Topic 8 Strong or weak: drawing a force — what needs James (0)

Topic 8 · Strong or weak: drawing a force · Type 1 · bank item PP-1 · tests FOR3-009

EasyMCQType 1 — the same object is pushed gently, then much harder: what does it do after the harder push

Efe rolls a ball gently along the floor, then rolls the same ball with a much harder push. What does the ball do after the harder push?

1. a) It rolls farther than before. ← key
2. b) It rolls the same distance as before.
3. c) It rolls a shorter distance than before.
4. d) It stays still.

Why it is this type: The harder push is a stronger force than the gentle push. / The stronger the force, the bigger the change in motion. / So the ball rolls farther than before.

Recommendation: Approve as the exemplar

Topic 8 · Strong or weak: drawing a force · Type 2 · bank item PP-2 · tests FOR3-010

EasyMCQType 2 — four drawings (J K L M) of one push: which shows the push on the object

A girl pushes a box to the right. Which drawing shows her push on the box?

1. a) drawing J
2. b) drawing K
3. c) drawing L ← key
4. d) drawing M

Figure: four panels J K L M of the same girl (oblong arms, no hands) pushing the same box to the right. J: the arrow floats in the air above the box. K: the arrow starts at the box's centre but points left. L: the arrow starts at the box's centre and points right. M: the arrow starts on the girl's body.

Why it is this type: A force arrow starts on the object, in its middle, and points in the direction the force acts. / J's arrow floats in the air, and M's starts on the girl. / K's arrow starts on the box but points in the wrong direction. / L's arrow starts in the middle of the box and points to the right.

Recommendation: Approve as the exemplar

Topic 8 · Strong or weak: drawing a force · Type 4 · bank item PP-3 · tests FOR3-011

EasyMCQType 4 — four drawings (J K L M) of the same object pushed with arrows of four lengths: which shows the strongest push

A hand pushes the same toy car four times. Which drawing shows the strongest push?

1. a) drawing J
2. b) drawing K
3. c) drawing L
4. d) drawing M ← key

Figure: four panels J K L M of the same toy car with an oblong arm at its back; arrows of four lengths (J 60, K 36, L 20, M 90 units), all from the car's centre, pointing right.

Why it is this type: Every arrow starts on the car and points to the right, so only the lengths differ. / A longer arrow shows a stronger force. / Drawing M's arrow is the longest. / So drawing M shows the strongest push.

Recommendation: Approve as the exemplar

Topic 8 · Strong or weak: drawing a force · Type 3 · bank item PP-4 · tests FOR3-010

MediumMCQType 3 — a described pull: where does its force arrow start

A girl pulls a sled to the right by its rope. Where does the force arrow for her pull start?

1. a) on the girl's hand
2. b) in the air above the sled
3. c) on the sled ← key
4. d) on the snow under the sled

Why it is this type: Medium because: the routine's first check is applied to a described (not drawn) pull through a rope, where the object the pull acts on has to be worked out from the scene.

The why line (what a student reads after answering): The girl's pull acts on the sled, through the rope. / A force arrow starts on the object the force acts on, in its middle. / The pull acts on the sled, not on her hand and not on the snow. / So the arrow starts on the sled.

Recommendation: Approve as the exemplar

Topic 8 · Strong or weak: drawing a force · Type 5 · bank item PP-5 · tests FOR3-011 FOR3-010

MediumMCQType 5 — two children push the same object in the same direction and one pushes harder: how should you draw the two arrows

Cleo and Bram each push the same cart to the right, and Cleo pushes harder. How should you draw the two force arrows?

1. a) Bram's arrow longer than Cleo's
2. b) Cleo's arrow longer than Bram's ← key
3. c) both arrows the same length
4. d) Cleo's arrow pointing in the other direction

Why it is this type: Medium because: two ideas at once — length for strength (Lesson 3 (A longer arrow shows a stronger force)) and the direction rule (Lesson 2 (Draw the force as an arrow)) that the fourth option breaks.

The why line (what a student reads after answering): Cleo's push is the stronger force. / To show which of two forces is stronger, draw its arrow longer. / Both pushes act in the same direction, so both arrows point in the same direction. / So you draw Cleo's arrow longer than Bram's.

Recommendation: Approve as the exemplar

Topic 8 · Strong or weak: drawing a force · Type 6 · bank item PP-6 · tests FOR3-009

MediumMCQType 6 — two children push the same object and one sends it farther: why

Zuri and Nico each push the same toy car, and Zuri's push sends it farther. Why?

1. a) Zuri pushed harder than Nico. ← key
2. b) Nico pushed harder than Zuri.
3. c) The car was lighter for Zuri's push.
4. d) Nico pushed first.

Why it is this type: Medium because: the rule is run backwards — from the observed change to the strength of the push — and one distractor (the lighter car) has to be refused from "the same car".

The why line (what a student reads after answering): It is the same car both times, so only the pushes differ. / A stronger push makes a bigger change in motion. / Zuri's push sent the car farther, so Zuri's push was the stronger one. / Zuri pushed harder than Nico.

Recommendation: Approve as the exemplar

Topic 8 · Strong or weak: drawing a force · Type 7 · bank item PP-7 · tests FOR3-009 FOR3-011

HardMCQType 7 — two drawings, headed by two children's names, of the same object with a short and a long arrow: whose object will roll farther

MCQ

The drawings show a push on each of two balls. The balls are just the same. Whose ball will roll farther?

1. a) Zuri's ball
2. b) Nico's ball ← key
3. c) both balls roll the same distance
4. d) you cannot tell from the drawings

Figure: two panels headed ZURI'S BALL and NICO'S BALL, the same red ball at a dashed start line with an oblong arm behind it (no hand — James, 29 Sep 2026); each arrow's tail at the ball's centre; Zuri's is short, Nico's long.

Why it is this type: Hard because: two steps of two atoms — read the arrow's length as strength (FOR3-011), then predict the change from the strength (FOR3-009) — which is more of the skill than any medium item asks. Its one atom tag is FOR3-009 (the predicted change is what a miss diagnoses; James, 29 Sep: "the PP100 for each question is specifically mapped to one atom"). Options c and d are honest beliefs, not padding: a student who thinks the arrows are decoration says "the same"; one who thinks you need to see the balls roll says "cannot tell".

The why line (what a student reads after answering): Nico's arrow is longer than Zuri's arrow. / A longer arrow shows a stronger force, so Nico's ball gets the stronger push. / A stronger push makes a bigger change in motion. / So Nico's ball rolls farther.

Recommendation: Approve as the exemplar

Topic 8 · Strong or weak: drawing a force · Type 8 · tests FOR3-011

ProposedMediumProposed: Type 8 — length against size; figure (new): two panels J and K

The drawings show a push on a big box and a push on a small ball. Which push is stronger?

1. a) the push on the box
2. b) the push on the ball ← key
3. c) both pushes are the same
4. d) you cannot tell from the drawings

Figure: J, a big box with a SHORT red arrow from its centre pointing right; K, a small ball with a LONG red arrow from its centre pointing right; each pushed by an oblong arm; no labels beyond the panel letters.

Why it is this type: Medium because: the student reads length as strength while refusing the object's size as evidence — the belief the FCI's "the bigger thing pushes harder" items and the pack's strength lesson both target. Nearest lesson-side instance: Lesson 3 (A longer arrow shows a stronger force) q8 ("True or false: a big box always gets a longer force arrow than a small box") and PR-6 (Tariq's claim) — both judged in words; this is the same belief read off a drawing, which no quiz item does. Option d is honest: a student who thinks size decides would rather not commit. Bank items vary the two objects (a wagon and a marble; a suitcase and a cup) and which panel carries the long arrow.

The why line (what a student reads after answering): The arrow's length shows how strong the force is, not how big the object is. / The ball's arrow is longer than the box's arrow. / A longer arrow shows a stronger force. / So the push on the ball is stronger.

Recommendation: Approve the proposed type