Title: Default for MNPCC Physics
Course: MNPCC Physics

Q: Which is the best choice for the measurement of the box depicted here?

[Image: ruler with rectangle from 0 cm to 3]
- 3.00 cm (Correct!)
- 3.0 cm (That is not precise enough for this ruler.)
- 3.000 cm (That is too precise for this measuring device.)
- 3 cm (That is not precise enough for this ruler.)
A: 3.00 cm

Q: Which of the following gives the proper SI base unit for each type of measurement:
- Length (m), Mass (kilogram), Time (second), Temperature (Kelvin) (Correct!)
- Length (cm), Mass (gram), Time (second), Temperature (Celsius) (While these are common lab units, they are not the SI base units.)
- Length (in), Mass (pound), Time (second), Temperature (Fahrenheit) (These are the units we commonly use in the United states, but they are not SI units.)
A: Length (m), Mass (kilogram), Time (second), Temperature (Kelvin)

Q: Which option gives the proper multiplier for each metric prefix?
- 1000 (kilo), 0.01 (centi), 0.001 (milli) (Correct)
- 1000 (milli), 100 (centi), 0.001 (kilo) (Milli and Centi mean smaller than the base unit and Kilo is bigger.)
- 1000 (kilo), 100 (centi), 10 (milli) (Centi is 100 times smaller not bigger, milli is 1000 times smaller.)
- 1 million (milli), 100 (cenit), 0.001 (kilo) (Milli comes from latin and means thousand not million. Also direction of multipliers is backwards.)
A: 1000 (kilo), 0.01 (centi), 0.001 (milli)

Q: Which of the following correctly displays the proper way to go from 35 cm to m?
- 35 cm * (1 m / 100 cm) (Correct)
- 35 cm * (1 cm / 100 m) (This will give you the correct number, but (1 cm / 100 m) does not equal one and will give the incorrect units.)
- 35 cm * (100 m / 1 cm) (This cancels units correctly, but is not the correct relationship between m and cm.)
- 35 cm * (100 cm / 1 m) (This will not give you the proper unit, you always put the wanted unit over the unit you have.)
A: 35 cm * (1 m / 100 cm)

Q: How many significant digits are in the number 103000?
- 3 (Correct.)
- 2 (The zero between the 1 and the 3 is significant, there is no way to write the number without it.)
- 6 (The last 3 zeros are not significant, the number can be rewritten as 1.03 * 105)
A: 3

Q: Which of the following represents the answer to the equation shown below when taking into consideration proper significant digits?

12.267 cm + 0.1 cm =
- 12.4 cm (Correct)
- 12.3 cm (You need to round, not truncate)
- 10 cm (For addition, you use the place of the least precise to determine answer, not the number of digits.)
- 12.367 cm (This is what the calculator would give you, but it is much too precise given the 0.1 cm.)
A: 12.4 cm

Q: Which of the following represents the answer to the following equation when taking into consideration proper significant digits?

1.0 m / 0.03 s =
- 30 m/s (Correct)
- 33.3 m/s (This has too many significant digits, with multiplication it is the number of digits that matters not the place.)
- 3 m/s (This has the correct number of significant digits, but not the correct magnitude.)
- 33.33 m/s (This is way to precise, your least precise number to start with has one significant digit.)
A: 30 m/s

Q: A teacher sets out a book that has been properly measured to be 26.34 cm along the spine. Three students made measurements of the same book. Match the teachers comments to the students work.

Student A:  26 cm

Student B: 6.35 cm

Student C: 26.33 cm
- A: Accurate B: Precise C: Precise and Accurate (Correct)
- A: Precise B: Accurate C: Precise and Accurate (You have the terms reversed.)
- A: Accurate B: Precise C: Precise (C is both, you only have to be within the amount of uncertainty to be accurate.)
- A: Precise B: Accurate C: Accurate (You have the terms reversed, and C is both precise and accurate.)
A: A: Accurate B: Precise C: Precise and Accurate

Q: Which of the following correctly writes the number 206000000 in scientific notation?
- 2.06 * 10^8 (Correct)
- 2.06 * 10^9 (Only count how far you move the decimal, not the total number of digits.)
- 206 * 10^6 (This evaluates to the correct number, but it is not the proper way of doing scientific notation.)
- 2.6 * 10^7 (You can’t change the number, getting rid of that zero changes the number!)
A: 2.06 * 10^8

Q: Which of the following represents the number 0.0000465 written in proper scientific notation?
- 4.65 * 10^-5 (Correct)
- 4.65 * 10^-4 (Count how many places you move the decimal, not how many zeros there are.)
- 465 * 10^-7 (This would evaluate to the correct number, but it is not the correct form for scientific notation.)
- 4.65 * 10^-7 (Don’t count all the way to the end of the number, only to the first nonzero digit.)
A: 4.65 * 10^-5

Q: Which is the best choice for the measurement of the box depicted here?

[Image: Ruler with a rectangle and the side comes between the 2 cm and the 2.1 cm mark.]
- 2.04 cm (Correct!)
- 2.4 cm (That is not an accurate measurement.)
- 2 cm (That is not precise enough for this ruler.)
- 2.036 cm (That is too precise for this ruler.)
A: 2.04 cm

Q: Which of the following would be a reasonable answer for the height of a person in an SI base unit?
- 1.8 m (Correct!)
- 180 cm (This is a good estimate, but it is not in a base unit!)
- 75 kg (This is a base unit, but not for the height, it would be for the mass.)
- 750000 g (This is not a base unit, nor a unit you would use to measure height.)
A: 1.8 m

Q: Which of the following is a derived unit of measurement (not a base unit)?
- Joule (Correct)
- Kelvin (This is the base unit of temperature.)
- Kilogram (This is the base unit of mass.)
- Second (This is the base unit of time.)
A: Joule

Q: Which of the following correctly shows the conversion from 1.57 kg to g?
- 1.57 kg * (1000 g / 1 kg) (Correct)
- 1.57 kg * (1 kg / 1000 g) (This will not give you the proper unit, you always put the wanted unit over the unit you have.)
- 1.57 kg * (1000 kg / 1 g) (This will give you the correct number, but (1000 kg / 1 g) does not equal one and will give the incorrect units.)
- 1.57 kg * ( 1 g / 1000 kg) (This cancels units correctly, but is not the correct relationship between g and kg.)
A: 1.57 kg * (1000 g / 1 kg)

Q: How many significant digits are in the number 0.003020?
- 4 (Correct.)
- 2 (The zero between the 3 and the 2 is significant, there is no way to write the number without it. The zero at the end was put there specifically to convey level of precision, so cannot be dropped.)
- 3 (The zero at the end was put there specifically to convey level of precision, so cannot be dropped.)
- 6 (The first 2 zeros are not significant, the number can be rewritten as 3.020 * 10^-3.)
A: 4

Q: Which answer represents the answer to the following equation with proper significant digits?

5.2 g + 2110 g =
- 2120 g (Correct)
- 2110 g (You need to round, not truncate.)
- 2100 g (For addition, you use the place of the least precise to determine answer, not the number of digits.)
- 2115.2 g (This is what the calculator would give you, but it is much too precise given the 0.1 cm.)
A: 2120 g

Q: Which answer represents the answer to the following equation with proper significant digits?

15.34 g / 122 cm^3
- 0.126 g/cm^3 (Correct)
- 0.125 g/cm^3 (Round, do not truncate!)
- 0.12 g/cm^3 (Too few significant digits.)
- 0.13 g/cm^3 (Too few significant digits.)
A: 0.126 g/cm^3

Q: Which answer shows a group of measurements that were made accurately and to the correct precision with a standard cm ruler with mm markings.
- 12.32 cm, 12.31 cm, 12.31 cm, 12.33 cm (Correct)
- 12.313 cm, 12.313 cm, 12.313 cm, 12.313 cm (You cannot read a standard cm ruler to this degree of precision.)
- 12.333 cm, 12.340 cm, 12.335 cm, 12.432 cm (You cannot read a standard cm ruler to this degree of precision.)
- 12.30 cm, 12.25 cm, 12.39 cm, 12.35 cm (These measurement are not accurate to within the precision of the measurement.)
A: 12.32 cm, 12.31 cm, 12.31 cm, 12.33 cm

Q: Which of the following correctly writes the number 30500 in scientific notation?
- 3.05 * 10^4 (Correct)
- 3.05 * 10^5 (Only count how far you move the decimal, not the total number of digits.)
- 305 * 10^2 (This evaluates to the correct number, but it is not the proper way of doing scientific notation.)
- 3.5 * 10^3 (You can’t change the number, getting rid of that zero changes the number!)
A: 3.05 * 10^4

Q: Which represents the number 0.0032 in proper scientific notation?
- 3.2 * 10^-3 (Correct)
- 3.2 * 10^-2 (Count how many places you move the decimal, not how many zeros there are.)
- 32 * 10^-4 (This would evaluate to the correct number, but it is not the correct form for scientific notation.)
- 3.2 * 10^-4 (Don’t count all the way to the end of the number, only to the first nonzero digit.)
A: 3.2 * 10^-3

Q: Record the measurement of the length of the rectangle pictured here.

[Image: Ruler with a rectangle and the side comes between the 3.2 cm and the 3.4 cm mark.]
A: 3.30 cm / 3.31 cm / 3.32 cm
Partly right: 3.3 cm (50%); 3.30 (50%); 3.31 (50%); 3.32 (50%)
Feedback ("3.30 cm"): Correct
Feedback ("3.31 cm"): Correct
Feedback ("3.32 cm"): Correct
Feedback ("3.3 cm"): This needs the uncertain digit.
Feedback ("3.30"): needs a unit
Feedback ("3.31"): needs a unit
Feedback ("3.32"): needs a unit
Feedback ("3.3"): not precise enough and no unit.

Q: Evaluate the following be sure to record your answer to the correct significant digits!

1.32 + 0.1
A: 1.4
Feedback ("1.42"): This is too precise for the 0.1
Feedback ("1"): This is not precise enough.

Q: Evaluate the following be sure to record your answer to the correct significant digits!

3120.45 - 13.137
A: 3107.31
Feedback ("3107.31"): Correct
Feedback ("3107.313"): This is much too precise.
Feedback ("3107.3"): This is not precise enough.

Q: Evaluate the following be sure to record your answer to the correct significant digits!

52 * 161
A: 8400
Feedback ("8400"): Correct!
Feedback ("8300"): Don't truncate, round.
Feedback ("8000"): Not precise enough.
Feedback ("837*"): That is too precise.

Q: Evaluate the following be sure to record your answer to the correct significant digits!

3027 / 0.127954

Do not put a comma in your answer!
A: 23660
Feedback ("23660"): Correct!
Feedback ("23650"): round, don't truncate
Feedback ("23700"): not precise enough.
Feedback ("2365*"): This is too precise

Q: Given that there are 8 bits per byte, which of the following correctly shows how to convert from 128 bytes to bits?
- 128 bytes(8 bits / 1 byte) (Correct)
- 128 bytes (8 bytes / 1 bit) (That is not the correct relationship.)
- 128 bytes (1 bit / 8 bytes) (The units evaluate correctly, but that is not the correct relationship.)
- 128 bytes (1 byte / 8 bits) (That is the correct relationship, but the units will not work out.)
A: 128 bytes(8 bits / 1 byte)

Q: Given that there are 4 w in 1 x, how many w is 20 x?
A: 80
Feedback ("5"): You used the conversion backwards.

Q: Given that there are 5 y in 1 z, how many z is 30 y?
A: 6
Feedback ("6"): Correct.
Feedback ("150"): You used the conversion backwards.

Q: Which of the following seems like an appropriate length for somebody’s foot?
- 28 cm (Correct)
- 28 m (Way too big!)
- 2.8 cm (Way too small!)
- 2.8 m (Way too big!)
A: 28 cm

Q: Which of the following is a reasonable mass for a remote control car?
- 0.45 kg (Correct.)
- 0.45 g (Way too small!)
- 45 kg (Way too big!)
- 45 g (Way too small!)
A: 0.45 kg

Q: In what place would you find the uncertain digit for a measurement using the device pictured here?

[Image: Spedometer, with major markings ever 20 mph and minor markings every 2mph]

image by Ant75 / Public Domain
- One's place (Correct)
- Ten's Place (Not precise enough.)
- Hundredth's place (too precise)
- Tenth's place (too precise)
A: One's place

Q: A metal rod has been measured to be 1.24 m long. Which of the following measurements would not be accurate to level of uncertainty with which it was made. (An answer is not wrong just because it is not as precise as others).
- 1.28 (Correct)
- 1.2 m (This is accurate to the precision since 1.24 rounds to 1.2.)
- 1.25 m (This is only 0.01 off, which is well within the uncertainty of the measurement.)
- 1 m (This is accurate to the precision since 1.24 rounds to 1.)
A: 1.28

Q: A student completed the Determination of Pi lab and found the slope of their line to be 3.09. What is their percent error?
A: 1.6 (± 0.01)
Feedback ("1.6"): Correct
Feedback ("1.63"): It is the accepted value that goes on the bottom, not the lab value
Feedback ("98.4"): You found the % correct, not the percent error!

Q: Choose the unit your answer will have when evaluating the following.

12 m / (3 m/s)
- s (Correct)
- m (The meters cancels out.)
- m/s (The meters cancels out and the seconds will no longer be on the denominator.)
- 1/s (The seconds will no longer be on the denominator.)
A: s

Q: Choose the unit your answer will have when evaluating the following.

15 m + 5 m
- m (Correct)
- m^2 (Your are adding, not multiplying.)
- mm (Units don’t add that way)
A: m

Q: Find the area of the rectangle depicted below to the proper number of significant digits and with the correct unit.

[Image: rectangle with sides 5.34 cm and 3.12 cm]
A: 16.7 cm*2
Feedback ("16.7 cm*2"): Correct
Feedback ("16.66 cm*2"): Too precise
Feedback ("16 cm*2"): not precise enough

Q: A student masses a metal rectangular prism with dimensions of 0.2 cm, 13.1 cm and 5.4 cm and finds it to be 130.15 g. What is the density of the metal in units of g/cm^3?
A: 9 (± 1)
Feedback ("9"): Correct
Feedback ("0.1"): You found the inverse of density!
Feedback ("2000"): You just multiplied all the numbers together and hoped for the best didn’t you?

Q: What type of relationship did you find between the mass of gum and the chewing time?
- Indirect (Correct)
- Direct (No, as the time went on the mass went down.)
- No relationship. (There was a relationship, the mass went down as the time went down.)
A: Indirect

Q: What did you find in the pendulum lab that had the strongest relationship to the period of the pendulum?
- Pendulum Length (Correct)
- Pendulum Mass (The mass in essence makes no difference.)
- Pull back amount (While pull back makes a small difference, it was not the strongest relationship.)
- All were equally related. (One was clearly more related than the others.)
A: Pendulum Length

Q: Put the five problem solving steps in order.
- Step 1: | Draw a Picture
- Step 2: | Knowns and Unknowns
- Step 3: | Equations
- Step 4: | Solve Symbolically First
- Step 5: | Check Your Answer

Q: Which of the following free body diagrams would be for a chair that is motionless on the floor?
- [Image: diagram, up and down arrows that are equal.] (Correct)
- [Image: diagram, down arrow only.] (An object that is motionless must have balanced forces.)
- [Image: diagram, up arrow only] (An object that is motionless must have balanced forces.)
- [Image: diagram, no arrows] (While this object would not accelerate, a real chair on a real floor must have two forces acting on it, the normal force and that of gravity.)
A: [Image: diagram, up and down arrows that are equal.]

Q: Which of the following free body diagrams would be for a weight that is being lifted upwards at a constant speed?
- [Image: diagram, up and down arrows that are equal.] (Correct)
- [Image: diagram, down arrow only.] (An object that is moving at constant speed must have balanced forces.)
- [Image: diagram, up arrow only] (An object that is moving at constant speed must have balanced forces.)
- [Image: diagram, no arrows] (While this object would not accelerate, a real chair on a real floor must have two forces acting on it, the normal force and that of gravity.)
A: [Image: diagram, up and down arrows that are equal.]

Q: Which of the following correctly shows a free body diagram for a car moving to the right at a constant speed?
- [Image: Free body diagram with vertical and horizontal forces balanced.] (Correct.)
- [Image: Free body diagram with vertical balanced forces, and horizontally unbalanced to the right.] (An object that is moving at constant speed must have balanced forces.)
- [Image: Balanced forces vertically, horizontally only force to the right.] (An object that is moving at constant speed must have balanced forces.)
- [Image: Diagram, force to the right is the only one.] (An object that is moving at constant speed must have balanced forces.)
A: [Image: Free body diagram with vertical and horizontal forces balanced.]

Q: Which of the following graphs would best represent an object traveling at a constant speed SLOWLY TOWARDS the reference point?
- [Image: Graph with a slight negative slope.] (Correct)
- [Image: Graph with steep negative slope.] (While Slowly is a relative term, this graph would show a much faster motion than the other.)
- [Image: Graph with slight positive slope.] (This is away from the reference point, not towards.)
- [Image: Graph with steep positive slope.] (This is away from the reference point, not towards, also not slow.)
A: [Image: Graph with a slight negative slope.]

Q: The tendency of an object to resist a change in motion (inertia) is dependent on its:
- Mass only. (Correct)
- Velocity only (As velocity is relative to a reference point, your inertia is not, otherwise getting off the couch at the equator would be MUCH harder than at the North Pole!)
- Mass and Velocity. (As velocity is relative to a reference point, your inertia is not, otherwise getting off the couch at the equator would be MUCH harder than at the North Pole!)
- Neither of these. (The more massive an object is, the harder it is to move.)
A: Mass only.

Q: What is the difference between speed and velocity?
- Speed has only a magnitude, velocity also has a direction. (Correct)
- Speed is how fast an object is moving, velocity is the rate an object is moving. (Both “how fast” and “rate” mean the same thing.)
- Speed is a less formal term, velocity is the physics jargon. (Both are words that physicist use, but both words need to exist as they mean something different.)
- Speed can be directly measured, velocity must be calculated. (Both can be directly measured.)
A: Speed has only a magnitude, velocity also has a direction.

Q: A track athlete runs the 100 m dash in 10 seconds. What is their speed?
- 10 m/s (Correct)
- 0.1 m/s (You divided backwards)
- 1000 m/s (You multiplied when you should have divided.)
- 110 m/s (There is no adding when relating these three variables.)
A: 10 m/s

Q: A car is moving at 30. m/s for 5.0 seconds. How far has it traveled in that time?
- 150 m (Correct)
- 6.0 m (You divided when you should have multiplied.)
- 0.17 m (You divided when you should have multiplied.)
- 25 m (There is no adding when relating these three variables.)
A: 150 m

Q: A boat is sails 45 m while traveling at 15 m/s. How much time has elapsed?
- 3.0 s (Correct)
- 0.33 s (You divided the wrong way.)
- 675 s (You multiplied when you should have divided.)
- 60 s (There is no adding when relating these three variables.)
A: 3.0 s

Q: Which of the following graphs shows an object that is moving at 5 m/s?
- [Image: Graph with rise of 10 and run of 2] (Correct)
- [Image: Horizontal graph at 10 for 2 seconds.] (This graph shows an object that is stopped 10 m away from the reference point for 2 seconds.)
- [Image: Graph with rise of 5 and run of 2] (This graph shows an object that is moving at 2.5 m/s)
- [Image: Horizontal graph at 5 m for 2 seconds.] (This graph shows an object that is STOPPED at 5 m away from the reference point for 2 seconds.)
A: [Image: Graph with rise of 10 and run of 2]

Q: Which of the following free body diagrams would be for a helicopter that is motionless in the air?
- [Image: diagram, up and down arrows that are equal.] (Correct.)
- [Image: diagram, down arrow only.] (An object that is motionless must have balanced forces.)
- [Image: diagram, up arrow only] (An object that is motionless must have balanced forces.)
- [Image: diagram, no arrows] (While this object would not accelerate, a real helicopter must have two forces acting on it, the lift force and that of gravity.)
A: [Image: diagram, up and down arrows that are equal.]

Q: Which of the following free body diagrams would be for a helicopter that is rising upwards at a constant speed?
- [Image: diagram, up and down arrows that are equal.] (Correct)
- [Image: diagram, down arrow only.] (An object that is moving at constant speed must have balanced forces.)
- [Image: diagram, up arrow only] (An object that is moving at constant speed must have balanced forces.)
- [Image: diagram, no arrows] (While this object would not accelerate, a real helicopter must have two forces acting on it, the lift and that of gravity.)
A: [Image: diagram, up and down arrows that are equal.]

Q: Which of the following correctly shows a free body diagram for a helicopter moving to the right at a constant speed?
- [Image: Free body diagram with vertical and horizontal forces balanced.] (Correct)
- [Image: Free body diagram with vertical balanced forces, and horizontally unbalanced to the right.] (An object that is moving at constant speed must have balanced forces.)
- [Image: Balanced forces vertically, horizontally only force to the right.] (An object that is moving at constant speed must have balanced forces.)
- [Image: Diagram, force to the right is the only one.] (An object that is moving at constant speed must have balanced forces.)
A: [Image: Free body diagram with vertical and horizontal forces balanced.]

Q: Which of the following graphs would best represent an object traveling at a constant speed QUICKLY AWAY from the reference point?
- [Image: Graph with steep positive slope.] (Correct)
- [Image: Graph with a slight negative slope.] (This is towards the reference point, not away, and is moving slowly.)
- [Image: Graph with steep negative slope.] (This is towards the reference point, not away.)
- [Image: Graph with slight positive slope.] (While “quickly” is a relative term, this graph would show a much slower motion than the other.)
A: [Image: Graph with steep positive slope.]

Q: According to Newton’s First Law, a magician performing the tablecloth trick would have more luck if the objects on the cloth:
- Were more massive. (Correct)
- Were less massive. (The less massive they are, the more easily they will change their motion.)
- Were far away from the edge. (Newton’s laws say nothing about distance to the edge.)
- Were near the edge. (Newton’s laws say nothing about distance to the edge.)
A: Were more massive.

Q: Which of the following is a speed, and not a velocity?
- I was walking over to my friend’s house on West Street at 1.5 m/s (Correct)
- The balloon is rising up at 1.5 m/s (Up is a direction, so magnitude and direction are given.)
- The train is headed East at 30 m/s. (Both a magnitude and direction are given.)
- The barge is traveling 30 degrees West of North at 12 knots. (Knots is not a metric unit, but a speed and direction are given.)
A: I was walking over to my friend’s house on West Street at 1.5 m/s

Q: A track athlete runs the 200 m dash in 30 seconds. What is their speed?
- 7 m/s (Correct)
- 0.2 m/s (You divided backwards)
- 6000 m/s (You multiplied when you should have divided.)
- 230 m/s (There is no adding when relating these three variables.)
A: 7 m/s

Q: A car is moving at 45. m/s for 3.0 seconds. How far has it traveled in that time?
- 140 m (Correct)
- 15 m (You divided when you should have multiplied.)
- 0.067 m (You divided when you should have multiplied.)
- 48 m (There is no adding when relating these three variables.)
A: 140 m

Q: A boat is sails 1000 m while traveling at 20 m/s. How much time has elapsed?
- 50 s (Correct)
- 0.02 s (You divided the wrong way.)
- 20,000 s (You multiplied when you should have divided.)
- 1000 s (There is no adding when relating these three variables.)
A: 50 s

Q: Which of the following graphs shows an object that is moving at 20 m/s?
- [Image: graph has a rise of 100 and a run of 5.] (Correct.)
- [Image: graph that remains at 100m for entire time.] (This graph shows an object that is stopped 100 m away from the reference point for the entire time.)
- [Image: graph with rise of 20 and run of 5] (This graph shows an object that is moving at 4 m/s)
- [Image: graph which remains at 20 m for 5 seconds.] (This graph shows an object that is STOPPED at 20 m away from the reference point for5 seconds.)
A: [Image: graph has a rise of 100 and a run of 5.]

Q: Which condition must always be met for an object to be moving at a constant speed?
- The forces on the object must be balanced. (Correct)
- The forces on the object are unbalanced in the direction of the motion. (Anytime there are unbalanced forces on an object it will accelerate.)
- The forces on the object are unbalanced in the direction opposite the motion. (Anytime there are unbalanced forces on an object it will accelerate.)
- There are no forces on the object. (While an object with no forces will not accelerate, this is not a condition that must be met, and is not a realistic condition.)
A: The forces on the object must be balanced.

Q: Which object listed below has the greatest amount of inertia?
- A 5,500 kg elephant standing in a valley. (Correct)
- A 1,700 kg rhino charging across a plain at 14 m/s. (Only mass matters.)
- A 4,000 kg truck going down the highway at 25 m/s. (Only mass matters.)
- A 1 kg rat at the top of a 8,800m mountain. (Only mass matters.)
A: A 5,500 kg elephant standing in a valley.

Q: A car hits an icy patch of road on a corner and continues straight into the ditch. Which statement best describes this behavior?
- Absent the friction of the road, there is insufficient force to alter the speed or direction the car is moving. (Correct)
- The ice provides a force that pushes the car to the outside of the corner, since an unbalanced force is needed to alter the path of the car from going around a corner. (The ice does not provide a force, and none is needed to go straight.)
- Some roads are banked to the outside, with the presence of the ice the car slid down the slope into the ditch. (The road may be sloped, but the lack of force is all that is needed for the car to continue in a straight line.)
A: Absent the friction of the road, there is insufficient force to alter the speed or direction the car is moving.

Q: Why is it necessary to keep the engine of a car running to keep it moving at a constant speed down a straight flat highway?
- The engine provides a force to counter that of friction and drag. (Correct.)
- A force in the direction of motion is always needed. (Objects often move without a force in the direction that they are moving.)
- The engine counters the natural tendency for objects to come to a halt. (How very Aristotelian of you!)
A: The engine provides a force to counter that of friction and drag.

Q: Which of the following free body diagrams could not be for an object moving at a constant speed to the right?
- [Image: Diagram, force to the right is the only one.] (Correct, this object would indeed accelerate right.)
- [Image: diagram with balanced forces horizontally] (Any time forces are balanced the object can be moving at a constant speed.)
- [Image: diagram, up and down arrows that are equal.] (Any time forces are balanced the object can be moving at a constant speed.)
- [Image: diagram, no arrows] (While having no forces on an object isn’t likely, it would lead to constant speed.)
A: [Image: Diagram, force to the right is the only one.]

Q: Match the free body diagram to each labeled moment on the graph. The object is initially moving to the right.

[Image: Graph with 3 regions labeled. 1 has a positive slope, 2 is the transition where the slope decreases, and 3 is at zero sl]
- 1 | A
- 2 | C
- 3 | A
Also offered: B; D

Q: For this question the word “forward” means away from the reference and “backward” means towards it.  Choose the motion that best matches each labeled part of the graph.

[Image: Graph with 5 labeled regions. 1 - negative steep, 2 - negative shallow, 3 - positive steep, 4 - positive shallow, 5 - ze]
- 1 | Fast Backward
- 2 | Slow Backward
- 3 | Fast Forward
- 4 | Slow Forward
- 5 | Stopped

Q: Use the graph below to get the velocity of motion depicted.

[Image: Graph with a rise of -30 and a run of 10.]
A: -3
Feedback ("-3"): Correct.
Feedback ("3"): It is a negative velocity.
Feedback ("-30"): You didn’t divide out the time.
Feedback ("30"): You didn’t divide out the time and the slope is negative.

Q: What is the velocity of the objected depicted in this graph?

[Image: Graph with rise of 60 and run of 3]
A: 20
Feedback ("20"): Well done.

Q: Which of the following is an example of a velocity?
- My car is traveling at 20 m/s due North. (Correct.)
- My car has traveled 200 mi due North. (This is a vector, but it is displacement.)
- My car is traveling 200 miles up North. (This is not a vector.)
- My car is traveling at 20 m/s on North Street. (This is not a vector quantity, I could be going any direction on North Street, least likely North.)
A: My car is traveling at 20 m/s due North.

Q: A car goes from St. Paul to Duluth (152 miles) in 2 hours and 5 minutes. Calculate the car’s speed in units of m/s. 1 mi = 1600 m.
A: 32 (± 1)
Feedback ("32"): Correct.
Feedback ("73"): Your answer is in mph, it was supposed to be in m/s.

Q: Your friends best time for a 5km run is about 20 minutes. What is his average speed in m/s?
A: 4 (± 1)
Feedback ("4"): Correct
Feedback ("0.004"): You left the distance in km.
Feedback ("0.3"): You were working in the wrong units.

Q: The top speed of a car 82 m/s, how long would it take in seconds to do a lap at Daytona (4 km)?
A: 50 (± 1)
Feedback ("50"): Correct
Feedback ("20"): You divided the wrong way, and didn’t put the distance in meters.

Q: A rabbit ran at 30 mph for 3 seconds. How many meters did it travel during that time? 1 mile = 1600 m.
A: 40 (± 10)
Feedback ("40"): Correct
Feedback ("90"): You didn’t go to m/s first!

Q: Through the course of a school day (378 minutes), a classroom desk moves 1 meter. How fast was it traveling in units of m/s?
A: 4.0E-5 (± 1.0E-5)
Feedback ("4.0E-5"): Correct.
Feedback ("0.003"): You didn’t go to seconds first!

Q: A snail can travel at a top speed of 0.028 m/s. How far, in meters, could it make it if traveled continuously for 1 hour?
A: 100 (± 10)
Feedback ("100"): Correct
Feedback ("1.7"): You left it in minutes!
Feedback ("0.028"): You left it in hours!

Q: How much time, in seconds, would it take to bike 100 km at 10 m/s?
A: 10000 (± 1000)
Feedback ("10000"): Correct
Feedback ("10"): You did not convert to meters!

Q: What force were you actually measuring when pulling the shoe with the spring scale in the Mu of the Shoe Lab?
- Applied (Correct)
- Friction (Remember, the force was numerically equal to friction but only because the forces had to be balanced.)
- Gravity (Completely the wrong direction.)
- Normal (Completely the wrong direction.)
A: Applied

Q: What did you find happens to the force of friction as the normal force increases in the Mu of the Shoe Lab?
- The force of friction also increases. (Correct.)
- The force of friction decreases. (Look back on your lab data.)
- The force of friction remains the same. (Look back on your lab data.)
A: The force of friction also increases.

Q: Which free body diagram best matches with the blue buggy in the Constant Velocity Graphing Lab?
- [Image: Free body diagram with vertical and horizontal forces balanced.] (Correct.)
- [Image: diagram with 2 balanced horizontal forces.] (The buggy has weight and a normal force!)
- [Image: diagram, up and down arrows that are equal.] (The buggy has an applied force and friction.)
- [Image: diagram with one force to the left.] (It was moving left, but it was not accelerating.)
A: [Image: Free body diagram with vertical and horizontal forces balanced.]

Q: Two cars have the same mass.  One has an engine with more torque (force) than the other.  Which car will accelerate the fastest?
- The one with more torque (force). (Correct.)
- The one with less torque (force). (Force is directly related to acceleration.)
- They will accelerate equally. (Force is related to acceleration.)
A: The one with more torque (force).

Q: Two wheelbarrows have the same mass.  One is being pushed by a much stronger person.  Which wheelbarrow will accelerate the fastest?
- The one with more force. (Correct.)
- The one with less force. (Force is directly related to acceleration.)
- They will accelerate equally. (Force is related to acceleration.)
A: The one with more force.

Q: Two sailboats have equal mass, one has a larger sail than the other, so more force from the wind.  Which will accelerate the fastest?
- The one with more force. (Correct.)
- The one with less force. (Force is directly related to acceleration.)
- They will accelerate equally. (Force is related to acceleration.)
A: The one with more force.

Q: Two identical cars are traveling down the road at 30 mph and slam on their brakes.  One car has just a driver, and the other has 5 passengers and a trunk full of luggage.  Which car will stop first?
- The car with just a driver. (Correct.)
- The car with all the passengers. (Mass is inversely related to acceleration. This applies speeding up or slowing down.)
- They will stop in the same time. (Mass is related to acceleration.)
A: The car with just a driver.

Q: Two air hockey pucks are gliding across the table.  The force of friction/drag on each is roughly the same.  One puck is more massive than the other.  Which will come to a stop first?
- The less massive puck. (Correct.)
- The more massive puck. (Mass is inversely related to acceleration. This applies speeding up or slowing down.)
- They will stop in the same time. (Mass is related to acceleration.)
A: The less massive puck.

Q: Two fan boats are going to drag race across a swamp.  They are identical except one is filled with heavy gear and the other is empty.  Which one will win the race?
- The one without the gear. (Correct.)
- The one with the gear. (Mass is inversely related to acceleration. This applies speeding up or slowing down.)
- It will be a tie. (Mass is related to acceleration.)
A: The one without the gear.

Q: Two identical forklifts are driving across the dock.  One has a heavy load on its forks and the other has nothing.  Suddenly a truck pulls in front of them.  Which forklift will come to a stop first?
- The forklift with no load. (Correct.)
- The forklift with a load. (Mass is inversely related to acceleration. This applies speeding up or slowing down.)
- They will stop in the same time. (Mass is related to acceleration.)
A: The forklift with no load.

Q: A car is traveling down the road and goes from 30 to 35 m/s in 5 seconds.  A bike start from rest and reaches 5 m/s in 5 seconds.  Which one accelerated the fastest?
- The acceleration of the two are identical. (Correct.)
- The car accelerated faster. (The car is traveling at greater speed, but it’s change in speed over time was identical to the bike.)
- The bike accelerated faster. (The change in speed over time was identical to the car.)
A: The acceleration of the two are identical.

Q: Car A is traveling down the road and goes from 30 to 35 m/s in 5 seconds.  During the same 5 seconds Car B goes from 45 to 35 m/s.  Which car accelerates the most?
- Car B (Correct.)
- Car A (The direction of the acceleration is different, B had a greater magnitude.)
- The accelerations are identical. (You have to look at more than just the final speed.)
A: Car B

Q: A car is traveling down the road and goes from 40 to 30 m/s in 5 seconds.  In the same amount of time a sprinter slows down from running the 100 m dash from 10 m/s to 0 m/s.  Who accelerated the fastest?
- The acceleration of the two are identical. (Correct.)
- The car accelerated faster. (The car is traveling at greater speed, but it’s change in speed over time was identical to the bike.)
- The sprinter accelerated faster. (The change in speed over time was identical to the car.)
A: The acceleration of the two are identical.

Q: A car is traveling in the direction indicated by the green arrow.  If all of the red arrows indicate forces on the car, which option best describes the cars motion?

[Image: Picture of a car traveling to the right. It has for forces on it, The vertical forces, one up and one down are the same]
- The car is speeding up. (Correct.)
- The car is slowing down. (The forces are unbalanced in the direction of motion, so it is indeed speeding up.)
- The car’s speed is constant. (The forces are unbalanced in the direction of motion, so it is indeed speeding up.)
A: The car is speeding up.

Q: A car is traveling in the direction indicated by the green arrow.  If all of the red arrows indicate forces on the car, which option best describes the cars motion?

[Image: Picture of a car traveling to the right. It has for forces on it, The vertical forces, one up and one down are the same]
- The car is slowing down. (Correct.)
- The car is speeding up. (The forces are unbalanced in the direction opposite motion, so it is indeed slowing down.)
- The car’s speed is constant. (The forces are unbalanced in the direction opposite motion, so it is indeed slowing down.)
A: The car is slowing down.

Q: A fish is being pulled out of the water with forces indicated by the red arrows, which statement about the fishes motion is correct.

[Image: Diagram of a fish with two vertical forces, the one pointed up is much smaller than the one pointed down.]
- The fish is accelerating downward. (Correct.)
- The fish is accelerating upward. (The forces are unbalanced in the down direction.)
- The fish is moving down. (The forces do not guarantee a direction of motion, only a direction of acceleration.)
- The fish is moving up. (The forces do not guarantee a direction of motion, only a direction of acceleration.)
A: The fish is accelerating downward.

Q: A student is standing on a scale in an elevator and notices the scale reads less than what they weigh.  Which of the following diagrams correctly shows why this is?
- [Image: This free body diagram shows the upward force smaller than the downward force.] (Correct.)
- [Image: This free body diagram shows the two forces are equal.] (If the scale was reading the person’s weight the forces would be balanced.)
- [Image: This free body diagram shows the upward force larger than the downward force.] (The scale reads the upward normal force on the person, this would show an upward acceleration, and the scale reading over the person’s weight.)
A: [Image: This free body diagram shows the upward force smaller than the downward force.]

Q: A student is standing on a scale in an elevator and notices the scale reads more than what they weigh.  Which of the following diagrams correctly shows why this is?
- [Image: This free body diagram shows the upward force smaller than the downward force.] (The scale reads the upward normal force on the person, this would show a downward acceleration, and the scale reading under the person’s weight.)
- [Image: This free body diagram shows the two forces are equal.] (If the scale was reading the person’s weight the forces would be balanced.)
- [Image: This free body diagram shows the upward force larger than the downward force.] (Correct.)
A: [Image: This free body diagram shows the upward force larger than the downward force.]

Q: A student is standing on a scale in an elevator and notices the scale reads identical to what they weigh.  Which of the following diagrams correctly shows why this is?
- [Image: This free body diagram shows the upward force smaller than the downward force.] (The scale reads the upward normal force on the person, this would show a downward acceleration, and the scale reading under the person’s weight.)
- [Image: This free body diagram shows the two forces are equal.] (Correct.)
- [Image: This free body diagram shows the upward force larger than the downward force.] (The scale reads the upward normal force on the person, this would show an upward acceleration, and the scale reading over the person’s weight.)
A: [Image: This free body diagram shows the two forces are equal.]

Q: Two cars are traveling down the road.  Car A travels for 10 seconds at 30 m/s and Car B accelerates uniformly from 25 to 35 m/s over 10 seconds.  Which car travels the furthest during this 10 second time interval?
- They cover the same distance. (Correct.)
- Car A travels further. (Car A and B have the same average speed, so cover the same distance.)
- Car B travels further. (Car A and B have the same average speed, so cover the same distance.)
A: They cover the same distance.

Q: Two cars are traveling down the road.  Car A travels for 10 seconds at 25 m/s and Car B accelerates uniformly from 20 to 28 m/s over 10 seconds.  Which car travels the furthest during this 10 second time interval?
- They cover the same distance. (Car A has a slightly faster average speed.)
- Car A travels further. (Correct.)
- Car B travels further. (Car A has a slightly faster average speed.)
A: Car A travels further.

Q: Two cars are traveling down the road.  Car A travels for 10 seconds at while uniformly accelerating from 0 m/s  to 40 m/s and Car B accelerates uniformly from 20 to 25 m/s over 10 seconds.  Which car travels the furthest during this 10 second time interval?
- They cover the same distance. (Car B has a slightly higher average speed.)
- Car A travels further. (Car A has a higher final speed, but its average speed is lower.)
- Car B travels further. (Correct.)
A: Car B travels further.

Q: Which of the following best describes the motion that is depicted in the graph below?

[Image: A position vs time graph that has a gradually decreasing positive slope.]
- The object is slowing down in the positive direction. (Correct.)
- The object is speeding up in the positive direction. (The slope is decreasing with time, so it is slowing down.)
- The object is slowing down in the negative direction. (The graph gets further away from zero with time so it is going in the positive direction.)
- The object is speeding up in the negative direction. (The graph position increases but the slope decreases, so you answered exactly wrong.)
A: The object is slowing down in the positive direction.

Q: Which of the following best describes the motion that is depicted in the graph below?

[Image: Position vs. time graph with a gradually increasing negative slope.]
- The object is speeding up in the negative direction. (Correct.)
- The object is slowing down in the positive direction. (The slope is increasing with time, positions also decreases, so you are exactly wrong.)
- The object is speeding up in the positive direction. (The position decreases with time, so it is going in the negative direction.)
- The object is slowing down in the negative direction. (The slope is increasing with time.)
A: The object is speeding up in the negative direction.

Q: Which of the following best describes the motion that is depicted in the graph below? [Image: Position vs. Time graph that first has a decreasing positive slope followed by an increasing negative slope.]
- The object is first slowing down in the positive direction, and then speeding up in the negative direction. (Correct.)
- The object is first speeding up in the positive direction and then slowing down in the negative direction. (Remember to look at slope for speed changes.)
- The object is speeding up in the negative direction and then slowing down in the positive direction. (You have it completely backwards.)
- The object is slowing down in the negative direction, and then speeding up in the positive direction. (You have the directions of motion incorrect.)
A: The object is first slowing down in the positive direction, and then speeding up in the negative direction.

Q: A 10kg sphere and a 0.1kg sphere are dropped at the same moment inside a large vacuum chamber (no air), which best describes their motion?
- Both will accelerate equally until reaching the ground at the same time. (Correct.)
- The 10 kg sphere will accelerate slightly faster, reaching the ground ahead of the other. (Without air, all objects have the same acceleration.)
- The 10 kg sphere will move at a slightly higher constant speed, reaching the ground first. (Under the influence of gravity alone, all objects will accelerate while falling.)
- Both will move at the same high constant speed, reaching the ground at the same time. (Under the influence of gravity alone, all objects will accelerate while falling.)
A: Both will accelerate equally until reaching the ground at the same time.

Q: A 1000kg sphere and a 0.001kg sphere of the same size are dropped at the same moment from a very tall building, which best describes their motion?  Remember they are falling through the air and air resistance cannot be neglected.
- The 10000 kg will always be ahead of the other and reach the ground faster. (Correct.)
- Both will accelerate equally until reaching the ground at the same time. (This is only true if there were no air.)
- Both will accelerate equally at first, until the terminal velocity of the less massive one is reached, so the 10000 kg will hit the ground faster. (The more massive one will always have a greater acceleration in air.)
- Both will move at the same high constant speed, reaching the ground at the same time. (Under the influence of gravity and air, all objects will accelerate until reaching a terminal velocity.)
A: The 10000 kg will always be ahead of the other and reach the ground faster.

Q: An empty cup and a cup full of marbles are dropped at the same moment in air.  Which of the following observations will likely be made of the falling cups?
- The cup the is full of marbles will hit slightly before the empty cup. Because it has a higher terminal velocity. (Correct.)
- The cup full of marbles will hit slightly sooner because gravity pulls harder on it than on the empty cup. (It will hit sooner, but not because just gravity is pulling harder. That would still be true if there was no air present, but both cups would hit at the same time. A more massive object also has more inertia so harder to speed up.)
- The two cups will hit at the exact same time because the acceleration due to gravity is always the same. (The acceleration due to gravity is the same, but you also have to consider drag, the heavier object will be going faster when it experiences drag equal to its weight.)
A: The cup the is full of marbles will hit slightly before the empty cup. Because it has a higher terminal velocity.

Q: A car accelerates from 10 to 30 m/s in 5 seconds. What is the acceleration of the car?
- 4 m/s^2 (Correct.)
- 8 m/s^2 (You do not add the two speeds, you find how much the speed changed (subtract).)
- 6 m/s^2 (You need to use the change in speed, not just the final speed.)
- 2 m/s^2 (You need to use the change in speed, not just the initial speed.)
A: 4 m/s^2

Q: A car accelerates from 30 to 10 m/s in 2 seconds.  What is the acceleration of the car?
- -10 m/s^2 (Correct.)
- 10 m/s^2 (You subtracted in the wrong direction.)
- 20 m/s^2 (You need to use the change in speed, not adding them up.)
- -20 m/s^2 (You need to use the change in speed, not the just adding them up.)
A: -10 m/s^2

Q: A bike accelerates at 1 m/s^2 for 10 seconds.  If the bike started at 2 m/s, what is its final speed?
- 12 m/s (Correct.)
- 10 m/s (You have to add in the initial velocity.)
- 20 m/s (You did not use the proper relationship.)
- 21 m/s (You did not use the proper relationship.)
A: 12 m/s

Q: A bike accelerates at 1 m/s^2 for 10 seconds.  If the bike started at 2 m/s, how far has it gone?
- 70 m (Correct.)
- 20 m (You cannot just use the initial speed.)
- 120 m (You can’t just use the final speed.)
- 50 m (You forgot it started at 2 m/s!)
A: 70 m

Q: What net force must be put on a 5.0 kg bucket in order to accelerate it 2.0 m/s^2?
A: 10 (± 1)
Feedback ("10"): Correct.
Feedback ("2.5"): F = ma
Feedback ("0.4"): F = ma

Q: A filing cabinet with a mass of 30. kg is being slid across level ground with a force of 100. N.  If there is 30. N of friction opposing the motion, what is the acceleration of the filing cabinet?
A: 2.3 (± 0.1)
Feedback ("2.3"): Correct.
Feedback ("3.3"): You did not use the net force.
Feedback ("1"): You did not use the net force.

Q: What is the mass of an box if when I slide it across the ground it takes 10. N of applied force to move it at a constant velocity, and 50. N of applied force to accelerate it at 2.0 m/s^2?

Remember: F_net = m a
A: 20 (± 1)
Feedback ("20"): Nicely Done
Feedback ("30"): To get the net force you need to subtract because the applied and friction are in opposite directions.
Feedback ("25"): You must find the net force before using the Second Law!

Q: Match the correct value of the force using the description and the diagram.

An ultralight plane with a mass of 200 kg is accelerating at 3.0 m/s^2 to the left while accelerating upward at 1.0 m/s^2.  The arrows on the image indicate the direction of the forces, not their magnitude!

[Image: Picture of an ultralight with a downward force of gravity, upward force of lift, force to the left of thrust and force t]
- Gravity | 2000 N
- Lift | 2200 N
- Thrust | 1800 N
- Drag | 1200 N

Q: A person on a bike is accelerating at 1.5 m/s^2.  If they started at 2.0 m/s and accelerated for 3.0 seconds, what is their final speed?
A: 6.5 (± 0.1)
Feedback ("6.5"): Correct
Feedback ("4.5"): That is the change in speed, not the final speed.

Q: A car is moving at 10 m/s and speeds up to 20 m/s over the next 20 seconds.  How far does it move during this time?
A: 300 (± 10)
Feedback ("300"): Correct.
Feedback ("400"): You have to use the average speed.
Feedback ("200"): You have to use the average speed.

Q: A car goes 600 m in 20 seconds.  If the car started at 10 m/s and was accelerating over the entire 20 seconds, what is the car's acceleration?
A: 2 (± 0.1)
Feedback ("2"): Correct
Feedback ("3"): You forgot it had an initial speed
Feedback ("30"): That would be its average speed, not the acceleration.

Q: A 50. kg wagon is has an applied force on it to the right of 25 N and a frictional force to the left of 5 N.  How far will the wagon move from rest after being pulled in this manner for 5.0 seconds?
A: 5 (± 0.1)
Feedback ("5"): Correct
Feedback ("6.3"): You did not determine the net force.
Feedback ("10"): You forgot to find the average velocity.

Q: A book weighs 1 N.  It falls from rest and is moving at 3 m/s downward after 1 second of falling.  What is the upward force of drag on the book?^
A: 1.3 (± 0.2)
Feedback ("1.3"): Correct
Feedback ("0.3"): That is the net force on the book, not the force of drag.

Q: In the terminal velocity lab, which of the following was the lab designed to answer.
- How does the weight of an object affect its terminal velocity? (Correct.)
- How does the surface area of an object affect its terminal velocity? (All trials had the same surface area.)
- How does the roughness of the surface affect the terminal velocity? (All objects had the same roughness.)
- How does the acceleration of the object affect the terminal velocity? (You did not measure the objects acceleration.)
A: How does the weight of an object affect its terminal velocity?

Q: In the Second Law Lab, what should have been the slope of your Force vs. Acceleration Plot?
- The mass of the object. (Correct)
- The time it took to move 1 m. (F = m a)
- The speed of the object. (F = m a)
- The amount of friction on the object. (F = m a)
A: The mass of the object.

Q: A block of wood has a 6 N forward force on it, and an 8 N force to the left.  What is the unbalanced force on the block of wood?

[Image: Shows a 6 N force up and a 8 N force to the left.]
- 10 N to the left of forward. (Correct)
- 14 N to the left of forward. (You have the direction correct but not the magnitude.)
- 14 N to the right of forward. (wrong magnitude and the opposite direction. (add head to tail))
- 10 N to the right of forward (You need to add head to tail.)
A: 10 N to the left of forward.

Q: If a student walks 3 km north and 4 km west, what is their total displacement?

[Image: Shows an arrow that is 3 km long pointing up(North), and 4 km long pointing left(West)]
- 5 km northwest (correct)
- 7 km northwest (incorrect magnitude.)
- 7 km southeast (incorrect magnitude and direction)
- 5 km southeast (incorrect direction.)
A: 5 km northwest

Q: A block of wood has a 1 N downward force of gravity, and a 4 N applied force to the left, what is the total force on the block?

[Image: Shows a 1 N down force and a 4 N left force.]
- 4 N down and to the left (with proper significant figures) (correct)
- 5 N down and to the left (with proper significant figures) (incorrect magnitude.)
- 5 N down and to the right (with proper significant figures) (incorrect magnitude and direction)
- 4 N down and to the right (with proper significant figures) (incorrect direction.)
A: 4 N down and to the left (with proper significant figures)

Q: What two component vectors could the vector shown here be broken into?

[Image: Vector that is 60 degrees above the horizontal and is 10 N long.]
- 8.7 N up and 5 N to the right (Correct)
- 5 N up and 8.7 N to the right (you have the magnitudes switched around)
- 8.7 N down and 5 N left (you have the directions reversed)
- 5 N down and 8.7 N left (you have everything all switched around.)
A: 8.7 N up and 5 N to the right

Q: What two component vectors could the vector shown here be broken into?

[Image: Vector that is 30 degrees above the horizontal and is 30 N long.]
- 8.7 N up and 5 N to the right (You have the magnitudes switched around.)
- 5 N up and 8.7 N to the right (correct.)
- 8.7 N down and 5 N left (you have everything switched around)
- 5 N down and 8.7 N left (you have the directions backwards.)
A: 5 N up and 8.7 N to the right

Q: What two component vectors could the vector shown here be broken into?

[Image: Vector that is 75 degrees off the horizontal (pointing slightly left) and 100 N long.]
- 96.6 N up and 25.9 N left (Correct)
- 25.9 N up and 96.6 N left (you have the magnitudes switched around)
- 96.6 N down and 25.9 N right (you have the directions reversed)
- 25.9 N down and 96.6 N right (you have everything all switched around.)
A: 96.6 N up and 25.9 N left

Q: Three sailboats are going across the river.  Each is going at a different angle, but their speeds are such that the component of their speeds to the right are identical.  Which boat will get across the river first?

[Image: Boat A is moving straight to the right. Boat B is moving slightly down and to the right, Boat C is moving at quite an an]
- All will arrive at the same time. (Correct)
- Boat A (A will travel the least down stream, but they will all make landfall at the same time.)
- Boat B (B will travel the a bit more than A and less than C down stream, but they will all make landfall at the same time.)
- Boat C (C will travel the most down stream, but they will all make landfall at the same time.)
A: All will arrive at the same time. / Boat C

Q: Three balls are being rolled off the table all at different speeds.  If they were all to leave the table at the same time which one will hit the ground first?

[Image: 3 balls rolling along the table, A is going the fastest, B is medium fast and C is the slowest.]
- All will hit at the same time. (Correct)
- Ball A (A will land furthest from the table but won't be in the air any longer.)
- Ball B (B will travel the a bit less than A and more than C down stream, but they will hit the ground at the same time.)
- Ball C (C will travel the least from the table, but they will all hit the ground at the same time.)
A: All will hit at the same time. / Ball C

Q: Three cannon balls are shot into the air so that the vertical component of their speeds are all the same, but their overall speeds are different.  Which cannonball will be in the air the longest?

[Image: 3 cannon balls all shot with the same vertical component of the speed. A is shot mostly horizontally very quickly overal]
- All will be in the air the same amount of time. (Correct)
- Ball A (A will travel the quickly down field, but they will all still be in the air the same amount of time.)
- Ball B (B will travel the somewhat quickly down field, but they will all still be in the air the same amount of time.)
- Ball C (C will not travel at all downfield, but they will all still be in the air the same amount of time.)
A: All will be in the air the same amount of time. / Ball C

Q: When a ball is thrown through the air, what would best describe its motion in the horizontal and vertical directions?
- Horizontal is a constant speed and vertical is a constant acceleration. (Correct.)
- Horizontal is a constant acceleration and vertical is a constant speed. (The only unbalanced force is in the vertical direction.)
- Constant speed in both the horizontal and vertical directions. (There is a force in the vertical direction.)
- Constant acceleration in both the horizontal and vertical directions. (The only force is in the vertical direction.)
A: Horizontal is a constant speed and vertical is a constant acceleration.

Q: Two balls are thrown at 30 m/s.  One at 30 degrees off the horizontal, and one at 60 degrees off the horizontal.  What can be said of the two balls paths?
- They will have the same range but one will go higher than the other. (Correct.)
- The 30 degree pitch will go further as it travels faster down field. (It does go faster down field, but it is in the air less time.)
- The 60 degree pitch will go further as it is in the air for longer. (It is in the air longer, but it goes slower down field.)
A: They will have the same range but one will go higher than the other.

Q: Two balls are pitched at 15 m/s, one at 20 degrees and one at 60 degrees.  Which one will travel the furthest.
- The 60 degree ball. (Correct.)
- The 20 degree ball. (It travels faster down field but it isn't in the air long enough to go as far as the 60 degree ball.)
- Both will go the same distance. (This would only be true if they were complimentary angles.)
A: The 60 degree ball.

Q: If you drop a marble from 4.0 m above the ground how long will it take to hit the ground?  Remember the acceleration due to gravity is 9.8 m/s^2.
- 0.90 seconds (Correct)
- 0.82 seconds (You solved for the square of time.)
- 0.41 seconds (The 9.8 m/s/s is an acceleration not a speed.)
A: 0.90 seconds

Q: If you throw a ball horizontally at 10. m/s from 1.5 m above the ground, how far will it go before hitting the ground?
- 2.0 m (Correct)
- 1.5 m (9.8 is an acceleration not a velocity.)
- 15 m (It is more complicated than just multiplying the numbers together.)
- 3.1 m (you forgot that time squared is in the formula)
A: 2.0 m

Q: A ball attached to a string is being swung around in a circle.  In what direction is the force on the ball at the moment shown here that keeps it moving in a circular path?

[Image: Ball going clockwise around in a circle attached to a string. Four labeled possible force arrows.A - in the direction op]
- D (Correct)
- B (It feels as if that is the direction of the force because of inertia.)
- A (Not sure why you would think that.)
- C (That is the direction the ball is moving, but that is not the direction of a force that would cause it to deviate from that path.)
A: D

Q: A roller coaster is coming through the top of a loop.  In what direction is the force that is at that moment causing it to move around in a circle for the middle car (the one directly at the top)?

[Image: Corkscrew roller coaster.]

Photo by Coasterman1234 / CC-SA-BY 3.0
- Directly down. (Correct)
- Directly up. (It feels as if that is the direction of the force because of inertia.)
- To the right. (Not sure why you would think that.)
- To the left. (That is the direction the ball is moving, but that is not the direction of a force that would cause it to deviate from that path.)
A: Directly down.

Q: In which direction would the centripetal force on the child at the right of this image need to be in order to make him move in a clockwise fashion?

[Image: People on a Cyclotron ride at a fair. They are pinned to the wall as it spins. The child to the right of the image would]

Photo by Saberwyn / CC-BY-SA 3.0
- To the left. (Correct)
- To the right. (It feels as if that is the direction of the force because of inertia.)
- Toward the top of the image. (Not sure why you would think that.)
- Toward the bottom of the image. (That is the direction the ball is moving, but that is not the direction of a force that would cause it to deviate from that path.)
A: To the left.

Q: A car is going around a corner and hits a patch of ice which for the sake of this question has absolutely no friction, which direction will the car move while on the ice.

[Image: Car is rounding a corner and at the moment going up and to the right when hitting a patch of ice, 3 arrows show possible]
- B (Correct)
- A (There is no force in that direction and that requires a change in motion to do that.)
- C (There is no force in that direction and that requires a change in motion to do that.)
A: B

Q: A child is hanging on to a merry-go-round, which direction will the child fly off if she lets go at the moment depicted here?

[Image: Merry-go-round rotating clockwise with child on the right hand side hanging off the edge.]
- Down (Correct)
- Toward the center of the merry-go-round (There is no force in that direction and that requires a change in motion to do that.)
- Away from the center of the merry-go-round (There is no force in that direction and that requires a change in motion to do that.)
A: Down

Q: If one of the speed skaters falls, in which direction will he move?

[Image: Two speed skaters coming towards the viewer but turning towards your right.]

Photo by jonthescone / CC-BY 2.0
- Towards the observer but slightly left. (Correct)
- Hard left, away from the center of the turn. (There is no force in that direction and that requires a change in motion to do that.)
- Hard right, towards the center of the turn. (There is no force in that direction and that requires a change in motion to do that.)
A: Towards the observer but slightly left.

Q: How is the force that causes you to turn related to the speed and radius of the turn?
- Directly related to the speed, inversely related to the radius. (Correct.)
- Directly related to both the speed and the radius. (Bigger radii requires less force.)
- Inversely related to both speed and the radius. (More speed requires more force.)
- Directly related to the radius, inversely related to the speed. (This is backwards.)
A: Directly related to the speed, inversely related to the radius.

Q: Fill in the blanks:

As you increase your speed around the corner the centripetal force on you ________.  As you increase the radius of the turn the centripetal force on you ________.
- increases, decreases (Correct.)
- increases, increases (Bigger radii requires less force.)
- decreases, decreases (More speed requires more force.)
- decreases, increases (This is backwards.)
A: increases, decreases

Q: Fill in the blanks:

When the speed of an object traveling around in a circle doubles, the centripetal force ______.  When the radius of an object traveling around in a circle doubles, the centripetal force ______.
- goes up four times, is cut in half (Correct.)
- goes up four times, is doubled. (Bigger radii requires less force.)
- is cut by a factor of four, is cut in half (More speed requires more force.)
- is cut by a factor of four, is doubled. (This is backwards.)
A: goes up four times, is cut in half

Q: How does the force of gravity on a person vary with their distance from the center of the Earth?
- The force decreases as you get further away but is present out into space. (Correct.)
- The force decreases as you get further away, ceasing once you are in space. (How would things stay in orbit then?)
- The force remains constant within the atmosphere, and ceases in space. (The atmosphere has nothing to do with it.)
- The force remains constant as long as you are turning with the Earth. (The force has nothing to do with rotation.)
A: The force decreases as you get further away but is present out into space.

Q: What happens to the force of gravity as the distance between objects is doubled?
- The force is reduced by a factor of four. (Correct.)
- The force is reduced by a factor of two. (It is an inverse square relationship.)
- The force is increased by a factor of four. (Force decreases with distance.)
- The force increases by a factor of two. (Force decreases with distance.)
A: The force is reduced by a factor of four.

Q: If you doubled the mass of the Earth and doubled your own mass, what would happen to your weight?
- Your weight would increase four times. (Correct.)
- Your weight would increase two times. (Your weight is affected by both masses.)
- Your weight would remain the same. (So your weight stays the same when you eat a lot of food?)
A: Your weight would increase four times.

Q: What would happen if both your mass and the mass of the Earth were cut in half?
- Your weight would increase four times. (weight is directly related to both masses.)
- Your weight would increase two times. (Weight is directly related to mass.)
- Your weight would remain the same. (So your weight stays the same when you remove clothing?)
- Your weight would decrease by a factor of two. (Both masses affect your weight.)
- Your weight would decrease by a factor of four. (Correct)
A: Your weight would decrease by a factor of four.

Q: A student walks 2.0 km south and then 5.0 km east.  What is their total displacement?
A: 5.4 (± 0.1)

Q: A car drives 25 km west and then 13 km south.  What angle does the resultant make with respect to west?
A: 27 (± 1)
Partly right: 63 (50%)
Feedback ("63"): That is the angle off of south.

Q: An arrow is launched up at 35 m/s at 15 degrees above horizontal.  What is the vertical component of the speed?
A: 9 (± 1)
Partly right: 34 (50%)
Feedback ("34"): That is the horizontal component.

Q: A marble rolls off the edge of a table that is 1.6 m off of the floor.  The marble is rolling at 2.0 m/s.  How far from the base of the table will the marble land?
A: 1.1 (± 0.1)

Q: A motorcycle going 45 m/s leaves a 45 degree inclined ramp.  How far away should the landing ramp be placed in order for the motorcycle to land right at the edge of the ramp?
A: 81 (± 1)

Q: A basketball is thrown up at 60 degrees with respect to the horizontal at 6.0 m/s, 1.0 m below the height of the hoop.  How far away from the hoop would such a shot be successful?
A: 2.4 (± 0.1)
Partly right: 0.8 (50%)
Feedback ("0.8"): That is the range when it is first at 1.0m, it needs to come back down.

Q: A car is going 25 m/s around a corner that has a radius of 100. m, what is the centripetal acceleration of the car?
A: 6.3 (± 0.1)

Q: A 50. kg person is riding on a roller coaster that is moving at 20 m/s through the bottom of a 25 m radius corner.  What is the total normal force of the seat on the person?  Don't forget to factor in their weight!
A: 1290 (± 20)
Partly right: 800 (50%)
Feedback ("800"): This is the magnitude of the net force on the person, the normal force is greater.

Q: A 50. kg person is riding a roller coaster through the top of a 30. m curve.  At what speed must the person be going so that they feel weightless through the top of the curve?
A: 17 (± 1)

Q: A track is being designed so that a car can go at 50. m/s around a 100. m radius curve without needing to turn the wheels.  At what angle must the track be banked with respect to the horizontal  so the normal force can counter both the weight of a car and the centripetal force?
A: 84 (± 1)
Partly right: 6 (50%)
Feedback ("6"): This is the angle with respect to the vertical.

Q: The term for mile (1600 m) comes from the idea that a mile could be done in 1000 steps.  What would the stride length of a roman soldier have needed to be?
A: 1.6 (± 0.1)

Q: A marble lands 2.1 m away from a 1.8 m tall table.  How fast did it roll off of the table?
A: 1.2 (± 0.1)

Q: A rubber stopper went around a 1.5 m radius circle 35 times in 30 seconds.  What is the tangential speed of the rubber stopper?
A: 11 (± 1)

Q: A child is pulling a wagon.  The force on the child and the force on the wagon are shown here.  In which direction will the child and wagon accelerate?

[Image: The image shows a girl on a trike and a wagon. There is a force to the left on the girl and an equal magnitude force to]

Wagon and Girl by openclipart / Public Domain
- Additional forces must be shared in order to answer this. (Correct)
- The two forces balance out so there will be no acceleration. (The forces can't cancel as they are on two different objects.)
- The wagon will accelerate forwards and the girl will accelerate backwards. (They are attached and must have the same acceleration.)
A: Additional forces must be shared in order to answer this.

Q: A horse is pulling a cart.  The forces on each are shown.  Which way will they accelerate?

[Image: Image shows horse pulling cart, there is a force to the left on the horse and a force equal in magnitude to the right on]

Image by Pearson Scott Foresman / Public Domain
- Additional forces must be shared in order to answer this. (Correct)
- The two forces balance out so there will be no acceleration. (The forces can't cancel as they are on two different objects.)
- The cart will accelerate forwards and the horse will accelerate backwards. (They are attached and must have the same acceleration.)
A: Additional forces must be shared in order to answer this.

Q: A child is pulling a wagon.  The force on the child and the force on the wagon are shown here.  In which direction will the child and wagon accelerate?

[Image: Image shows person pushing a box to the right. There is a force on the box to the right and a force on the person to the]

Image by openclipart / Public Domain
- Additional forces must be shared in order to answer this. (Correct)
- The two forces balance out so there will be no acceleration. (The forces can't cancel as they are on two different objects.)
- The box will accelerate forwards and the man will accelerate backwards. (They are attached and must have the same acceleration.)
A: Additional forces must be shared in order to answer this.

Q: A bat strikes a ball pitched at 90 mph.  How does the force on the bat compare to the force on the ball?
- The force from the ball on the bat and the force from the bat on the ball are equal. (Correct)
- The force of the ball on the bat is greater than the force of the bat on the ball. (They are equal.)
- The force of the ball on the bat is less than the force of the bat on the ball. (They are equal.)
A: The force from the ball on the bat and the force from the bat on the ball are equal.

Q: How does the force of the Earth on you compare to the force of you on the Earth.
- The force from the Earth on you and the force from you on the Earth are equal. (Correct)
- The force of the Earth on you is greater than the force of you on the Earth. (They are equal.)
- The force of the Earth on you is less than the force of you on the Earth. (They are equal.)
A: The force from the Earth on you and the force from you on the Earth are equal.

Q: A car runs into a wall.  How does the force of the car on the wall compare to the force of the wall on the car?
- The force from the car on the wall and the force from the wall on the car are equal. (Correct)
- The force of the car on the wall is greater than the force of the wall on the car. (They are equal.)
- The force of the car on the wall is less than the force of the wall on the car. (They are equal.)
A: The force from the car on the wall and the force from the wall on the car are equal.

Q: A father and daughter are ice skating.  From a stand still the 100 kg father pushes off on his 25 kg daughter.  How do their accelerations compare?
- The daughter accelerates more. (Correct.)
- The accelerations are equal. (The forces are equal, but the masses are different.)
- The father accelerates more. (Acceleration is inversely proportional to mass. And force is the same.)
A: The daughter accelerates more.

Q: A small piece of space debris impacts the space station.  How do their accelerations compare?
- The debris accelerates more. (Correct.)
- The accelerations are equal. (The forces are equal, but the masses are different.)
- The space station accelerates more. (Acceleration is inversely proportional to mass. And force is the same.)
A: The debris accelerates more.

Q: A 300 kg cannon on wheels fires a 20 kg cannon ball.  Which accelerates more?
- The cannon ball accelerates more. (Correct.)
- The accelerations are equal. (The forces are equal, but the masses are different.)
- The cannon accelerates more. (Acceleration is inversely proportional to mass. And force is the same.)
A: The cannon ball accelerates more.

Q: How does the force needed to bring an object to a halt depend on the time that it takes to do it?
- The longer the time, the less force is needed. (Correct.)
- The time has no bearing on the force required. (The time impacts the acceleration.)
- The longer the time, the greater the force. (The opposite is true.)
A: The longer the time, the less force is needed.

Q: Two identical cars are both traveling at 30 m/s.  Car A comes to a stop in 5 seconds and Car B comes to a stop in 10 seconds.  Which requires more force to stop?
- Car A (Correct.)
- The forces are equal. (The time impacts the acceleration.)
- Car B. (The opposite is true.)
A: Car A

Q: Two eggs are dropped off of a balcony.  One lands on foam and stops in 0.1 seconds.  The other lands on a plate that is moved downward and brought to a stop over 1 second.  Which egg is less likely to break?
- The one caught on the plate. (Correct.)
- They are equally likely to break. (The time impacts the acceleration.)
- The one that is caught on the foam. (The opposite is true.)
A: The one caught on the plate.

Q: Which object will be harder to be brought to a stop.  A 0.1 kg ball moving at 10 m/s or a 1 kg ball moving at 1 m/s?
- It will be equally difficult to stop them both. (Correct.)
- The more massive ball will be more difficult to stop. (Both mass and speed matter.)
- The faster moving ball will be more difficult to stop. (Both mass and speed matter.)
A: It will be equally difficult to stop them both.

Q: Which object will be harder to be brought to a stop.  A 0.2 kg ball moving at 20 m/s or a 4 kg ball moving at 2 m/s?
- It will be equally difficult to stop them both. (Their momenta are not equal.)
- The more massive ball will be more difficult to stop. (Correct.)
- The faster moving ball will be more difficult to stop. (It has less momentum.)
A: The more massive ball will be more difficult to stop.

Q: Which object will be harder to be brought to a stop.  A 10 kg ball moving at 10 m/s or a 100 kg ball moving at 0.5 m/s?
- It will be equally difficult to stop them both. (Their momenta are not equal.)
- The more massive ball will be more difficult to stop. (It has less momentum.)
- The faster moving ball will be more difficult to stop. (Correct.)
A: The faster moving ball will be more difficult to stop.

Q: A semi-truck rear ends a car.  Assuming no other forces such as breaking, which of the following is true.
- The semi will slow down more than the car speeds up. (The semi has more mass.)
- The car will speed up more than the semi slows down. (Correct.)
- The amount the semi slows down is equal to the amount the car speeds up. (The semi has more mass.)
A: The car will speed up more than the semi slows down.

Q: A bowling ball hits a bowling pin, which of the following is true?
- The ball will slow down more than the pin speeds up. (The ball has more mass.)
- The pin will speed up more than the ball slows down. (Correct.)
- The amount the ball slows down is equal to the amount the pin speeds up. (The ball has more mass.)
A: The pin will speed up more than the ball slows down.

Q: The cue ball strikes a the 8 ball.  The two balls have the same mass.  Which of the following is true.
- The cue ball will slow down more than the 8 ball speeds up. (They have the same mass.)
- The 8 ball will speed up more than the cue ball slows down. (They have the same mass.)
- The amount the cue ball slows down is equal to the amount the 8 ball speeds up. (Correct.)
A: The amount the cue ball slows down is equal to the amount the 8 ball speeds up.

Q: Two identical wagons are being pulled with identical force.  For wagon A the force is applied for 10 seconds and for wagon B the force is being applied for 20 seconds.  Which wagon will have the highest final speed?
- Wagon B. (Correct)
- Wagon A (Wagon B has the force applied for more time.)
- The final speed will be identical. (Wagon B has the force applied for more time.)
A: Wagon B.

Q: Two identical model rockets are being subjected to engines that have the same thrust.  In rocket A the engine burns for 10 seconds, and for rocket B the engine burns for 6 seconds.
- Rocket A (Correct)
- Rocket B (Rocket A has the force applied for more time.)
- The final speed will be identical. (Rocket A has the force applied for more time.)
A: Rocket A

Q: Two identical shuffleboard pucks are being pushed with the same force.  Puck A is being pushed for 1 second and Puck B is being pushed for 2 seconds.  Which puck will have the higher final speed?
- Puck B. (Correct)
- Puck A (Puck B has the force applied for more time.)
- The final speed will be identical. (Puck B has the force applied for more time.)
A: Puck B.

Q: A sailboat has a powerful fan directly behind and all air from the fan is blown directly into the sail.  What will happen to the motion of the boat?
- The boat's motion will remain constant. (Correct.)
- The boat will speed up as air is forced into the sail. (This is balanced by the backwards force on the fan, forces must be external to change motion.)
- The boat will slow down as the fan is pushing it backwards. (This is countered by the force on the sail. You need external forces to change the motion of a system.)
A: The boat's motion will remain constant.

Q: A sailboat has a fan on it directly behind the sail.  Which direction should it face in order to most affect the speed of the boat?
- Toward the back of the boat. (Correct.)
- Directly into the sail. (Then you can have no external force and the air will be blown into the sail.)
- It will work equally well both ways. (The only way to have it interact with something external to the system is to have it face away from the sail.)
A: Toward the back of the boat.

Q: A rocket works because...
- As it pushes gas out the back, the gas pushes back on the rocket. (Correct.)
- The gas that is pushed out of the rocket pushes on the gas already present around it. (Then how does a rocket work in space?)
- The gas that is pushed out pushes against the ground. (Then the force would decrease with altitude, of what if the rocket isn't pointed at the ground?)
A: As it pushes gas out the back, the gas pushes back on the rocket.

Q: A filled balloon that is released so air comes out of the neck flies around because...
- As it pushes gas out the back, the gas pushes back on the balloon. (Correct.)
- The gas that is pushed out of the balloon pushes on the gas already present around it. (That would only move the air around, forces need to be on the balloon to accelerate the balloon.)
- The gas that is pushed out pushes against the ground/wall. (Then the force would decrease with distance from a surface, and only forces on an object (balloon) can affect that object.)
A: As it pushes gas out the back, the gas pushes back on the balloon.

Q: A student sits on a chair.  What is the reaction force to the chair pushing up on the student?
- The student pushing down on the chair. (Correct.)
- The student pulling up on the chair. (Right object, wrong direction.)
- The Earth pulling down on the student. (These forces are equal and opposite, but are not action/reaction pairs.)
- The student pulling up on the Earth. (Wrong system to be a reaction pair.)
A: The student pushing down on the chair.

Q: A student sits on a chair.  What is the reaction force to the Earth pulling down on the student?
- The student pushing down on the chair. (Not the correct system.)
- The student pulling up on the chair. (Not the right system.)
- The student pushing down on the Earth. (Right objects, wrong direction.)
- The student pulling up on the Earth. (Correct.)
A: The student pulling up on the Earth.

Q: What is the momentum of an 5.0 kg bowling ball traveling at 5.0 m/s?
A: 25 (± 1)

Q: What is the change in momentum of a 50. kg woman goes from running at 8.0 m/s to 0.0 m/s?
A: -400 (± 10)
Partly right: 400 (50%)
Feedback ("400"): you have the sign wrong.

Q: What is the impulse on a bat if the force on it is 30 N for 0.1 seconds?
A: 3 (± 0.1)

Q: A 1000 kg car is moving at 10 m/s.  A 400 N force is on the car for 5 seconds.  What is the change in the momentum of the car?
A: 2000 (± 100)
Partly right: 10000 (50%)
Feedback ("10000"): That is the momentum of the car, not the change in momentum.

Q: A 500 kg cannon fires a 10 kg cannon ball at 100 m/s.  Assuming no force is stopping the cannon.  What is the initial speed of the cannon?
A: -2 (± 0.1)
Partly right: 2 (90%)
Feedback ("2"): It should be (-2) as the cannon goes in the opposite direction.

Q: A 0.1 kg toy train car moving at 1.0 m/s runs into a stationary car with a mass of 0.15 kg.  At what speed do they move off together?
A: 0.4 (± 0.1)
Feedback ("0.7"): The masses are together in the final state.

Q: An full shopping cart with a mass of 100. kg is moving at 5.0 m/s and runs into a stationary shopping cart that is empty (30. kg).  After the collision, the full shopping cart is moving at 2.7 m/s.  What is the empty shopping cart moving at?
A: 7.7 (± 0.1)

Q: A 0.010 kg marble moving right at 3.0 m/s hits a 0.020 kg marble moving left at -3.0 m/s.  If the larger marble continues to roll to the left at -1.0 m/s after the collision, what does the smaller marble take off at?
A: -1 (± 0.1)
Partly right: 1 (50%)
Feedback ("1"): wrong sign

Q: A 1000 kg car is moving at 30. m/s and comes to a rest after 6.0 seconds.  What is the force on the car?
A: -5000 (± 100)
Partly right: 5000 (90%)
Feedback ("5000"): sign is incorrect

Q: A hockey puck (0.50 kg) is in contact with the stick for 0.2 seconds. If the force on the hockey puck is 25 N, what is the change in speed of the hockey puck?
A: 10 (± 1)

Q: The maximum force that can be put on an egg without breaking it has been determined to be 15 N.  If the 0.15 kg egg is moving at 10. m/s and needs to be brought to a stop.  How much time will need to be allowed for it to slow down?
A: 0.1 (± 0.01)

Q: A 0.2 kg ball is caught in a 0.5 kg glove.  The ball had been moving at 8.0 m/s and it required 5.0 N of force to stop it.  What was the force on the glove?
A: -5 (± 0.1)
Partly right: 5 (90%)
Feedback ("5"): Force has to be in the opposite direction.

Q: Two balls of silly putty are thrown at each other.  When they hit they stick together and coincidentally fall motionless.  Ball A has a mass of 0.30 kg and was initially moving at -10 m/s left and ball B was initially moving at 5 m/s right.  What was the mass of ball B?
A: 0.6 (± 0.01)

Q: The following diagram shows a the path of a pendulum.  At what point does the pendulum have the highest gravitational potential energy?

[Image: Pendulum has three labelled points on the path, A and C are at the maximum height on either side of the path and B is at]
- Position A and C are equivalent. (Correct)
- Position A (Position C is equivalent)
- Position B (Being at the lowest point, it has the least GPE.)
- Position C (A and C are equivalent.)
A: Position A and C are equivalent.
Partly right: Position A (50%); Position C (50%)

Q: The following diagram shows a the path of a pendulum.  At what point does the pendulum have the highest kinetic energy?

[Image: Pendulum has three labelled points on the path, A and C are at the maximum height on either side of the path and B is at]
- Position A and C are equivalent. (They are equivalent, but not the highest.)
- Position A (A and C have the least.)
- Position B (Correct.)
- Position C (A and C are equivalent with the least.)
A: Position B

Q: The following diagram shows a the path of a roller coaster.  At what point does the pendulum have the highest gravitational potential energy?

[Image: A is the top of the first and higher hill. B is the valley between the two hills and C is the top of the second shorter]
- Position A and C are equivalent. (They are not equivalent.)
- Position A (Correct)
- Position B (Being at the lowest point, it has the least GPE.)
- Position C (It is not the highest point.)
A: Position A

Q: The following diagram shows a the path of a pendulum.  At what point does the pendulum have the highest kinetic energy?

[Image: A is the top of the first and higher hill. B is the valley between the two hills and C is the top of the second shorter]
- Position A and C are equivalent. (They are not equivalent in this case.)
- Position A (A has the least.)
- Position B (Correct.)
- Position C (C has more than A, but less than B.)
A: Position B

Q: The following diagram shows a the path of a projectile.  At what point does the pendulum have the highest gravitational potential energy?

[Image: A and C are at the bottom of the path on either side, and B is at peak of the path.]
- Position A and C are equivalent. (They are but they are not the highest.)
- Position A (Not the highest.)
- Position B (Correct.)
- Position C (C is not the highest.)
A: Position B

Q: The following diagram shows a the path of a projectile.  At what point does the pendulum have the highest kinetic energy?

[Image: A and C are at the bottom of the path on either side, and B is at peak of the path.]
- Position A and C are equivalent. (Correct.)
- Position A (A and C are equivalent.)
- Position B (B would have the least.)
- Position C (A and C are equivalent.)
A: Position A and C are equivalent.
Partly right: Position A (50%); Position C (50%)

Q: The diagram below shows 3 possible forces that are identical in magnitude on a box that is moving to the right.  Which force would be doing the most amount of work on the box?

[Image: A is perpendicular to the direction of motion, B is at an angle to the direction of motion and C is parallel to the dire]
- Force C (Correct.)
- Force B (As this is only partially in the direction of motion, it does less work than C.)
- Force A (Since this force is perpendicular to the direction of motion, it does no work.)
- All 3 are identical. (The forces are identical, but that does not mean the amount of work they do is, direction matters.)
A: Force C

Q: The diagram below shows 3 possible forces that are identical in magnitude on a box that is moving to the right.  Which force would be doing the most amount of work on the box?

[Image: each force is at an angle to the motion. A is at a very steep angle, B is at a fairly shallow angle and C is at an inter]
- Force B (Correct.)
- Force C (As this is only partially in the direction of motion, it does less work than B.)
- Force A (Since this force is almost perpendicular to the direction of motion, it does little work.)
- All 3 are identical. (The forces are identical, but that does not mean the amount of work they do is, direction matters.)
A: Force B

Q: The diagram below shows 3 possible forces, each having the same horizontal magnitude. on a box that is moving to the right.  Which force would be doing the most amount of work on the box?

[Image: A is the greatest force, B is a moderate force and C is the smallest, they all have the same component of force in the d]
- Force C (Only the component in the direction of motion matters. So they are all the same.)
- Force B (Only the component in the direction of motion matters. So they are all the same.)
- Force A (Only the component in the direction of motion matters. So they are all the same.)
- All 3 are identical. (Correct.)
A: All 3 are identical.

Q: Which statement best describes what a wind turbine does in terms of energy?
- The wind turbine transforms energy from the air into electrical energy. (Correct.)
- The air moves the turbine creating electrical energy. (Energy cannot be created or destroyed.)
- The moving fan blades harvest the electrical energy from the air. (There is no electrical energy in the air.)
A: The wind turbine transforms energy from the air into electrical energy.

Q: Which statement best describes what happens when brakes stop a car?
- The brakes transform the cars kinetic energy into thermal energy. (Correct.)
- The brakes destroy the kinetic energy of the car using friction. (Energy cannot be created or destroyed.)
- The brakes decrease the forward force on the car. (Decreasing a forward force would not cause the car to necessarily slow.)
A: The brakes transform the cars kinetic energy into thermal energy.

Q: Which statement best describes what happens to energy when one moving cart hits a second stationary cart and they both move off at half the original speed.
- The energy of the first cart decreases as the energy of the second cart increases. (Correct.)
- The kinetic energy of the system decreases as the carts are moving slower after collision than before. (After collision, more mass is moving, so energy is conserved.)
- The energy of the system increases as two carts are moving after the collision, compared to one before. (Energy is conserved.)
A: The energy of the first cart decreases as the energy of the second cart increases.

Q: How does the energy needed to change a cars velocity from 0 to 20 m/s compare to 0 to 10 m/s?
- 0 to 20 m/s requires 4 times the energy. (Correct.)
- 0 to 20 m/s requires twice as much energy. (Kinetic energy is related to velocity squared.)
- 0 to 20 m/s requires 10 times the energy. (Kinetic energy is related to velocity squared.)
A: 0 to 20 m/s requires 4 times the energy.

Q: How does the energy of a 1000 kg car moving at 10 m/s compare to the energy of a 2000 kg car moving at 5 m/s?
- The 1000 kg car has twice the energy. (Correct.)
- The 1000 kg car has four times the energy. (It would if the masses were the same.)
- The 2000 kg car has twice the energy. (It would if the velocities were the same.)
A: The 1000 kg car has twice the energy.

Q: How does the energy required to lift a book from the floor to 1 m up compare to lifting the book from the floor to 2 m up?
- Lifting 2 m up requires twice the energy. (Correct.)
- Lifting 2 m up requires 4 times the energy. (Energy is proportional to height.)
- Lifting 2 m up requires 1.5 times the energy. (Energy is proportional to height.)
A: Lifting 2 m up requires twice the energy.

Q: How does the energy required to lift a 20 kg weight 1 m off the floor compare to the energy needed to lift a 40 kg weight 2 m off the floor?
- Lifting the 40 kg weight would require 4 times the energy. (Correct.)
- Lifting the 40 kg weight would require twice the energy. (Energy is proportional to height and mass.)
- Lifting the 40 kg weight would require 3 times the energy. (Energy is proportional to height and mass.)
A: Lifting the 40 kg weight would require 4 times the energy.

Q: Which has more thermal energy, an iceberg with a mass of 10 million metric tons and a temperature of -5 °C or a 0.5 kg cup of coffee at 90 °C
- The iceberg. (Correct.)
- The coffee. (The mass is way more important than the temperature.)
- They are roughly equal since both are mostly made of water. (The mass and temperature are pretty important as well.)
A: The iceberg.

Q: A 50 g piece of metal is pulled out of a boiling water bath and placed into a cup of water (100 g) that is initially at 15 °C.  In the end both metal and water are at 17 °C.  How do the substances change in thermal energy compare?
- The change in thermal energy is identical. (Correct.)
- The metal changes by more. (The metal has a greater temperature change, but the thermal energy change is the same.)
- The water changes by more. (The water has a greater mass, but they have the same thermal energy change.)
A: The change in thermal energy is identical.

Q: How do the amount of works compare for each of the following scenarios.

1. Holding a 10 kg brick 1 m above the floor.
2. Lifting a 10 kg brick 1 m above the floor.
3. Walking at a constant speed for 1 m while holding a 10 kg brick 1 m above the floor.
- Situation 2 requires the most work. (Correct)
- Situation 1 requires the most work. (Your force is not in the direction of motion.)
- Situation 3 requires the most work. (Your force is not in the direction of motion.)
A: Situation 2 requires the most work.

Q: How do the amount of works compare for each of the following scenarios.

1. Sliding a 10 kg brick across the floor 1 m using 1 N of force.
2. Sliding a 10 kg brick across the floor 2 m using 1 N of force.
3. Sliding a 10 kg brick across the floor 1 m using 2 N of force.
- Situations 2 and 3 requires the most work. (Correct)
- Situation 1 and 2 require the most work. (Distance also matters.)
- Situation 1 and 3 requires the most work. (Force also matters.)
A: Situations 2 and 3 requires the most work.

Q: Two containers of water, A and B, are being stirred at the same rate.  A is stirred for twice as long as B.  How does the temperature change of the two compare assuming they are both perfectly thermally insulated from their surroundings?
- A's change in temperature will be twice as big as B's. (Correct.)
- A's temperature change will be four times that of B. (Temperature change is related linearly to energy put in.)
- They will have the same positive temperature change. (A will change more as it is being stirred longer.)
- They will have the same negative temperature change. (Energy is being put in, not taken out.)
- Neither will change temperature. (Energy is being added, with no other form to go to.)
A: A's change in temperature will be twice as big as B's.

Q: Two waterfalls, A and B, have identical flow rates.  A falls twice as far as B, the water flows no faster at the bottom of the falls compared to the top.  Which will have a greater temperature change?
- A's change in temperature will be twice as big as B's. (Correct.)
- A's temperature change will be four times that of B. (Temperature change is related linearly to energy put in.)
- They will have the same positive temperature change. (A will change more as it falls further.)
- They will have the same negative temperature change. (Potential energy decreases, thermal energy has to increase.)
- Neither will change temperature. (Potential energy is decreasing, thermal energy has to increase.)
A: A's change in temperature will be twice as big as B's.

Q: Two identical cars, A and B, are travelling down the highway.  A is moving at 30 m/s and B is moving at 15 m/s.  Both brake until their speeds are 0 m/s.  How will the temperature of their brakes compare?
- A's change in temperature will be twice as big as B's. (Energy is related to velocity squared.)
- A's temperature change will be four times that of B. (Correct.)
- They will have the same positive temperature change. (A will change more as it had been going faster.)
- They will have the same negative temperature change. (The kinetic energy is decreasing, so something else has to increase.)
- Neither will change temperature. (The kinetic energy is decreasing, so something else has to increase.)
A: A's temperature change will be four times that of B.

Q: Two student jump with equal force.  Student A pushes on the floor while rising 0.1 m. Student B pushes on the floor while rising 0.2 m.  Who will jump higher?
- Student B (Correct.)
- Student A. (Distance matters.)
- They will jump the same height. (Distance matters.)
A: Student B

Q: Two student jump with equal force.  Student A pushes on the floor while rising 0.1 m. Student B pushes on the floor while rising 0.2 m.  Who will leave the ground faster?
- Student B (Correct.)
- Student A. (Distance matters.)
- They leave the ground at the same speed. (Distance matters.)
A: Student B

Q: An athlete bench presses 60 kg, 1.0 m off their chest.  How much gravitational potential energy does the weight have?
A: 600 (± 20)

Q: A 1.0 kg ball is moving at 15 m/s.  How much kinetic energy does it have?
A: 110 (± 10)

Q: A glass of 50 g of water (C = 4.184 J/g°C) goes from 25 to 30 °C.  How much thermal energy was put into it?
A: 1000 (± 100)

Q: 100 N of force is used to pull a 50 kg wagon 3.0 m.  How much work is done on the wagon?
A: 300 (± 10)

Q: 1000 J of energy is expended throwing an 80 kg hay bale straight up into the air.  How high will the hay bale go?
A: 1.3 (± 0.1)

Q: A 1,000 kg car has 10,000 J of kinetic energy.  How fast is it going?
A: 4.5 (± 0.5)

Q: 200 J of energy are put into a 100 g block of aluminum (C = 0.90 J/gC). What is the temperature change of the block of aluminum?
A: 2.2 (± 0.2)

Q: A 75 kg student in a wheelchair is pushed 5.0 m.  If the students kinetic energy changes by 250 J, what is the average force used to push the student?
A: 50 (± 1)

Q: A 1,000 kg roller coaster starts from rest at the top of a 20.0 m tall hill.  How fast will it be going at the bottom of the hill assuming no friction?
A: 20 (± 1)

Q: A student is riding their bike (combined mass 85 kg) at 10.0 m/s at the bottom of a 2.0 m tall hill. They have 10 m of level surface before the hill begins.  How much force will have to be put on the bike in order over the level surface in order for it to coast up the hill and still be going 9.0 m/s at the top?
A: 86 (± 1)

Q: A 3.0 kg ball of dough (C = 3.5 J/g°C) is dropped from 1.0 m above the ground.  When it hits the ground it flattens out and stops.  What is the temperature change of the dough ignoring energy that goes into changing the dough's shape?
A: 2.8 (± 0.1)

Q: A child and sled (combined mass 35 kg) are going down a hill that is 4.5 m tall and runs for 35 m.  If the the child starts at rest, how fast will they be going at the bottom of the hill if the force of friction on the child is 40. N?
A: 2.9 (± 0.2)

Q: An unknown metal with a mass of 150 g is taken out of boiling water (100 °C) and placed into 120 g of water(4.184 J/g°C) that starts at 25 °C.  If the two come to a final temperature of 31°C, what is the specific heat of the metal?
A: 0.3 (± 0.1)

Q: A 0.010 kg marble is going along a track at 8.0 m/s.  The track is inclined upward and the marble stops moving when it is 2.2 m off of the ground.  How much energy was lost due to friction?

1/2*0.01*8^2 = W + 2.2*9.8*0.01
A: 0.1 (± 0.01)

Q: A 0.015 kg bullet is moving at 350 m/s an goes into a foam block.  If the bullet goes 3.2 meters into the foam block before stopping, what is the average force on the bullet?

1/2*0.015*350^2 = 3.2*f
A: 290 (± 10)

Q: Using the diagram below, which option indicates the wavelength of the wave, the distance a wave repeats over?

[Image: Wave with four line segments labeled as follows:A - beginning of a crest to beginning of a trough.B - top of a crest to]
- B and C (Correct.)
- Segment B (C is the same size.)
- Segment C (B is the same size.)
- Segment A (Going into a trough is not equivalent to going into a crest.)
- Segment D (The top of a crest is not equivalent to the bottom of a trough.)
- A and D (Neither of these have similar features at both ends.)
A: B and C
Partly right: Segment B (50%); Segment C (50%)

Q: How many units is the wavelength of this wave?

[Image: The wave goes from mid point to crest to trough to crest to trough and back to mid point while the ruler behind it goes]
- 4 (Correct.)
- 2 (That is only half of the wavelength.)
- 8 (The ruler is that long, but that is two wavelengths.)
A: 4

Q: What is the wavelength of the wave shown here?

[Image: The wave goes from midpoint to crest to trough to mid point 5 times while the ruler spans 9 units.]
- 1.8 (Correct.)
- 2 (It is just under 2.)
- 0.9 (That is only half.)
- 1 (Half of it is a little under 1.)
- 9 (That is the length of 5 waves.)
A: 1.8
Partly right: 2 (50%); 0.9 (50%)

Q: How big is the disturbance (Amplitude) of the wave depicted here?

[Image: A wave that goes from mid point to crest to trough to mid point over the course of 8 units and goes 2 units above the mi]
- 2 (Correct.)
- 4 (That is twice the amplitude.)
- 8 (That is the wavelength.)
A: 2

Q: What is the amplitude of the wave depicted here?

[Image: A wave that goes from mid point to crest to trough to mid point 2 and 3 quarter times over the course of 8 units and goe]
- 3 (Correct.)
- 6 (That is twice the amplitude.)
- 8 (That is the wavelength.)
A: 3

Q: What is the amplitude of the wave depicted here?

[Image: A wave that goes from mid point to crest to trough to mid point over the course of 8 units and is 3 units top to bottom.]
- 1.5 (Correct.)
- 3 (That is twice the amplitude.)
- 8 (That is the wavelength.)
A: 1.5

Q: A fisherman in a boat notices that a wave splashes on the bow of his boat ever 2 seconds.  What is the frequency of the wave in units of Hertz (1/s)?
- 0.5 (Correct.)
- 2 (This is the period, not the frequency.)
- 4 (Not sure how you arrived at this.)
- 0.25 (Not sure how you arrived at this.)
A: 0.5

Q: A slinky wave goes from crest to trough and back to crest 50 times in 30 seconds.  What is the frequency of the wave in units of Hertz (1/s).
- 1.7 (Correct.)
- 0.6 (This is the period, not the frequency.)
- 30 (This is a time for 50.)
- 50 (That is how many waves go by in 30 seconds.)
A: 1.7

Q: A light flickers 30 times in one second.  What is the frequency of the light in Hertz?
- 30 (Correct.)
- 0.03 (This is the period, not the frequency.)
- 1 (Not sure how you arrived at this.)
- 15 (Not sure how you arrived at this.)
A: 30

Q: The crest of a wave travels from one end of a 12.5 m long dock to the other in 45 seconds.  What is the speed of the wave in m/s?
- 0.28 (Correct.)
- 3.6 (This is the inverse of the speed.)
- 0.08 (This is not how you find speed.)
- 32.5 (This is not how you find speed.)
A: 0.28

Q: What is the frequency of a wave with a wavelength of 3.4 m and a frequency of 14 Hz in m/s?
- 47.6 (Correct.)
- 0.24 (You have a frequency, not the period.)
- 4.1 (This is not how you find speed.)
- 17.4 (This is not how you find speed.)
A: 47.6

Q: What is the velocity in m/s of the wave depicted here, if a crest can be seen going by every 4 seconds and each block represents 1 m?

[Image: A wave that goes from mid point to crest to trough to mid point twice over the course of 8 meters and is 6 meters top to]
- 1 (Correct.)
- 16 (4 seconds is the period not the frequency.)
- 2 (The wavelength is 4 not 8.)
- 32 (You have the wavelength and the frequency wrong.)
A: 1

Q: The wave shown below is moving to the right.  What type of motion would each part of the material that wave is traveling through move as the wave passes?

[Image: Series of waves with arrow indicating motion to the right.]
- Up and down. (Correct.)
- Side to side. (That would be a different type of wave.)
- To the right. (Overall the material does not move with a wave.)
A: Up and down.

Q: The wave shown below is moving to the right.  What type of motion would each part of the material that wave is traveling through move as the wave passes?

[Image: A longitudinal wave that has an arrow indicating it is moving to the right.]
- Up and down. (That would be a different type of wave.)
- Side to side. (Correct.)
- To the right. (Overall the material does not move with a wave.)
A: Side to side.

Q: What type of wave is sound?
- Longitudinal (compression). (Correct.)
- Transverse. (Air cannot have transverse waves.)
- It can be either type. (Sound is always a longitudinal (compression).)
A: Longitudinal (compression).

Q: Which wave quality does the loudness of sound depend on?
- Amplitude
- Wavelength
- Frequency
- Speed
A: Amplitude

Q: What happens to the amplitude of a sound every time the loudness increases by 10 decibels?
- It gets 10 times bigger.
- It gets 2 times bigger.
- It goes up by 10 units.
- It goes up by 2 units.
A: It gets 10 times bigger.

Q: If one firecracker going off registers 100 decibels.  How many firecrackers would it take to register 120 decibels?
- 100
- 20
- 2
- 10
A: 100

Q: Which wave characteristic of sound does the pitch of sound most directly relate to?
- Frequency
- Wavelength (It is inversely related to wavelength.)
- Amplitude
- Speed
A: Frequency
Partly right: Wavelength (50%)

Q: What happens to the pitch of a sound when the wavelength of the wave decreases?
- It increases.
- It decreases. (It is inversely related to wavelength.)
- It remains the same.
A: It increases.

Q: What happens to the frequency of a sound in order for the pitch to go up 2 octaves?
- It goes up 4 times.
- It goes up 2 times. (Frequency doubles for each octave.)
- It goes up 2 hertz. (Frequency doubles with each octave.)
- It goes up 4 hertz. (Frequency doubles with each octave.)
A: It goes up 4 times.

Q: How does the perceived sound of a train horn change as it goes by?
- The pitch goes up as it approaches and down as it moves away.
- The pitch goes down as it approaches and up as it moves away.
- The pitch does not change, it gets louder as it moves closer and quieter as it moves away.
A: The pitch goes up as it approaches and down as it moves away.

Q: How does the frequency of a wave when the source is moving towards the observer compare to the frequency of that source when it is stationary?
- The frequency is higher.
- The frequency is lower.
- The frequency remains the same.
A: The frequency is higher.

Q: How does the wavelength of a sound when the receiver is moving away from the source compare to the wavelength if the source and receiver are stationary?
- The wavelength is longer.
- The wavelength is shorter.
- The wavelength does not change.
A: The wavelength is longer.

Q: A rock is dropped in a lake, when a wave moves across a lake, what is being transferred across the lake?
- Energy from the impact.
- Water displaced by the impact.
- Both energy and water.
- Nothing is actually being transported.
A: Energy from the impact.

Q: How does the amount of air that reaches your ear from mouth compare when I shout compared to when I whisper to you from across a large room.
- The amount is the same. (Correct, in both cases there is none.)
- More reaches when you shout. (Waves only transfer energy, not matter.)
- More reaches when you whisper. (Waves transfer energy, not matter.)
- Nothing is actually being transported.
A: The amount is the same.

Q: Which wave property is most directly related to the amount of energy the wave is transporting?
- The amplitude of the wave.
- The speed of the wave.
- The frequency of the wave.
- The wavelength of the wave.
A: The amplitude of the wave.

Q: Which of the following shows what will happen after these wave come together?

[Image: A triangle shaped pulse on the left heading right and a square shaped pulse on the right heading left.]
- [Image: A square shaped pulse on the left heading left and a triangle shaped pulse on the right heading right.]
- [Image: A triangle shaped pulse on the left heading left and a square shaped pulse on the right heading right.] (They do not bounce off each other.)
- [Image: A pentagon shaped pulse on the left heading left and a pentagon shaped pulse on the right heading right.] (The shapes of the pulses will be preserved.)
A: [Image: A square shaped pulse on the left heading left and a triangle shaped pulse on the right heading right.]

Q: What type of interference arises when two waves are out of phase with each other?
- Destructive interference.
- Constructive interference.
- There will be no interference.
A: Destructive interference.

Q: What type of interference gives rise to antinodes in standing waves?
- Both constructive and destructive interference happens at these sites.
- Constructive interference only.
- Destructive interference only. (The shapes of the pulses will be preserved.)
A: Both constructive and destructive interference happens at these sites.

Q: A student holds a tuning fork that emits a sound at 256 Hz above a tube that is partially submerged in water.  They find that they sound resonates the loudest when the tube is 0.33 m above the water.  What is the speed of sound according to this experiment?
A: 340 (± 10)
Partly right: 84 (50%); 169 (50%)
Feedback ("84"): You forgot that the length given here is 1/4 the wavelength.
Feedback ("169"): The wavelength is 4X the length of the tube.

Q: If the speed of sound in water is 5000 m/s and a submarine receives a ping 5 seconds after sending it, how far away is the object the ping bounced off of?
A: 13000 (± 5000)
Partly right: 30000 (50%)
Feedback ("30000"): You didn't cut the time in half for the echo.

Q: What happens to the frequency of a note played by an instrument if the wavelength is cut in half.
- The frequency will double.
- The frequency will be cut in half. (They are inversely related.)
- The frequency will not change.
A: The frequency will double.

Q: What happens to the velocity of the wave on a guitar string when the length of the string is cut in half?
- The velocity does not change.
- The velocity is cut in half. (Velocity only depends on the material.)
- The velocity is doubled. (Velocity only depends on the material the wave is traveling through.)
A: The velocity does not change.

Q: What happens to the velocity of the wave on a guitar string when the string is loosened?
- The velocity goes down.
- The velocity goes up. (Since this causes a drop in pitch without changing the wavelength, the velocity must be going down.)
- The velocity does not change. (The property of the material changes, so the velocity changes.)
A: The velocity goes down.

Q: A 4.0 m long string has a standing wave on it with node on either end and two nodes in the middle when it vibrates with a frequency of 25 Hz, what is the speed of the wave?
A: 67 (± 1)

Q: Using the equation for the Doppler Effect:

f_obs = (v / (v - v_source)) * f_source

Find the observed frequency of a whistle sounding at 440 Hz that is coming towards you at 25 m/s if the speed of sound is 330 m/s.
A: 480 (± 10)

Q: What quality of the wave must be matched up to the size of an object in some multiple in order for a sound to resonate on the object?
- Wavelength
- Frequency
- Amplitude
- Velocity
A: Wavelength

Q: Two violins are attempting to play an A at 440 Hz at the same moment.  However both violins are out of tune.  One violin is slightly sharp at 444 Hz and the other is a little flat at 438 Hz.  What is the beat frequency that will be heard when the two play together?
A: 6

Q: How do waves used to send information with radios differ from the waves we use in x-ray machines?
- They have different frequencies and wavelengths. (Correct.)
- They have different speed and amplitude. (All electromagnetic radiation travels at the same speed. Amplitude will vary with source, but isn't specific to type.)
- They are different types of waves (transverse vs longitudinal...) (They are all transverse.)
- They travel through different type of media. (All electromagnetic waves do not require a medium to travel.)
A: They have different frequencies and wavelengths.

Q: How does the frequency of microwaves compare to the frequency of ultraviolet waves?
- Ultraviolet waves have higher frequency. (Correct.)
- Ultraviolet rays have a lower frequency. (It is higher.)
- There is no difference in frequency. (It is higher.)
A: Ultraviolet waves have higher frequency.

Q: How does wavelength, frequency and energy change as you go from radio waves to gamma rays in the electromagnetic spectrum?
- Wavelength decreases, frequency increases and energy increases. (Correct.)
- Wavelength increases, frequency decreases and energy decreases. (That is exactly opposite.)
- Wavelength increases, frequency increases and energy increases. (Wavelength and frequency must always do the opposite.)
- Wavelength decreases, frequency decreases and energy decreases. (Only wavelength is correct.)
A: Wavelength decreases, frequency increases and energy increases.

Q: What is oscillating in light waves?
- Electric and magnetic fields. (Correct)
- Electric fields. (Magnetic fields as well.)
- Magnetic fields. (Electric fields as well.)
A: Electric and magnetic fields.

Q: How does the direction of oscillation for the electric and magnetic field relate to each other in the propagation of electromagnetic radiation?
- They are both transverse and perpendicular to each other. (Correct)
- They are both transverse and parallel to each other. (Perpendicular.)
- The electric field is transverse and the magnetic field is longitudinal. (Transverse, perpendicular.)
- The electric field is longitudinal and the magnetic field is transverse. (Transverse and perpendicular.)
A: They are both transverse and perpendicular to each other.

Q: What are em waves?
- Perpendicular oscillating electric and magnetic fields. (Correct)
- Parallel oscillating electric and magnetic fields. (Perpendicular.)
- Perpendicular oscillating electric charges and magnets. (fields!)
- Parallel oscillating electric charges and magnets. (perpendicular fields.)
A: Perpendicular oscillating electric and magnetic fields.

Q: What happens to the speed of light as it goes from air into water?
- It decreases. (Correct.)
- It increases. (Decreases.)
- It does not change. (Only the speed of light in a vacuum is a constant.)
A: It decreases.

Q: Glass has an index of refraction of 1.5 and diamond 2.4.  How does the speed of light compare in each material?
- The speed is lower in diamond. (Correct.)
- The speed is higher in diamond. (The greater the refractive index, the slower the light will go.)
- There is no difference between the two materials. (The reason the refractive index is different is the speed is different.)
A: The speed is lower in diamond.

Q: The refractive index of air is often given as 1.  Given that light travels slightly slower in air than in a vacuum, the refractive index of air should actually be...
- Greater than one. (Correct.)
- Less than one. (Nothing can have a smaller refractive index than one.)
- Equal to one. (That would require air having the same speed of light as a vacuum.)
A: Greater than one.

Q: Which ray of light in the diagram below would show how light is reflected off of a mirror?

[Image: A ray of light strikes a mirror at about 45 degrees and option A leaves at about 45 degrees, option B at about 30 and op]
- Option A (Correct)
- Option B (The angle of incidence always equals the angle of reflection.)
- Option C (The angle of incidence always equals the angle of reflection.)
A: Option A

Q: How should the angle of incidence and reflection be measured?
- Both should be measured off of the normal. (Correct)
- Both should be measured off of the surface of the mirror. (The proper way is to use the normal.)
- Incidence is measured off the normal and reflection is measured off the mirror. (Both use the normal.)
- Incidence is measured off the mirror and reflection is measured off the normal. (Both use the normal.)
A: Both should be measured off of the normal.

Q: In what situation will a curved mirror be able to make a real image?
- Concave and outside of the focus. (Correct)
- Concave inside the focus. (That will be a magnified virtual image.)
- Convex outside the focus. (Convex can only make virtual images as the focus is in back.)
- Convex inside the focus. (Convex can only make virtual images as the focus is in back.)
A: Concave and outside of the focus.

Q: An object under water will always appear to be shallower than it actually is because of refraction.  Which of the following paths would show light behavior that would cause objects to appear shallower in water than they actually are?

[Image: A ray of light is leaving an object from in the water up and to the left. Option A has the light turning more left upon]
- Option A (Correct.)
- Option B (That would not change the apparent position.)
- Option C (That would make it look deeper.)
A: Option A

Q: What happens to a ray of light as it goes from air into water?
- It gets bent towards the normal. (Correct.)
- It gets bent away from the normal. (That is what happens when light goes from a slow to a fast material.)
- Its incident and refracted angle are equal. (That is for reflection, not refraction.)
A: It gets bent towards the normal.

Q: Under which condition will a lens form a real image?
- A convex lens with the object outside of the focus. (Correct.)
- A convex lens with the object inside of the focus. (It must be outside the focus.)
- A concave lens inside of the focus. (Concave lenses can only make virtual images.)
- A concave lens outside of the focus. (Concave lenses can only make virtual images.)
A: A convex lens with the object outside of the focus.

Q: A green light and an equally intense red light are shown on a white screen.  What color will the screen appear where they overlap?
- Yellow (Correct.)
- White (A component of white light is missing.)
- Brown (This would be the case if you were mixing paints.)
- Blue (Blue is a separate from red and green.)
A: Yellow

Q: A blue light is illuminating an apple that contains a red pigment.  What color will the apple appear?
- Black (Correct.)
- Blue (Red pigments absorb blue.)
- Red (There is no red light to be reflected.)
- Magenta (Red and blue light do mix to make magenta, but the apple is not a source of light.)
A: Black

Q: A yellow light is illuminating a shirt with a cyan pigment.  What color will the shirt appear?
- Green (Correct.)
- Yellow (The cyan pigment subtracts out the red.)
- Red (The cyan pigment subtracts out the red.)
- Blue (There is not blue component to yellow light.)
A: Green

Q: Two note cards are being illuminated by the same light source.  One note card is twice as far away from the light source as the other.  How much less intense is the light on the further note card?
- Four times less intense. (Correct.)
- Two times less intense. (It is a square relationship.)
- Three times less intense. (It is a square relationship.)
A: Four times less intense.

Q: A light sensor is reading 500 lx when it is 1.0 meter away from a light source.  What will it be reading when it is 2.0 meters away?
- 125 lx (Correct.)
- 250 lx (It is a square relationship.)
- 1000 lx (The intensity goes down with distance.)
- 2000 lx (The intensity goes down with distance.)
- 500 lx (The intensity goes down with distance.)
A: 125 lx

Q: Which option best describes the path light takes in order for you to see an object?
- Electromagnetic rays that have been reflected off an object enter your eyes. (Correct.)
- Imaging rays leave your eyes and are incident on the object. (No such thing as imaging rays.)
- Electromagnetic rays are emitted from your eyes and are incident upon the object. (This is backwards.)
- Image rays are emitted from the object and enter your eyes. (There is no such thing as image rays.)
A: Electromagnetic rays that have been reflected off an object enter your eyes.

Q: Which behavior of light explains an upside down image being made by a pinhole camera?
- Light travels in straight lines. (Correct.)
- Angle of incidence equals the angle of reflection. (The pinhole does not reflect light.)
- Light refracting as it goes through the hole, much like a lens. (There is no change in material to refract.)
- Light diffracting through the small opening. (If light were diffracting, you would get a diffraction pattern.)
A: Light travels in straight lines.

Q: When light passes through a diffraction grating and makes the characteristic diffraction pattern, is light behaving more like a particle (really small marble), a wave or both?
- Wave (Correct.)
- Particle (marbles can't interfere with each other.)
- Both (marbles can't interfere with each other.)
A: Wave

Q: Which surface would act to bring light rays that reflect off of it together?

[Image: Images shows convex (bowed out) surface and concave (bowed in) surface. Each has 3 parallel rays of light coming into it]
- Concave (Correct.)
- Convex (Convex mirrors diverge light.)
- Both (Only concave.)
- Neither (Concave does.)
A: Concave

Q: Which term means a device that would bring light rays that are incident parallel to each other together?
- Convergent (Correct.)
- Divergen (Diverge means go apart.)
- Transvergent (Not even a word.)
A: Convergent

Q: Which of the following are divergent optical devices?
- Convex mirrors and concave lenses. (Correct.)
- Concave mirrors and convex lenses. (Opposite.)
- Concave mirrors and lenses. (Only the concave lens.)
- Convex mirror and lenses. (Only convex mirrors.)
A: Convex mirrors and concave lenses.

Q: Two photons of light are identical in every way except for Photon A has a higher frequency than Photon B.  Which photon has a higher energy?
- Photon A (Correct.)
- Photon B (Energy is directly related to frequency of light.)
- Their energy is identical. (Energy is dependent on frequency.)
A: Photon A

Q: Which color of light, red with a long wavelength or blue with a short wavelength is higher in energy?
- Blue (Correct.)
- Red (Energy is inversely related to wavelength of light.)
- Their energy is identical. (Energy is inversely related to wavelength of light.)
A: Blue

Q: A green photon has just enough energy to knock and electron loose from a metal sample.  Which other type of photon would also be able to knock an electron loose?
- Violet (Correct.)
- Infrared (The energy would be too low.)
- Yellow (Yellow is lower in energy than green.)
A: Violet

Q: If it takes 8.3 minutes for the light from the Sun to reach the Earth, how many meters away is the Earth from the Sun?
A: 150000000000 (± 10000000000)

Q: If the index of refraction of water is 1.3, what is the speed of light in water in units of m/s?
A: 230000000 (± 10000000)

Q: Light from the air is incident on a piece of glass (n=1.5) at an angle of 30. degrees.  What will the refracted angle be?
A: 19 (± 1)

Q: What would the critical angle be for a substance that has an index of refraction of 1.9?
A: 32 (± 1)

Q: At what distance from the lens should a note card be in order to make a clear image of a candle that is 50 cm away from a convex lens that has a focal length of 30 cm?
A: 75 (± 1)

Q: What is the magnification of an ant that is 2 cm away from a convex lens that has a focal length of 5 cm?
A: 1.7 (± 0.1)
Partly right: -1.7 (90%)
Feedback ("-1.7"): You forgot the negative.

Q: A laser is shown into a block of unknown material from air.  The incident angle is measured to be 45 degrees and the refracted angle is 39 degrees.  What is the index of refraction of the block of material?
A: 1.1 (± 0.1)

Q: Three students are attempting to measure the size of the gap in the grooves of a cd with lasers.  One student is using a red laser, on e a green and one a blue.  Which laser will experience the most diffraction?
- Red (Correct)
- Green (Having the middle wavelength it will experience a middle level of diffraction.)
- Blue (Having the shortest wavelength it will diffract the least.)
A: Red

Q: A light meter is measuring 10 lx when it is 40 cm away from a bulb.  What will it be measuring when it is 20 cm away from the bulb?
A: 40 (± 1)

Q: Match up the incident ray with how the reflected ray would leave a concave mirror.
- A ray coming in through the optical axis. | Out through the optical axis.
- A ray coming in parallel to the optical axis. | Out through the focus.
- A ray coming in through the focus. | Out parallel to the optical axis.

Q: A physicist is pulled over for speeding.  The officer states they had run a red light.  The physicist responds that to them it appeared green because of the Doppler Shift.  The police officers agrees and writes them a speeding ticket instead.  For a red light to appear green was the physicist seeing it as they approached or in the rear view mirror as they moved away?  And why?
- Approached - causes a shift to a higher frequency. (Of course no car can go that fast!)
- Approached - caused the light to appear a lesser frequency. (Approaching shifts the frequency higher.)
- Receded - causes a shift to a higher frequency. (Moving away causes a shift to lower frequency.)
- Receded - caused the light to appear a lesser frequency. (Going to a lesser frequency would mean appearing in the infrared, not green.)
A: Approached - causes a shift to a higher frequency.

Q: Two balloons are rubbed on a person's head and then suspended from a string.  The balloons are brought close together.  What will happen with the balloons?
- They will repel each other because they have the same charge. (Correct)
- They will attract each other because they have the same charge. (Likes repel.)
- They will repel each other because they have opposite charges. (They are charged in the same manner, so they have the same charge. If they did have opposite charges they would attract.)
- They will attract each other because they have opposite charges. (They are charged in the same manner, so they have the same charge.)
A: They will repel each other because they have the same charge.

Q: A glass rod is rubbed on a piece of silk.  They are then hung from string and brought near each other.  What will be observed?
- They will repel each other because they have the same charge. (When two objects are rubbed together, they get oppositely charged.)
- They will attract each other because they have the same charge. (When two objects are rubbed together, they get oppositely charged. Likes repel.)
- They will repel each other because they have opposite charges. (Opposites attract.)
- They will attract each other because they have opposite charges. (Correct.)
A: They will attract each other because they have opposite charges.

Q: Two charged metal spheres experience an attractive force of 1 N when they are 2 m apart from each other.  How far away from each other will they need to be to experience a force of 4 N?
- 1 m (Correct)
- 0.5 m (You only need to be twice as close to have four times the force.)
- 4 m (That would decrease the force by 4.)
- 8 m (That would decrease the force by 16.)
A: 1 m

Q: Which of the following is needed to have a complete electrical circuit and for charge to flow?
- A closed circuit made of conducting material. (Correct.)
- An open circuit made of insulating material. (Open means there is a break in the circuit.)
- A closed circuit made up of insulating material. (By definition charge cannot flow through insulators.)
- An open circuit made of insulating material. (Open means there is a break, and insulators do not let charge flow.)
A: A closed circuit made of conducting material.

Q: Which of the following shows a complete circuit that would be capable of lighting the bulb?

Choose all that are correct.
- [Image: Diagram of battery and bulb. Wire going from positive terminal of battery to collar of the bulb and from negative termin] (Correct.)
- [Image: Diagram of battery and bulb. Wire going from positive terminal of battery to collar of the bulb.] (This is not a complete circuit.)
- [Image: Diagram of battery and bulb. Wire going from negative terminal of battery to the dimple of the bulb.] (This is not a complete circuit.)
- [Image: Diagram of battery and bulb. Wire going from positive terminal to the collar of the bulb and then from the dimple back t] (This is not a complete circuit.)
A: [Image: Diagram of battery and bulb. Wire going from positive terminal of battery to collar of the bulb and from negative termin]

Q: What MUST be present in order for charge to flow.  Choose all that apply.
- A source of potential difference. (That is one thing.)
- A conducting path from high to low potential. (That is one thing.)
- A battery. (A battery is not the only way to make a potential difference.)
- Wires (Wires are not the only conducting material.)
- A charge receptacle. (There is no such thing.)
- Light bulbs. (Plenty of circuits don't contain light bulbs.)
A: A source of potential difference.; A conducting path from high to low potential.

Q: What happens to the amount of charge flow(current) as the potential difference (voltage) increases?
- It increases. (Correct.)
- It decreases. (It is a direct relationship.)
- It remains the same. (There is a direct relationship.)
A: It increases.

Q: What happens to the amount of charge flow (current), as the resistance is increased.
- It increases. (It is an inverse relationship.)
- It decreases. (Correct.)
- It remains the same. (There is an inverse relationship.)
A: It decreases.

Q: What is the slope of a graph of current vs. voltage?
- Resistance. (Correct.)
- Power (Power is voltage times current.)
- Charge (There is no relationship to the actual amount of charge here.)
A: Resistance.

Q: The diagram below illustrates two different types of circuits, one series and on parallel.  Both are initially set up so both bulbs light in both circuits.  What will happen if one of the bulbs from each setup is removed, and no other rearrangement is done to close the gaps created?

[Image: Diagram of two electrical circuits consisting of a battery and 2 bulbs. One shows a series circuit of the three componen]
- Only the other bulb in the series circuit will go out. The remaining bulb in the parallel circuit will remain lit. (Correct.)
- Both of the remaining bulbs in the circuits will go out. (The remaining parallel bulb still has a complete circuit.)
- Both of the remaining bulbs will remain lit. (The series bulb will no longer have a complete circuit.)
- Only the remaining bulb in the series circuit will remain lit. The bulb in the parallel circuit will go out. (This is backwards.)
A: Only the other bulb in the series circuit will go out. The remaining bulb in the parallel circuit will remain lit.

Q: Which type of circuit consists of multiple paths for charge to follow?
- Parallel (Correct.)
- Series (Series has only one path.)
- Closed (This is not specific enough, closed circuits can have any number of paths.)
- Open (Open circuits have no paths.)
A: Parallel

Q: In which type of circuit is the current always the same through every component?
- Series (Correct.)
- Parallel (As parallel circuits have multiple paths, this is rarely the case.)
- Open (There is no current in an open circuit.)
- Closed. (This is too broad of a term.)
A: Series

Q: In the situations below each circuit is going from having one bulb to having two bulbs.  What will happen to the amount of current in the circuit in each situation?

[Image: Diagram of two different situations. In situation A a circuit begins with one bulb and another is added so that both bul]
- The current will go down in situation A and up in situation B. (Correct.)
- The current will go up in situation A and down in situation B. (Opposite.)
- The current will go down in both situations. (It will only go down in one of them.)
- The current will go up in both situations. (It will only go up in one of them.)
A: The current will go down in situation A and up in situation B.

Q: In which type of circuit does adding resistors cause the overall resistance to go up?
- In series circuits only. (Correct.)
- In parallel circuits only. (Opposite.)
- In both series and parallel circuits. (It will go down in one of them.)
- In neither type of circuit. (It will go up in one of them.)
A: In series circuits only.

Q: In which type of circuit does the current through each resistor add up to the overall current in the circuit?
- In parallel only. (Correct.)
- In series only. (Opposite.)
- In series and parallel. (In series each component has the same current, they are not additive.)
- In neither type of circuit. (The currents are additive in parallel circuits.)
A: In parallel only.

Q: Choose all of the following materials that will interact with a magnet in a noticeable way.
- An iron nail. (Correct.)
- A piece of aluminum foil. (Not all metals are magnetic.)
- A gold ring. (Not all metals are magnetic.)
- A wood block (wood is not magnetic.)
- A stream of water. (Water is not magnetic.)
A: An iron nail.

Q: Choose all of the following materials that will interact with a magnet in a noticeable way.
- An iron paperclip. (That is one of them.)
- A nickel coin. (That is one of them.)
- A copper penny. (Not all metals are magnetic.)
- A plastic spoon. (plastic is not magnetic.)
A: An iron paperclip.; A nickel coin.

Q: What must be true of the electrons in magnetic materials (ferromagnetic)?
- It must have many unpaired electrons. (Correct.)
- It must have many paired electrons. (Unpaired electrons make items diamagnetic.)
- It must have more electrons that protons. (This affects the charge, not the magnetic properties.)
- It must have less electrons than protons. (This affects the charge, not the magnetic properties.)
A: It must have many unpaired electrons.

Q: Two magnets are brought near each other and they attract one another.  What would their behavior be if one of the magnets was flipped over?
- They would repel each other. (Correct.)
- They would attract each other. (The opposite poles would be aligned.)
- They would no longer interact with each other. (The interaction is permanent.)
A: They would repel each other.

Q: A compass is near a magnet, the North end of the compass is pointing at the magnet.  If the magnet is flipped over, what will happen to the compass?
- The compass will point the opposite way. (Correct.)
- The compass will continue to point the same way. (The compass is a magnet so what was attracted is now repelled.)
- The compass would turn 90 degrees. (The field is flipped 180 degrees so the compass will as well.)
A: The compass will point the opposite way.

Q: Two unknown objects are brought near each other and they attract.  No matter which way they are brought up next to each other, they still attract.  What are the two unknown objects?
- One is a magnet and one is a magnetic material. (Correct.)
- Both are magnets. (Then they would repel some times.)
- Both are magnetic materials. (Then they would never attract.)
A: One is a magnet and one is a magnetic material.

Q: A compass is set under a wire that is running in a North-South direction.  The wire is then hooked up in a circuit so that current go through it as shown.  What will happen to the compass?

[Image: Wire with compass underneath, both wire and compass are initially aligned vertically (North - South). An arrow points up]
- It will rotate perpendicular to the wire. (Correct.)
- It will stay aligned as it currently is. (Magnetic fields are always perpendicular to current flow.)
- It will turn completely around. (Magnetic fields are always perpendicular to current flow.)
A: It will rotate perpendicular to the wire.

Q: A positive current is allowed to go through a wire in the direction shown.  Which way with the North pole of the compass, which is below the wire, point once the current is flowing?

[Image: Wire with compass underneath, both wire and compass are initially aligned vertically (North - South). An arrow points up]
- Left (Correct.)
- Right. (That is opposite.)
- Up (Magnetic fields are always perpendicular to current flow.)
- Down (Magnetic fields are always perpendicular to current flow.)
A: Left

Q: A compass is set under a wire that is running in a North-South direction. What will happen to the the compass as the current through the wire is slowly increased in the direction indicated.  The compass is currently pointing in the direction of the Earth's magnetic field.

[Image: Wire with compass underneath, both wire and compass are initially aligned vertically (North - South). An arrow points up]
- The compass will gradually rotate counter-clockwise to a maximum of 90 degrees. (Correct.)
- The compass will continually rotate counter-clockwise to a maximum of 180 degrees. (Magnetic fields are always perpendicular to current flow.)
- The compass will gradually rotate clockwise to a maximum of 90 degrees. (Wrong direction.)
- The compass will continually rotate clockwise to a maximum of 180 degrees. (Wrong direction and magnetic fields are always perpendicular to current flow.)
A: The compass will gradually rotate counter-clockwise to a maximum of 90 degrees.

Q: What will happen when a strong magnet is dropped through a copper tube?
- The magnet will interact with the tube causing its fall to slow. (Correct.)
- There will be no interaction between the magnet and the tube. (Magnets moving with respect to any conductor will interact with the conductor.)
- The magnet will interact with the tube causing its fall to speed up. (This would lead to perpetual motion machines, so no.)
A: The magnet will interact with the tube causing its fall to slow.

Q: What would happen if I tried to move an aluminum plate through a very strong magnetic field?
- Plate will interact with the field causing a drag-like force. (Correct.)
- There will be no interaction between the field and the plate. (Magnets moving with respect to any conductor will interact with the conductor.)
- Plate will interact with the field causing it to be easier to move. (This would lead to perpetual motion machines, so no.)
A: Plate will interact with the field causing a drag-like force.

Q: In which of the following technologies is a conductor moved within a magnetic field to produce a current?
- Generator. (Correct.)
- Electric Motor. (Motors do the opposite.)
- Transformer. (In a transformer nothing is moved.)
A: Generator.

Q: What happens to the power output of a light bulb if it has 60 volts across it instead of the usual 120?
- It will be cut in half. (Correct.)
- It will double. (It is a direct relationship.)
- It will go down by a factor of four. (It is not a squared relationship.)
- It will go up by a factor of four. (Wrong direction and not a squared relationship.)
A: It will be cut in half.

Q: Two bulbs are hooked up to the same potential difference.  Bulb A has twice the current through it compared to bulb B.  How do the power output of the two compare?
- Bulb A has twice the power. (Correct.)
- Bulb A has half the power. (It is a direct relationship.)
- Bulb A has four times the power. (It is not a squared relationship.)
- Bulb A will have four times less power. (Wrong direction and not a squared relationship.)
A: Bulb A has twice the power.

Q: Two bulbs are hooked up to the same potential.  Bulb A has twice the resistance of bulb B.  How will the power output of the bulbs compare?
- Bulb A will have half the power. (Correct.)
- Bulb A will have twice the power. (It is an inverse relationship.)
- Bulb A will have four times less power. (It is not a squared relationship.)
- Bulb A will have four times more power. (Wrong direction and not a squared relationship.)
A: Bulb A will have half the power.

Q: What is the voltage across a 10 ohm resistor that has 2 amps of current going through it?
A: 20 (± 1)

Q: What is the current through a 5 ohm resistor that has 10 volts across it?
A: 2

Q: What is the resistance of a light bulb that has 0.1 amps through it when a potential difference of 3 volts is applied?
A: 30

Q: What is the overall resistance of three 10 ohm resistors in series?
A: 30

Q: What is the overall resistance of two 100 ohm resistors in parallel?
A: 50

Q: Find the effective resistance of the the circuit depicted here.

[Image: A circuit, as you work your way around the circuit first there is a 10 ohm resistor followed by two 20 ohm resistors in]
A: 30

Q: How much power is used by a bulb that has 5 ohms of resistance and a current of 0.2 amps?
A: 0.2

Q: Two charged spheres have an attractive force between them of 2.0 N.  What will the force between them be if the charge on each sphere is doubled and the distance between them is also doubled?
A: 2

Q: Two light bulbs one 40 watt and one 60 watt when hooked up in parallel in 120 volt circuit.  Which will be brighter when hooked up and series with each other and why?
- The 40 watt bulb, it has higher resistance so a larger voltage drop. (Correct.)
- The 40 watt bulb, it has less resistance so a higher current. (A 40 watt bulb would have a higher resistance. And current is the same in series circuits.)
- The 60 watt bulb, it has higher resistance so a larger voltage drop. (The 60 watt bulb would have a lower resistance.)
- The 60 watt bulb, it has less resistance so a higher current. (This is why it is brighter in parallel, but in series the current is the same.)
A: The 40 watt bulb, it has higher resistance so a larger voltage drop.

Q: The conventional current is going through the coil of wire shown here in a clockwise direction.  Which way does the magnetic field of this coil of wire point?

[Image: coil of wire in the plane of the screen, positive current is going around it clockwise from your perspective.]
- Away from you. (Correct)
- Towards you (Are you using the correct hand?)
- To the right. (It needs to be perpendicular to the coil.)
- To the left. (It needs to be perpendicular to the coil.)
A: Away from you.