Critique an investigation about conservation of energy,The student then graphed the results.,images/888b0aac0cdf680d6efcd2143b0a04bd_8_img.webp,"[{""context"": ""The student wanted to test the law of conservation of energy. He dropped a ball with a mass of 100 grams from each of four platforms, and the ball hit the ground. The height of platform 1 was 3 meters, platform 2 was 6 meters high, platform 3 was 9 meters high, and platform 4 was 12 meters high.\n\nEach time he dropped the ball, the student took appropriate measurements and calculated the potential energy of the ball before it was dropped and the kinetic energy of the ball just before it hit the ground. His calculated results are shown in the table."", ""table"": ""<table><thead><tr><th>Platform from Which Ball is Dropped</th><th>Potential Energy at Platform (joules)</th><th>Kinetic Energy just above the Ground (joules)</th></tr></thead><tbody><tr><td>1</td><td>3.0</td><td>2.8</td></tr><tr><td>2</td><td>6.0</td><td>5.4</td></tr><tr><td>3</td><td>9.0</td><td>7.8</td></tr><tr><td>4</td><td>12.0</td><td>10.0</td></tr></tbody></table>""}]","[""Could the student perform the experiment in a way that the kinetic energy data points would have a higher value than the corresponding potential energy data points?""]","(a) Student response selects (A) Yes, or makes no selection, with an explanation that refers to a force applied to the ball (in addition to gravity) at or before the time of release or during the fall. If applied at or before the time of release, the force can be in any direction (direction does not have to be specified). If applied during the fall, the direction of the force has to be specified and the force cannot have a component directed upward. If the force itself is not specified, student may indicate that the speed of the ball has to be increased.

(b) Student response selects (B) No, or makes no selection, and explains that the kinetic energy will never be greater than the potential energy in this experiment unless some additional force is applied to the ball, as described in Complete (a) above."
naep,standalone,science,physical_science,,Critique an investigation about conservation of energy,The student then graphed the results.,images/888b0aac0cdf680d6efcd2143b0a04bd_8_img.webp,"[{""context"": ""The student wanted to test the law of conservation of energy. He dropped a ball with a mass of 100 grams from each of four platforms, and the ball hit the ground. The height of platform 1 was 3 meters, platform 2 was 6 meters high, platform 3 was 9 meters high, and platform 4 was 12 meters high.\n\nEach time he dropped the ball, the student took appropriate measurements and calculated the potential energy of the ball before it was dropped and the kinetic energy of the ball just before it hit the ground. His calculated results are shown in the table."", ""table"": ""<table><thead><tr><th>Platform from Which Ball is Dropped</th><th>Potential Energy at Platform (joules)</th><th>Kinetic Energy just above the Ground (joules)</th></tr></thead><tbody><tr><td>1</td><td>3.0</td><td>2.8</td></tr><tr><td>2</td><td>6.0</td><td>5.4</td></tr><tr><td>3</td><td>9.0</td><td>7.8</td></tr><tr><td>4</td><td>12.0</td><td>10.0</td></tr></tbody></table>""}]","[""Could the student perform the experiment in a way that the kinetic energy data points would have a higher value than the corresponding potential energy data points?""]","(a) Student response selects (A) Yes, or makes no selection, with an explanation that refers to a force applied to the ball (in addition to gravity) at or before the time of release or during the fall. If applied at or before the time of release, the force can be in any direction (direction does not have to be specified). If applied during the fall, the direction of the force has to be specified and the force cannot have a component directed upward. If the force itself is not specified, student may indicate that the speed of the ball has to be increased.

(b) Student response selects (B) No, or makes no selection, and explains that the kinetic energy will never be greater than the potential energy in this experiment unless some additional force is applied to the ball, as described in Complete (a) above."