A2L Items Library
By default, this page displays all items in the library. Use the search controls here to whittle the list down. Command-click (Mac) or control-click (Windows) to select multiple options.
A2L Item 153
Identify which vehicle receives the largest impulse during a collision. (Goal: Hone the concept of impulse)
A2L Item 154
Indicate the total distance traveled after a series of displacements. (Goal: Distinguish distance traveled from displacement)
A2L Item 155
Identify the total impulse received by a mass reversing direction due to hitting and compressing a spring. (Goal: Problem solving)
A2L Item 156
Identify the principles needed to solve the problem. (Goal: Developing strategic knowledge)
A2L Item 157
Identify the correct statement about the impulse on two blocks due to the gravitational force. (Goal: Hone the concept of impulse)
A2L Item 158
Indicate the total displacement after a series of displacements. (Goal: Hone the concept of displacement)
A2L Item 159
Identify the final velocity after a totally inelastic collision. (Goal: Explore momentum concepts)
A2L Item 160
Identify the appropriate principle for determining the final velocity after a totally inelastic collision. (Goal: Developing a strategic approach to problem solving)
A2L Item 161
Determine the speed of a runner who overtakes a slower runner. (Goal: Problem solving with kinematics)
A2L Item 162
Select the correct principle for efficient solution. (Goal: Problem solving and developing strategic knowledge)
A2L Item 163
Identify the correct principle to solve the problem most efficiently. (Goal: Problem solving and developing strategic knowledge)
A2L Item 164
Identify the correct principle to solve the problem most efficiently. (Goal: Problem solving and developing strategic knowledge)
A2L Item 165
Identify the correct principle to solve the problem most efficiently. (Goal: Problem solving and developing strategic knowledge)
A2L Item 166
Identify the correct principle to solve the problem most efficiently. (Goal: Problem solving and developing strategic knowledge)
A2L Item 167
Identify the angular velocity of a mass reaching the bottom of a vertical circular track. (Goal: Problem solving)
A2L Item 168
Estimate the average acceleration for a specified time interval from an acceleration/time graph. (Goal: Interpreting graphs)
A2L Item 169
Find instantaneous acceleration given a velocity/time graph. (Goal: Link acceleration to the slope of a velocity/time graph)
A2L Item 170
Identify electrical quantities that change depending upon conductor shape. (Goal: Recognize macroscopic and microscopic quantities)
A2L Item 171
Identify the configuration of charges having the lowest electrostatic potential at the origin. (Goal: Reason with electrical potential)
A2L Item 172
Identify the torque due to two forces about a specified point. (Goal: Hone the concept of torque)
A2L Item 173
Identify the situation having least angular momentum. (Goal: Hone the concept of angular momentum)
A2L Item 174
Identify the correct expression for the electric field a distance from the center of a ring of charge. (Goal: Reasoning about electric fields)
A2L Item 175
Identify the acceleration of a mass hanging from a string wound about a disk free to rotate about its center. (Goal: Problem solving)
A2L Item 176
Identify the acceleration of a disk free to move and unwind. (Goal: Problem solving with dynamics)
A2L Item 177
Identify the angular acceleration of a disk free to move and unwind. (Goal: Problem solving with rotational dynamics)
A2L Item 178
Determine the mass that would cause a disk to roll up a curb. (Goal: Problem solving with rotational dynamics)
A2L Item 179
Identify the correct statement(s) regarding the magnetic field of a current carrying wire. (Goal: Recognizing the properties of magnetic fields)
A2L Item 180
Identify locations where the total magnetic field due to two bar magnets is zero? (Goal: Reason about magnetic fields)
This material is based upon work supported by the National Science Foundation under grant number ESI-9730438. The opinions, findings, conclusions or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the National Science Foundation.
This page is maintained by The UMass Scientific Reasoning Research Institute.©2007 University of Massachusetts Amherst • Site Policies
(Site editors: login/profile, logout)