Integrated Physical Sciences (C165)
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Free Integrated Physical Sciences (C165) Questions
A geologist is doing a risk assessment for a location where the African plate is moving away from the South American plate. Which risk description must the geologist give for this location
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There is moderate risk of both volcanoes and earthquakes.
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There is low risk of both volcanoes and earthquakes.
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There is high risk of volcanoes and low risk of large earthquakes.
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It was exposed to high heat and pressure, and then experienced deposition.
Explanation
Correct Answer B: There is low risk of both volcanoes and earthquakes.
Explanation:
The African plate and the South American plate are moving away from each other at the mid-Atlantic ridge, a divergent boundary. At divergent boundaries, earthquakes and volcanoes can occur, but the risk is relatively low compared to other plate boundary types such as convergent or transform.
Why other options are wrong:
A) There is moderate risk of both volcanoes and earthquakes:
While volcanic activity can occur at divergent boundaries, the risk of both earthquakes and volcanoes is typically low, not moderate.
C) There is high risk of volcanoes and low risk of large earthquakes:
This description is more applicable to convergent boundaries (like subduction zones) where more intense volcanic and seismic activity occurs.
D) It was exposed to high heat and pressure, and then experienced deposition:
This describes a metamorphic or sedimentary process rather than the geological activity occurring at a divergent boundary.
The map shows some of Earth's tectonic plates with the directions of plate motion indicated by arrows
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Volcanoes are equally likely at locations A and C.
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Changes in average temperature from increases in atmospheric carbon dioxide.
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Volcanoes are more likely at location C than at location A.
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There are no volcanoes at either location A or C.
Explanation
Correct Answer C: Volcanoes are more likely at location C than at location A.
Explanation:
Tectonic plate boundaries, such as divergent, convergent, or transform boundaries, are where volcanoes are more likely to occur. If location C is near a divergent or convergent boundary (for example, a subduction zone), volcanic activity is more likely there.
Why other options are wrong:
A) Volcanoes are equally likely at locations A and C:
This is unlikely unless the plate boundaries at both locations have the same type of movement and conditions, which may not be true.
B) Changes in average temperature from increases in atmospheric carbon dioxide:
This option is unrelated to tectonic plate movement and volcanic activity. It pertains to global warming and climate change.
D) There are no volcanoes at either location A or C:
This is incorrect if either location is near tectonic plate boundaries where volcanic activity is typically found.
A woman applies an upward force to a basket filled with groceries. Assume she is standing still. What will happen to the basket if the force she applies is greater than the force of gravity
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The basket will fall to the ground.
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The basket will tip over sideways.
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The basket will remain stationary on the ground.
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The basket will move up.
Explanation
Correct Answer D: The basket will move up.
Explanation:
If the upward force applied by the woman is greater than the downward force of gravity, the net force will cause the basket to accelerate upwards.
Why other options are wrong:
A) The basket will fall to the ground:
This would happen if the woman applied no force or if gravity were stronger than any applied force, which is not the case here.
B) The basket will tip over sideways:
This could happen if the woman applies a force off-center, but in this case, the focus is on the upward force overcoming gravity.
C) The basket will remain stationary on the ground:
If the applied force is greater than gravity, the basket will move up, not remain stationary.
Which of these is true about scientific theories and scientific laws
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A theory is about something very specific, while a law covers a broad range of phenomena.
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Laws are theories that have been thoroughly tested and proved true.
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A law describes something specific that always happens, while a theory explains why or how a range of phenomena happen.
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Laws are those theories that scientists have agreed at research conferences to accept.
Explanation
Correct Answer C: A law describes something specific that always happens, while a theory explains why or how a range of phenomena happen.
Explanation:
A scientific law is a statement that describes a consistent, observed phenomenon under certain conditions. It tells us what happens, while a scientific theory provides an explanation of how or why a phenomenon occurs based on evidence and experimentation.
Why other options are wrong:
A) A theory is about something very specific, while a law covers a broad range of phenomena:
This is incorrect. A theory covers a broad range of phenomena, explaining the underlying causes, while a law describes a specific observation.
B) Laws are theories that have been thoroughly tested and proved true:
This is incorrect. A law is not a theory, and while both are tested, a law describes what happens and does not explain why.
D) Laws are those theories that scientists have agreed at research conferences to accept:
This is incorrect. A law is not a theory agreed upon in conferences. It is a well-established fact based on extensive evidence.
Which question could be answered with a controlled experiment
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What happens to ice when it is placed in a vacuum?
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Does ice melt faster in an empty glass or in a glass full of water?
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How does the color of the glass affect the melting rate of ice?
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What is the average temperature of ice in a freezer?
Explanation
Correct Answer B: Does ice melt faster in an empty glass or in a glass full of water?
Explanation:
A controlled experiment allows for testing one variable while keeping others constant. In this case, the experiment could compare the rate at which ice melts in an empty glass versus a glass full of water, while controlling factors like temperature and size of the ice cube.
Why other options are wrong:
A) What happens to ice when it is placed in a vacuum?
This question involves factors outside of a simple controlled experiment, as it would require creating a vacuum and understanding multiple scientific concepts.
C) How does the color of the glass affect the melting rate of ice?
Although this could be tested in a controlled experiment, it is less straightforward than the melting ice in an empty glass versus a glass of water. The variables here would also need careful control.
D) What is the average temperature of ice in a freezer?
This is more of an observational question and would not require an experiment to measure the temperature.
A gardener is working in a garden on a hot, humid day. Suddenly, clouds begin to form. Within a few hours, gusty winds and a thunderstorm are passing through the area. After the storms pass, the weather is clear and much cooler. What caused this change in weather
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Information obtained through the senses
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A high-pressure system rested over the area
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A cold front moved through the area
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A low-pressure system rested over the area
Explanation
Correct Answer C: A cold front moved through the area
Explanation:
A cold front is typically associated with thunderstorms and a sudden drop in temperature after it passes. The weather changes from hot and humid to cooler and clearer, as described in the scenario.
Why other options are wrong:
A) Information obtained through the senses:
This option is not related to the cause of the weather change. It refers to gathering sensory data, but not an atmospheric event like a cold front.
B) A high-pressure system rested over the area:
High-pressure systems are typically associated with clear, calm weather, not thunderstorms and cooling temperatures.
D) A low-pressure system rested over the area:
Low-pressure systems often lead to cloudy, stormy weather, but the cooling after the storm and clear skies are more indicative of a cold front passing through.
What is the SI base unit for mass
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ounce
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pound
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kilogram
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gram
Explanation
Correct Answer C: kilogram
Explanation:
The kilogram (kg) is the SI base unit for mass. While gram is commonly used in practice, kilogram is the base unit for mass in the SI system.
Why other options are wrong:
A) ounce:
This is incorrect as ounces are not an SI unit; they belong to the imperial system.
B) pound:
This is incorrect because the pound is also part of the imperial system, not SI.
D) gram:
Although gram is widely used, it is not the base unit for mass in the SI system. The kilogram is the base unit.
Which of the following derived units do NOT measure speed
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mm/min²
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cm/day
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m/s
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km/hr
Explanation
Correct Answer A: mm/min²
Explanation:
mm/min² is a unit of acceleration, not speed, because it includes time squared (min²), which signifies change in speed over time.
Why other options are wrong:
B) cm/day:
This is a unit of speed (distance over time), just expressed in centimeters per day.
C) m/s:
This is a valid unit of speed, representing meters per second.
D) km/hr:
This is another valid unit of speed, representing kilometers per hour.
Two identical train engines are parked on parallel tracks. One engine has ten cars attached, and the other has no cars attached. Each engine exerts the same net force, which allows the train to overcome static friction. Which engine will be able to accelerate more
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The box with less mass accelerates more.
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The basket will move up.
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The engine not pulling any cars will accelerate more.
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Both engines will remain at rest.
Explanation
Correct Answer C: The engine not pulling any cars will accelerate more.
Explanation:
According to Newton's second law of motion, acceleration is inversely proportional to mass. The engine without cars has less mass to move, so it will accelerate more when the same force is applied.
Why other options are wrong:
A) The box with less mass accelerates more:
While this principle is correct, this option does not directly answer the question about which engine will accelerate more.
B) The basket will move up:
This option is unrelated to the scenario with the train engines and does not make sense in the context of the question.
D) Both engines will remain at rest:
This is incorrect because the engines are exerting enough force to overcome static friction, so both will begin to move, but the engine with fewer cars will accelerate more.
Which force keeps Jupiter in orbit around the Sun
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Gravity
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Inertia
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Precipitation
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Friction
Explanation
Correct Answer A: Gravity
Explanation:
Gravity is the force that keeps Jupiter in orbit around the Sun. The gravitational pull from the Sun attracts Jupiter, preventing it from flying off into space.
Why other options are wrong:
B) Inertia:
Inertia is the tendency of an object to resist changes in motion, but it is gravity that ultimately keeps Jupiter in orbit.
C) Precipitation:
Precipitation refers to water that falls from the sky (rain, snow, etc.) and is unrelated to the forces acting on planets in orbit.
D) Friction:
Friction is a force that resists motion between two surfaces in contact, but it does not play a role in keeping planets in orbit.
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Frequently Asked Question
SCIE 1020 C165 covers fundamental principles of physical sciences, including Newton’s Laws of Motion, energy transfer, the greenhouse effect, atomic structure, chemical reactions, forces, and properties of matter.
The best approach includes reviewing course materials, taking practice quizzes, watching explanatory videos, and applying concepts to real-world scenarios to strengthen understanding.
Newton’s First Law (the Law of Inertia) explains why objects resist changes in motion, such as why passengers lurch forward when a car suddenly stops.
Water’s high specific heat capacity allows it to absorb and release heat slowly, helping stabilize temperatures in coastal and oceanic environments.
Greenhouse gases trap infrared radiation emitted by Earth's surface, preventing heat from escaping and leading to an increase in global temperatures.
The three types of heat transfer are conduction (direct contact), convection (fluid movement), and radiation (electromagnetic waves).
Kinetic energy is the energy of motion (e.g., a moving car), while potential energy is stored energy (e.g., a stretched rubber band).