Physics Midterm Review

Which graphs show an object traveling at a constant non-zero velocity?

• Graphs I & II

• Graphs I & IV

• Graphs II & III

• Graphs II & IV

Which graph depicts a velocity-time graph that can correspond to the car’s motion?

• 
• 
• 
• 

Tags

NGSS.MS-PS3-1

On a graph of velocity versus time, what does the horizontal line, drawn between 4 to 6 seconds, represent?

• the object is standing still

• the object’s acceleration is positive

• the object’s acceleration is negative

• the object is moving at a constant velocity

Two hikers, on the Appalachian Trail, travel northeast along the trail for 2.5 miles. They average a 2.3 mile/hour pace headed northeast. The temperature increases to 88 degrees F as the sun rises. They stop for a moment to drink 600 mL of water from their water bottles. The trail shifts slightly to a due north direction as they walk for 5.0 more miles. By this time the hikers are ready to eat lunch. The hikers remove their 25.0 kg backpacks and sit on a log that is off the trail. They eat and rest for 45 minutes, and resume their walk due north for 2 more miles.

• 9 vector quantities

• 5 vector quantities

• 4 vector quantities

• 2 vector quantities

Tags

NGSS.MS-PS2-2

Two students argue over the differences between speed and velocity. One student says, “Speed is a vector because it describes how fast an object is traveling. Velocity is a scalar because it tells how fast and in what

direction an object is traveling.”

• The student’s understanding of speed and velocity is correct but their understanding of scalar and vector is incorrect.

• The student’s understanding of speed and velocity is incorrect but their understanding of scalar and vector is correct.

• The student’s understanding of all four terms (speed, velocity, scalar, and vector) is incorrect.

• The student’s understanding of all four terms (speed, velocity, scalar, and vector) is correct.

You drop a 1 kg weight from different heights and record the time it takes for the object to hit the ground when dropped from different heights. The data you collect is shown above.

You drop a 5 kg weight from the same heights. How will your time values in your new data table for the 5 kg weight compare to the times for the 1 kg weight?

• The time values will all be much larger.

• The time values will all be much smaller.

• Some time values will be much larger and some will be much smaller.

• The time values will be about the same.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-4

Use the information and table to answer the following question.

The students drop each object from a height of 1.5m. They use a timer to determine how long it takes each object to hit the ground. One of the students forgets to record the data for the time it took the samples of paper to fall. Which answer is MOST LIKELY to approximate the results the students observed in their experiment?

• The balled up and flat sheets of paper both fell faster than the physics book because they have less mass.

• The balled up and flat sheets of paper both took longer to fall than the physics book because they have less mass.

• The balled up and flat sheets of paper both hit the ground at

  approximately the same time as the physics book.

• The balled up sheet of paper hit the ground at approximately the same time as the physics book. The flat sheet took longer to fall due to air resistance.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-4

A student is walking a path to determine a resulting displacement. The

student begins by walking 5 m east, then 4 m south, 4 m west, and 1 m south.

Which vector diagram shows the proper strategy to add the four vectors?

• 
• 
• 
• 

A soccer ball was kicked toward the goal. The horizontal component of

velocity was 22 m/s and the vertical component was 12 m/s. What is the

magnitude of the resultant velocity of the soccer ball?

• 10 m/s

• 25 m/s

• 29 m/s

• 34 m/s

Which of the following scenarios is possible for the resultant velocity of an airplane in a strong wind to be 150 m/s?

• The wind is blowing at 10 m/s. The airplane is flying against (headwind) the wind at 140 m/s.

• The wind is blowing at 20 m/s. The airplane is flying with (tailwind) the wind at 130 m/s.

• The wind is blowing at 50 m/s. The airplane is flying against (headwind) the wind at 100 m/s.

• The wind is blowing at 200 m/s. The airplane is flying with (tailwind) the wind at 50 m/s.

Tags

NGSS.MS-ESS2-5