Where do the forces that make atoms interact come from?(1 point)
Responses
from the electric fields of charged subatomic particles
from the electric fields of charged subatomic particles
from the electric fields of neutral subatomic particles
from the electric fields of neutral subatomic particles
from the electric fields of neutral molecules
from the electric fields of neutral molecules
from the electric fields of charged molecules
from the electric fields of charged molecules
44 answers
from the electric fields of charged subatomic particles
When two charged particles are moving toward each other, their velocities decrease until they eventually come to a stop. What happens afterward?(1 point)
Responses
They accelerate toward each other.
They accelerate toward each other.
They accelerate in opposite directions.
They accelerate in opposite directions.
They remain in the same place without moving.
They remain in the same place without moving.
They bond and accelerate together.
Responses
They accelerate toward each other.
They accelerate toward each other.
They accelerate in opposite directions.
They accelerate in opposite directions.
They remain in the same place without moving.
They remain in the same place without moving.
They bond and accelerate together.
They accelerate toward each other.
A bar magnet is held in place while another bar magnet is placed near it. The second bar magnet spins around and attaches to the first magnet on one end. Which statement is correct about the energy stored in the magnetic field? (1 point)
Responses
The decrease in the energy stored in the system is proportional to the decrease in kinetic energy.
The decrease in the energy stored in the system is proportional to the decrease in kinetic energy.
The decrease in the energy stored in the system is proportional to the increase in kinetic energy.
The decrease in the energy stored in the system is proportional to the increase in kinetic energy.
The increase in the energy stored in the system is proportional to the decrease in kinetic energy.
The increase in the energy stored in the system is proportional to the decrease in kinetic energy.
The increase in the energy stored in the system is proportional to the increase in kinetic energy.
Responses
The decrease in the energy stored in the system is proportional to the decrease in kinetic energy.
The decrease in the energy stored in the system is proportional to the decrease in kinetic energy.
The decrease in the energy stored in the system is proportional to the increase in kinetic energy.
The decrease in the energy stored in the system is proportional to the increase in kinetic energy.
The increase in the energy stored in the system is proportional to the decrease in kinetic energy.
The increase in the energy stored in the system is proportional to the decrease in kinetic energy.
The increase in the energy stored in the system is proportional to the increase in kinetic energy.
The decrease in the energy stored in the system is proportional to the decrease in kinetic energy.
Which of the following factors would decrease the magnetic field strength of an electromagnet?(1 point)
Responses
increasing the number of turns in the coil of wire
increasing the number of turns in the coil of wire
increasing the distances between the turns of the coil
increasing the distances between the turns of the coil
increasing the current or using a higher-voltage power source
increasing the current or using a higher-voltage power source
using an iron core or nail
Responses
increasing the number of turns in the coil of wire
increasing the number of turns in the coil of wire
increasing the distances between the turns of the coil
increasing the distances between the turns of the coil
increasing the current or using a higher-voltage power source
increasing the current or using a higher-voltage power source
using an iron core or nail
increasing the distances between the turns of the coil
Physical Science B Semester Exam
4 of 294 of 29 Items
Question
Which of the following factors would decrease the magnetic field strength of an electromagnet?(1 point)
Responses
increasing the number of turns in the coil of wire
increasing the number of turns in the coil of wire
increasing the distances between the turns of the coil
increasing the distances between the turns of the coil
increasing the current or using a higher-voltage power source
increasing the current or using a higher-voltage power source
using an iron core or nail
using an iron core or nail
4 of 294 of 29 Items
Question
Which of the following factors would decrease the magnetic field strength of an electromagnet?(1 point)
Responses
increasing the number of turns in the coil of wire
increasing the number of turns in the coil of wire
increasing the distances between the turns of the coil
increasing the distances between the turns of the coil
increasing the current or using a higher-voltage power source
increasing the current or using a higher-voltage power source
using an iron core or nail
using an iron core or nail
increasing the distances between the turns of the coil
What happens when thermal energy is applied to water?(1 point)
Responses
The water creates steam as soon as thermal energy is applied.
The water creates steam as soon as thermal energy is applied.
Its molecules gain kinetic energy.
Its molecules gain kinetic energy.
Its molecules gain potential energy.
Its molecules gain potential energy.
Its molecules lose kinetic energy.
Its molecules lose kinetic energy.
Responses
The water creates steam as soon as thermal energy is applied.
The water creates steam as soon as thermal energy is applied.
Its molecules gain kinetic energy.
Its molecules gain kinetic energy.
Its molecules gain potential energy.
Its molecules gain potential energy.
Its molecules lose kinetic energy.
Its molecules lose kinetic energy.
Its molecules gain kinetic energy.
What is the best description of heat?(1 point)
Responses
the measure of the average kinetic energy of the particles in an object or substance
the measure of the average kinetic energy of the particles in an object or substance
the transfer of potential energy from one object or substance to another
the transfer of potential energy from one object or substance to another
thermal energy
thermal energy
the transfer of thermal energy from a warmer object or substance to a cooler object or substance
the transfer of thermal energy from a warmer object or substance to a cooler object or substance
Responses
the measure of the average kinetic energy of the particles in an object or substance
the measure of the average kinetic energy of the particles in an object or substance
the transfer of potential energy from one object or substance to another
the transfer of potential energy from one object or substance to another
thermal energy
thermal energy
the transfer of thermal energy from a warmer object or substance to a cooler object or substance
the transfer of thermal energy from a warmer object or substance to a cooler object or substance
the transfer of thermal energy from a warmer object or substance to a cooler object or substance.
What is the relationship between heat and thermal conductors?(1 point)
Responses
Thermal conductors facilitate heat, the transfer of thermal energy.
Thermal conductors facilitate heat, the transfer of thermal energy.
Thermal conductors allow all of the thermal energy in one object or substance to be easily transferred to another object or substance.
Thermal conductors allow all of the thermal energy in one object or substance to be easily transferred to another object or substance.
Thermal conductors have no effect on heat.
Thermal conductors have no effect on heat.
Thermal conductors impede heat, the transfer of thermal energy.
Responses
Thermal conductors facilitate heat, the transfer of thermal energy.
Thermal conductors facilitate heat, the transfer of thermal energy.
Thermal conductors allow all of the thermal energy in one object or substance to be easily transferred to another object or substance.
Thermal conductors allow all of the thermal energy in one object or substance to be easily transferred to another object or substance.
Thermal conductors have no effect on heat.
Thermal conductors have no effect on heat.
Thermal conductors impede heat, the transfer of thermal energy.
Thermal conductors facilitate heat, the transfer of thermal energy.
Which scenario shows radiation?(1 point)
Responses
Eggs cook in a skillet.
Eggs cook in a skillet.
Eggs boil in a pot of water.
Eggs boil in a pot of water.
The air under a reading lamp is warmed.
The air under a reading lamp is warmed.
Air warmed by a floor radiator rises to the top of a room, forcing cooler air downward.
Responses
Eggs cook in a skillet.
Eggs cook in a skillet.
Eggs boil in a pot of water.
Eggs boil in a pot of water.
The air under a reading lamp is warmed.
The air under a reading lamp is warmed.
Air warmed by a floor radiator rises to the top of a room, forcing cooler air downward.
The air under a reading lamp is warmed.
A student wants to use the equation for Coulomb’s Law to calculate the electric force between two charges. Which shows all of the information she will need to perform the calculation?
F=k|q1q2|r2
(1 point)
Responses
Coulomb’s constant, the distance between the charges
Coulomb’s constant, the distance between the charges
Coulomb’s constant, both charges measured in Coulombs, and the distance between the charges
Coulomb’s constant, both charges measured in Coulombs, and the distance between the charges
both charges measured in Coulombs, the distance between the charges
both charges measured in Coulombs, the distance between the charges
Coulomb’s constant, both charges measured in Coulombs
F=k|q1q2|r2
(1 point)
Responses
Coulomb’s constant, the distance between the charges
Coulomb’s constant, the distance between the charges
Coulomb’s constant, both charges measured in Coulombs, and the distance between the charges
Coulomb’s constant, both charges measured in Coulombs, and the distance between the charges
both charges measured in Coulombs, the distance between the charges
both charges measured in Coulombs, the distance between the charges
Coulomb’s constant, both charges measured in Coulombs
A student wants to use the equation for Coulomb’s Law to calculate the electric force between two charges. Which shows all of the information she will need to perform the calculation?
Coulomb’s constant, both charges measured in Coulombs, and the distance between the charges.
How does the structure of atoms in a substance determine the substance’s conductivity?(1 point)
Responses
If an atom’s nucleus is positively charged, the substance is a good conductor.
If an atom’s nucleus is positively charged, the substance is a good conductor.
If an atom’s outer shell of electrons is tightly bound to the nucleus, the substance is a good conductor.
If an atom’s outer shell of electrons is tightly bound to the nucleus, the substance is a good conductor.
If an atom’s outer shell of electrons is loosely bound to the nucleus, the substance is a good conductor.
If an atom’s outer shell of electrons is loosely bound to the nucleus, the substance is a good conductor.
If an atom’s outer shell of electrons is positively charged, the substance is a good conductor.
Responses
If an atom’s nucleus is positively charged, the substance is a good conductor.
If an atom’s nucleus is positively charged, the substance is a good conductor.
If an atom’s outer shell of electrons is tightly bound to the nucleus, the substance is a good conductor.
If an atom’s outer shell of electrons is tightly bound to the nucleus, the substance is a good conductor.
If an atom’s outer shell of electrons is loosely bound to the nucleus, the substance is a good conductor.
If an atom’s outer shell of electrons is loosely bound to the nucleus, the substance is a good conductor.
If an atom’s outer shell of electrons is positively charged, the substance is a good conductor.
If an atom’s outer shell of electrons is loosely bound to the nucleus, the substance is a good conductor.
How can a team of students work together creatively to design an electromagnet?(1 point)
Responses
They can research different kinds of electromagnets online, choose one they like the most, and copy the design of the electromagnet.
They can research different kinds of electromagnets online, choose one they like the most, and copy the design of the electromagnet.
They can research different kinds of electromagnets online, talk about possible changes to one model, draw a diagram of their new electromagnet, and then work together building it.
They can research different kinds of electromagnets online, talk about possible changes to one model, draw a diagram of their new electromagnet, and then work together building it.
They can watch their teacher build an electromagnet, take notes on the electromagnet, then copy the design exactly so it looks and works just like their teacher’s electromagnet.
They can watch their teacher build an electromagnet, take notes on the electromagnet, then copy the design exactly so it looks and works just like their teacher’s electromagnet.
Each student can build an electromagnet on their own. They can then send each other the data from each electromagnet so they can decide which one works best.
Each student can build an electromagnet on their own. They can then send each other the data from each electromagnet so they can decide which one works best.
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Responses
They can research different kinds of electromagnets online, choose one they like the most, and copy the design of the electromagnet.
They can research different kinds of electromagnets online, choose one they like the most, and copy the design of the electromagnet.
They can research different kinds of electromagnets online, talk about possible changes to one model, draw a diagram of their new electromagnet, and then work together building it.
They can research different kinds of electromagnets online, talk about possible changes to one model, draw a diagram of their new electromagnet, and then work together building it.
They can watch their teacher build an electromagnet, take notes on the electromagnet, then copy the design exactly so it looks and works just like their teacher’s electromagnet.
They can watch their teacher build an electromagnet, take notes on the electromagnet, then copy the design exactly so it looks and works just like their teacher’s electromagnet.
Each student can build an electromagnet on their own. They can then send each other the data from each electromagnet so they can decide which one works best.
Each student can build an electromagnet on their own. They can then send each other the data from each electromagnet so they can decide which one works best.
Skip to navigation
They can research different kinds of electromagnets online, talk about possible changes to one model, draw a diagram of their new electromagnet, and then work together building it.
How do electromagnets cause a maglev train to levitate above the track? (1 point)
Responses
Magnets in the track and magnets in the bottom of the train repel each other.
Magnets in the track and magnets in the bottom of the train repel each other.
Magnets in the track and magnets in the bottom of the train attract each other.
Magnets in the track and magnets in the bottom of the train attract each other.
Magnets in the sides of the tracks constantly repel and attract magnets in the sides of the train.
Magnets in the sides of the tracks constantly repel and attract magnets in the sides of the train.
Batteries provide electric energy to the electromagnets in the train.
Batteries provide electric energy to the electromagnets in the train.
Responses
Magnets in the track and magnets in the bottom of the train repel each other.
Magnets in the track and magnets in the bottom of the train repel each other.
Magnets in the track and magnets in the bottom of the train attract each other.
Magnets in the track and magnets in the bottom of the train attract each other.
Magnets in the sides of the tracks constantly repel and attract magnets in the sides of the train.
Magnets in the sides of the tracks constantly repel and attract magnets in the sides of the train.
Batteries provide electric energy to the electromagnets in the train.
Batteries provide electric energy to the electromagnets in the train.
Magnets in the track and magnets in the bottom of the train repel each other.
Physical Science B Semester Exam
13 of 2913 of 29 Items
Question
Use the ray diagram for a lens to answer the question.
The illustration shows a candle as an object to the left of a concave lens beyond focus on the left. One ray from the candle falls on the lens parallel to the principal axis and is refracted through the focus on the right. Another ray from the candle falls at the optical center and is refracted undeviated. The two refracted rays meet at a point below the principal axis beyond focus on the right. An inverted image of the object smaller in size is formed.
Which of these best describes the type of lens shown in the ray diagram?
(1 point)
Responses
It shows a concave lens. For this type of lens, the image position depends on the object's position relative to the focus point.
It shows a concave lens. For this type of lens, the image position depends on the object's position relative to the focus point.
It shows a convex lens. For this type of lens, the image is always on the opposite side of the lens as the original object.
It shows a convex lens. For this type of lens, the image is always on the opposite side of the lens as the original object.
It shows a convex lens. For this type of lens, the image position depends on the object's position relative to the focus point.
It shows a convex lens. For this type of lens, the image position depends on the object's position relative to the focus point.
It shows a concave lens. For this type of lens, the image is always on the opposite side of the lens as the original object.
It shows a concave lens. For this type of lens, the image is always on the opposite side of the lens as the original object.
13 of 2913 of 29 Items
Question
Use the ray diagram for a lens to answer the question.
The illustration shows a candle as an object to the left of a concave lens beyond focus on the left. One ray from the candle falls on the lens parallel to the principal axis and is refracted through the focus on the right. Another ray from the candle falls at the optical center and is refracted undeviated. The two refracted rays meet at a point below the principal axis beyond focus on the right. An inverted image of the object smaller in size is formed.
Which of these best describes the type of lens shown in the ray diagram?
(1 point)
Responses
It shows a concave lens. For this type of lens, the image position depends on the object's position relative to the focus point.
It shows a concave lens. For this type of lens, the image position depends on the object's position relative to the focus point.
It shows a convex lens. For this type of lens, the image is always on the opposite side of the lens as the original object.
It shows a convex lens. For this type of lens, the image is always on the opposite side of the lens as the original object.
It shows a convex lens. For this type of lens, the image position depends on the object's position relative to the focus point.
It shows a convex lens. For this type of lens, the image position depends on the object's position relative to the focus point.
It shows a concave lens. For this type of lens, the image is always on the opposite side of the lens as the original object.
It shows a concave lens. For this type of lens, the image is always on the opposite side of the lens as the original object.
It shows a concave lens. For this type of lens, the image position depends on the object's position relative to the focus point.
What happens to sound waves from an object as it moves toward you?(1 point)
Responses
The pitch gets lower because of an increase in frequency.
The pitch gets lower because of an increase in frequency.
The pitch gets higher because of an increase in frequency.
The pitch gets higher because of an increase in frequency.
The pitch gets higher because of an increase in wavelength.
The pitch gets higher because of an increase in wavelength.
The pitch gets lower because of an increase in wavelength.
The pitch gets lower because of an increase in wavelength.
Responses
The pitch gets lower because of an increase in frequency.
The pitch gets lower because of an increase in frequency.
The pitch gets higher because of an increase in frequency.
The pitch gets higher because of an increase in frequency.
The pitch gets higher because of an increase in wavelength.
The pitch gets higher because of an increase in wavelength.
The pitch gets lower because of an increase in wavelength.
The pitch gets lower because of an increase in wavelength.
The pitch gets higher because of an increase in frequency.
Physical Science B Semester Exam
15 of 2915 of 29 Items
Question
Which combination of frequencies would produce the lowest beat frequency?(1 point)
Responses
500 Hz and 600 Hz
500 Hz and 600 Hz
10 Hz and 20 Hz
10 Hz and 20 Hz
10 Hz and 15 Hz
10 Hz and 15 Hz
500 Hz and 501 Hz
15 of 2915 of 29 Items
Question
Which combination of frequencies would produce the lowest beat frequency?(1 point)
Responses
500 Hz and 600 Hz
500 Hz and 600 Hz
10 Hz and 20 Hz
10 Hz and 20 Hz
10 Hz and 15 Hz
10 Hz and 15 Hz
500 Hz and 501 Hz
500 Hz and 501 Hz
A sound has a higher pitch than a bell. Which quantity must also be higher in this sound than in the bell?(1 point)
Responses
amplitude
amplitude
wavelength
wavelength
speed
speed
frequency
Responses
amplitude
amplitude
wavelength
wavelength
speed
speed
frequency
frequency
Physical Science B Semester Exam
17 of 2917 of 29 Items
Question
The first part shows a man producing a sound with a wavelength of 2.0 m and a frequency of 165 hertz. The speed calculated using the formula, wave speed = frequency times wavelength, is 330 meters per second = 165 hertz times 2.0 m. The second part shows a woman producing a sound with a wavelength of 0.2 m and a frequency of 1650 hertz. The speed calculated using the formula, wave speed = frequency times wavelength, is 330 meters per second = 1650 hertz times 0.2 m.
Which statement regarding sound traveling in air is correct?
(1 point)
Responses
As the wavelength increases, the frequency also increases.
As the wavelength increases, the frequency also increases.
A wave with a shorter wavelength is always faster than one with a longer wavelength.
A wave with a shorter wavelength is always faster than one with a longer wavelength.
The frequency of a sound does not affect the speed at which it travels.
The frequency of a sound does not affect the speed at which it travels.
A loud sound travels faster than a quiet sound.
17 of 2917 of 29 Items
Question
The first part shows a man producing a sound with a wavelength of 2.0 m and a frequency of 165 hertz. The speed calculated using the formula, wave speed = frequency times wavelength, is 330 meters per second = 165 hertz times 2.0 m. The second part shows a woman producing a sound with a wavelength of 0.2 m and a frequency of 1650 hertz. The speed calculated using the formula, wave speed = frequency times wavelength, is 330 meters per second = 1650 hertz times 0.2 m.
Which statement regarding sound traveling in air is correct?
(1 point)
Responses
As the wavelength increases, the frequency also increases.
As the wavelength increases, the frequency also increases.
A wave with a shorter wavelength is always faster than one with a longer wavelength.
A wave with a shorter wavelength is always faster than one with a longer wavelength.
The frequency of a sound does not affect the speed at which it travels.
The frequency of a sound does not affect the speed at which it travels.
A loud sound travels faster than a quiet sound.
A wave with a shorter wavelength is always faster than one with a longer wavelength.
Which statement about the effect of temperature on the speed of sound is correct?(1 point)
Responses
As temperature increases, the speed of sound increases because molecules in the medium collide more frequently.
As temperature increases, the speed of sound increases because molecules in the medium collide more frequently.
Changes in temperature have no effect on the speed of sound.
Changes in temperature have no effect on the speed of sound.
As temperature increases, the speed of sound decreases because molecules in the medium collide less frequently.
As temperature increases, the speed of sound decreases because molecules in the medium collide less frequently.
As temperature increases, the speed of sound increases because the medium becomes denser.
Responses
As temperature increases, the speed of sound increases because molecules in the medium collide more frequently.
As temperature increases, the speed of sound increases because molecules in the medium collide more frequently.
Changes in temperature have no effect on the speed of sound.
Changes in temperature have no effect on the speed of sound.
As temperature increases, the speed of sound decreases because molecules in the medium collide less frequently.
As temperature increases, the speed of sound decreases because molecules in the medium collide less frequently.
As temperature increases, the speed of sound increases because the medium becomes denser.
As temperature increases, the speed of sound increases because molecules in the medium collide more frequently.
Physical Science B Semester Exam
19 of 2919 of 29 Items
Question
Which forms of electromagnetic radiation are arranged in order of increasing energy?
(1 point)
Responses
infrared, gamma rays, microwaves, ultraviolet
infrared, gamma rays, microwaves, ultraviolet
microwaves, ultraviolet, infrared, gamma rays
microwaves, ultraviolet, infrared, gamma rays
gamma rays, ultraviolet, microwaves, infrared
gamma rays, ultraviolet, microwaves, infrared
microwaves, infrared, ultraviolet, gamma rays
microwaves, infrared, ultraviolet, gamma rays
19 of 2919 of 29 Items
Question
Which forms of electromagnetic radiation are arranged in order of increasing energy?
(1 point)
Responses
infrared, gamma rays, microwaves, ultraviolet
infrared, gamma rays, microwaves, ultraviolet
microwaves, ultraviolet, infrared, gamma rays
microwaves, ultraviolet, infrared, gamma rays
gamma rays, ultraviolet, microwaves, infrared
gamma rays, ultraviolet, microwaves, infrared
microwaves, infrared, ultraviolet, gamma rays
microwaves, infrared, ultraviolet, gamma rays
microwaves, infrared, ultraviolet, gamma rays
A student is using a weak computer to design a logo. If the weak computer is the only constraint, should the student use the online version or downloaded version of a graphic design software?(1 point)
Responses
The online version, because the downloaded version may have limited bandwidth that limits how quickly the designer can work.
The online version, because the downloaded version may have limited bandwidth that limits how quickly the designer can work.
The online version, because the downloaded version usually requires better equipment than the online version.
The online version, because the downloaded version usually requires better equipment than the online version.
The downloaded version, because the online version usually requires better equipment than the downloaded version.
The downloaded version, because the online version usually requires better equipment than the downloaded version.
The downloaded version, because the online version may have limited bandwidth that limits how quickly the designer can work.
Responses
The online version, because the downloaded version may have limited bandwidth that limits how quickly the designer can work.
The online version, because the downloaded version may have limited bandwidth that limits how quickly the designer can work.
The online version, because the downloaded version usually requires better equipment than the online version.
The online version, because the downloaded version usually requires better equipment than the online version.
The downloaded version, because the online version usually requires better equipment than the downloaded version.
The downloaded version, because the online version usually requires better equipment than the downloaded version.
The downloaded version, because the online version may have limited bandwidth that limits how quickly the designer can work.
The downloaded version, because the online version may have limited bandwidth that limits how quickly the designer can work.
What is the energy released during cellular respiration used for?(1 point)
Responses
cellular functions
cellular functions
to create more glucose
to create more glucose
photosynthesis
photosynthesis
it is released to the environment
Responses
cellular functions
cellular functions
to create more glucose
to create more glucose
photosynthesis
photosynthesis
it is released to the environment
cellular functions.
3 answers