Warm up GMAS Review Quiz-January 2019

1. A coach at a track meet measured the time of a runner every 10 meters (m) during a 100 m dash. The data for the runner are shown.

Which statement is the BEST analysis of the data for the runner?

• The runner covers the first 80 m running at a constant speed and then slows down, reaching a

  minimum speed during the final 20 m.

• The runner starts slower and speeds up, reaching a constant speed between 20 and 80 m, and then

  speeds up again during the final 20 m.

• The runner covers the first 70 m running at a constant speed and then speeds up, reaching a

  maximum speed during the final 30 m.

• The runner starts slower and speeds up, reaching a maximum speed between 50 and 70 m, and then

  slows down during the final 30 m.

A student is planning an investigation to explore different properties of matter.

Which investigation will help the student explore a physical property of matter?

• investigation: Place a solid in a beaker and add a small amount of liquid.

  observation: The beaker becomes warm to the touch.

• investigation: Add a small amount of solid to a liquid in a beaker.

  observation: The solid dissolves in the liquid.

• investigation: Add a small amount of solid to a liquid in a beaker.

  observation: The solution starts to fizz and overflows the container

• investigation: Place a solid in a beaker and add a small amount of liquid.

  observation: Bubbles form on the top of the solid.

A student is shown a simple model of particles that make up a liquid, as shown. How should the model be changed to show the particles of a solid?

• Increase the velocities of the particles, and increase the space between the particles.

• Increase the velocities of the particles, and decrease the space between the particles.

• Decrease the velocities of the particles, and increase the space between the particles.

• Decrease the velocities of the particles, and decrease the space between the particles.

A student is shown a simple model of particles that make up a liquid, as shown. How should the model be changed to show the particles of a liquid at a higher temperature?

• Separate the particles into positive and negative charges, and increase the space between the particles.

• Separate the particles into positive and negative charges, but maintain the same space between the particles.

• Decrease the velocities of the particles, and decrease the space between the particles.

• Increase the velocities of the particles, but maintain the same space between the particles.

A soccer ball is thrown into the game from the sidelines.

Which statement BEST describes the ball’s travel in terms of potential and kinetic energy?

• The ball has maximum kinetic energy at Point 1 and maximum potential energy at Point 4.

• The ball has maximum potential energy at Point 1 and maximum kinetic energy at Point 3.

• The ball has maximum potential energy at Point 2 and maximum kinetic energy at Point 4.

• The ball has maximum kinetic energy at Point 2 and maximum potential energy at Point 3.

A lab group designs an experiment to test which of four identical bottles will produce the sound with the highest pitch when air is blown across the opening at the top. Their initial hypothesis is that the highest pitches are produced when equal amounts of water and air are in the bottle. When blowing air across the tops of the bottles, Bottle 4 produces the sound with the highest pitch.

Which would be the BEST hypothesis based on their results?

• The pitch of the sound produced when air is blown across a bottle does not depend on the contents of the bottle, but only on the size of the bottle.

• The highest pitches are produced when the total mass of air in the bottle is greater than the total mass of the water in the bottle.

• Sounds with the highest pitch are produced when all air is removed from the bottle.

• The pitch of the sound increases as the amount of air in the bottle decreases.

A student plans an experiment to test the Law of Conservation of Energy. The student sets up a pendulum and hypothesizes that the pendulum will not stop. The student finds that the pendulum eventually slows down and stops. Explain these results in terms of the Law of Conservation of Energy.

• The pendulum stopped because air resistance slowed the pendulum, and according to the Law of Conservation of Energy, energy was destroyed.

• The pendulum stopped because there was not enough kinetic energy, and according to the Law of Conservation of Energy, the energy was destroyed.

• The pendulum stopped due to friction, and according to the Law of Conservation of Energy, no energy is lost, just changed from potential energy to thermal energy.

• The pendulum stopped due to gravity, and according to the Law of Conservation of Energy, no energy is lost, just changed from gravitational energy to potential energy.

Which of these processes would produce a chemical change?

• 2, 3, 6

• 1, 4, 6

• 1, 4, 5

• 2, 3, 5

Most elements on the periodic table are_____________?

• Metals

• Metalliods

• Nonmetals

What is true of the Law of Conservation of Mass?

• Reactants have a greater mass because some matter was destroyed.

• Mass of the reactants is the same as the mass of the products.

• The reactants have a greater mass because some of the mass was converted to heat.

• Products have a greater mass because matter was created.