PhysicsLAB: MCAS 2018 Session 2

PhysicsLAB

MCAS Physics Exams
MCAS 2018 Session 2

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A. 300 JB. 530 JC. 3,700 JD. 26,000 J

A. the volume of the acorn and the time the acorn was in the air
B. the mass of the acorn and the amount of energy lost to air resistance
C. the average acceleration of the acorn and the time the acorn was in the air
D. the average velocity of the acorn and the amount of energy lost to friction

A. 0.015 VB. 0.17 VC. 0.30 VD. 3.3 V

A. The skaters will not move at all.
B. The skaters will accelerate away from each other at the same rate.
C. The skaters will accelerate away from each other, but the 60 kg skater will accelerate at a faster rate.
D. The 60 kg skater will accelerate away from the 80 kg skater, and the 80 kg skater will remain stationary.

A. They have the same velocity and the same speed.
B. They have the same velocity but different speeds.
C. They have different velocities but the same speed.
D. They have different velocities and different speeds.

A. to prevent too much current from flowing through the circuit
B. to supply a greater potential difference across the entire circuit
C. to regulate the potential difference that is applied to the two resistors
D. to increase the amount of current that is passing through the two resistors

A. Radio waves have the highest frequency of all electromagnetic waves.
B. Radio waves have the longest wavelength of all electromagnetic waves.
C. The frequency of radio waves is close to the frequency of ultraviolet radiation.
D. The wavelength of radio waves is close to the wavelength of visible light waves.

A. the mass and the charge of each object
>B. the volume and the charge of each object
C. the mass of each object and the distance between the two objects
D. the volume of each object and the distance between the two objects

A. Electromagnetic waves can travel in a vacuum.
B. Electromagnetic waves are difficult to distort.
C. Electromagnetic waves travel quickly through air.
D. Electromagnetic waves require little energy to generate.

A. 20°CB. 40°CC. 70°CD. 80°C

A. Both students use the same power, but student X does less work than student Y.
B. Both students use the same power, but student X does more work than student Y.
C. Student X uses less power than student Y, but both students do the same amount of work.
D. Student X uses more power than student Y, but both students do the same amount of work.

A. an infrared waveB. a light waveC. a microwaveD. a sound wave

A. The bus stays in one place for 20 s and then travels at a constant speed.
B. The bus travels at a constant speed for 20 s and then accelerates at a constant rate.
C. The bus accelerates at a constant rate for 20 s and then travels at a constant speed.
D. The bus accelerates at a constant rate for 20 s and then accelerates at an increasing rate.

A. The received waves have a lower frequency and a longer wavelength.
B. The received waves have a lower frequency and a shorter wavelength.
C. The received waves have a higher frequency and a longer wavelength.
D. The received waves have a higher frequency and a shorter wavelength.

A. It will remain at rest.
B. It will move to the right at 0.5 m/s.
C. It will move to the right at 2 m/s.
D. It will move to the right at 4 m/s.

A. The force decreases to about one ninth of what it was.
B. The force decreases to about one third of what it was.
C. The force increases to about three times what it was.
D. The force increases to about nine times what it was.

A. Heat flows from the 60°C object to the 10°C object until both objects reach 50°C.
B. Cold flows from the 10°C object to the 60°C object until both objects reach 50°C.
C. Heat flows from the 60°C object to the 10°C object until both objects reach the same temperature.
D. Cold flows from the 10°C object to the 60°C object until both objects reach the same temperature.

Open-Response Questions

BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION.
Show all your work (diagrams, tables, or computations) in your Student Answer Booklet.
If you do the work in your head, explain in writing how you did the work.

Refer to the following information for the next four questions.

a. Describe the direction of heat flow between the cups of water in the first few minutes of the investigation.

b. Identify the primary method of heat transfer (conduction, convection, radiation) between the cups of water. Describe how the transfer of heat occurred for the method you identified.

c. After 25 minutes, the water in both cups reaches thermal equilibrium. Explain how the student can determine that thermal equilibrium has been reached between the cups.

d. On the grid in your Student Answer Booklet, copy the title, axes, and labels of the graph, as shown below. Draw two curves, one to represent the temperature of the water in cup 1 and the other to represent the temperature of the water in cup 2, over a 30-minute period. Assume no heat is lost to the surroundings.

Refer to the following information for the next four questions.

a. Compare the amount of force needed to start the bookcase moving to the amount of force needed to keep it moving at a constant speed.

b. On the grid in your Student Answer Booklet, copy the free-body force diagram. Add to your diagram the horizontal forces acting on the bookcase when it is pushed at a constant speed. Include labels and use the grid squares to represent the relative magnitude of each force acting on the bookcase.

c. Identify one change to the bookcase or the floor that would affect the amount of force required to move the bookcase.

d. Explain how the change you identified in part (c) affects the amount of force required to start the bookcase moving or to keep it moving.

Refer to the following information for the next four questions.

a. Identify a different circuit component that could serve the same purpose as the solar panel in this circuit.

b. Calculate the current in the student’s circuit. Show your calculations and include units in your answer.

c. Calculate the power produced by the student’s circuit. Show your calculations and include units in your answer.

d. Describe one way the student can modify the circuit to increase the current through the resistor.

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