Grade 11 · Science · Physics

11th grade Compare designs that reduce the force in a collision worksheet

6 printable versionsBuilding Confidence10 questions · answer keyFree · no account

Level: Building Confidence · On Level · Challenge Me

When it’s done, scan the sheet with your phone and PencilGo marks it and picks the next one. Create a free account

Version

Compare designs that reduce the force in a collision

Grade 11 Science Worksheet - Building Confidence

NameDate

Circle the best answer, or write your answer on the line.

A 3 kg toy cart at 3 m/s is stopped by a bumper in 0.45 s. What is the average force on it, Esme?
2.
In the bumper table, which bumper gives the smallest average force, Jun?
- D, thick foam
- C, wood, since it stops fastest
- B, spring
3.
In the bumper table, why is the wood bumper's force the biggest, Kira?
Use the picture in question 2.
- It stops the cart fastest
- It stops the cart most slowly
- It adds the most mass
4.
In the bumper table, which bumper bounces the cart back, Luz?
Use the picture in question 2.
- A, foam
- D, thick foam
- B, spring
5.
Why does a soft bumper lower the force on a stopping cart, Milo?
- It removes the cart's momentum for free
- It makes the stop take longer
- It makes the stop quicker
6.
Compared with stopping a cart, what does bouncing it back do to the change in momentum, Noah?
- Makes it bigger
- Makes it smaller, so it is gentler
- Leaves it the same
7.
What does a bumper that squashes slowly do to the stopping time, Pia?
- Makes it zero
- Lengthens it
- Shortens it
8.
A bumper may add at most 100 g to the cart. Is that a criterion or a constraint, Ren?
- Neither
- A criterion
- A constraint
9.
'The lower the force, the better' describes a design goal. Is that a criterion or a constraint, Tala?
- A criterion
- A test result
- A constraint
10.
Using the bumper table, which bumper keeps the force under 50 N and adds no more than 100 g, Zee?
- C, wood
- A, foam
- D, thick foam

Compare designs that reduce the force in a collision. Every version has 10 questions, and the answer key prints on the second page.

I can find the average stopping force, F = Δp ÷ Δt, and the stopping time a force limit requires.
I can compare bumpers. A longer stop means a smaller force, and a bounce raises Δp, so it is not gentler. The force ratio is soft time ÷ hard time.
I can use a criteria table. I can tell criteria (goals) from constraints (limits) and choose a design that meets every constraint.
I can check test data against the physics, plan fair repeated tests, spot failure modes (foam that bottoms out) and suggest improvements.

Standard: HS-PS2-3, HS-ETS1-3

criterion: A goal a good design should meet as well as possible

constraint: A limit a design must not break, like a mass limit

average force: Δp ÷ Δt over the stop

bottoming out: A soft bumper squashing completely flat, ending in a sudden stop

fair test: A test where only the design changes

Your child multiplied by the time. Average force = change in momentum ÷ stopping time.

Your child divided force by momentum. Stopping time = change in momentum ÷ the force allowed.

Your child put the times the wrong way up. The hard bumper's force is bigger, by soft time ÷ hard time.

What is the most common mistake with compare designs that reduce the force in a collision?

Your child multiplied by the time. Average force = change in momentum ÷ stopping time.

Are these 11th grade science worksheets free to print?

Yes. All 6 printable versions at each level are free to print, with the answer key, and no account is needed.

Every sheet you scan goes into your child’s record: dated, marked and ready for the year-end portfolio. Homeschool records