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 121
Indicate the direction of the electric force on a charge due to two other charges. (Goal: Reasoning with electric forces)
A2L Item 123
Identify the correct electric fields due to charges. (Goal: Reasoning with electric fields.)
A2L Item 124
Identify the situation having greatest electric flux through a specified gaussian surface. (Goal: Link flux and enclosed charge.)
A2L Item 125
Identify the force on one block pushed by another. (Goal: Problem solving with dynamics)
A2L Item 127
Given configurations of Gaussian surfaces and electric field lines, identify the situations having non-zero flux. (Goal: Link flux to field lines.)
A2L Item 128
Identify the friction force on a block at rest on an incline. (Goal: Hone the concept of static friction)
A2L Item 129
Identify the correct relationship for potentials when the distance between charges changes. (Goal: Hone the concept of electrostatic potential)
A2L Item 130
Identify the friction force on a block at rest on an incline. (Goal: Hone the concept of static friction)
A2L Item 131
Specify the motion of a block on an incline given that a block of half the mass moves with constant speed. (Goal: Reasoning with dynamics)
A2L Item 132
Identify the correct relationship for total energy when the distance between charges changes upon release. (Goal: Link energy conservation and electromagnetism)
A2L Item 133
Recognize the direction of the acceleration of a ball on curved vertical track. (Goal: Reasoning with circular motion)
A2L Item 134
Identify the situation for which moving a positive charge from infinity to the origin would require the most work. (Goal: Link work and potential change)
A2L Item 135
Select the situation for which the movement of a negative charge through an electric field results in the greatest increase of potential energy. (Goal: Link electric fields, work and potential energy)
A2L Item 136
Identify changes on the normal force on an object in an elevator. (Goal: Reasoning with dynamics)
A2L Item 137
Determine the friction force on a slab from graphical information. (Goal: Problem solving)
A2L Item 138
Determine the velocity of a block before a collision from information about the final state of the system. (Goal: Problem solving with momentum)
A2L Item 140
Indicate which charge configuration contains least potential energy. (Goal: Link potential energy with work needed to assemble a charge configuration.)
A2L Item 141
Identify the block that travels further along a rough surface. (Goal: Reasoning with kinetic energy and work)
A2L Item 142
Identify the block that stops in least time. (Goal: Reasoning with forces and kinematics)
A2L Item 143
Compare the speed of a block falling vertically to that of one sliding down a smooth incline. (Goal: Reasoning with energy)
A2L Item 144
Compare average speed of two masses traveling down different surfaces. (Goal: Reasoning with kinematics)
A2L Item 145
Compare the final speed of two masses traveling down different surfaces. (Goal: Reasoning with energy)
A2L Item 146
Identify the correct behavior of a body subject to the given potential energy function. (Goal: Hone the concept of potential energy functions)
A2L Item 147
Identify the points of a potential energy function for which the force is zero. (Goal: Relate force to potential energy function)
A2L Item 148
Characterize the force associated with a potential energy function. (Goal: Hone the concept of conservative force)
A2L Item 149
Identify the spring system with the largest potential energy. (Goal: Reason with potential energy)
A2L Item 150
Indicate the correct statement(s) regarding the work done moving a charge between to points having different electric potential. (Goal: Link work and potential)
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.
Assessing-to-Learn by William J. Gerace, William J. Leonard, Robert J. Dufresne, and Ian D. Beatty is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
This page is maintained (or, more properly, neglected) by Ian D. Beatty.
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