GED Science Practice Test 4

Question 1 of 34 · Human body and health

Vaccines and the Immune Response

Your immune system protects you from pathogens, such as viruses and bacteria, that cause disease. When a pathogen enters the body, white blood cells called B cells make antibodies. Antibodies are proteins that attach to the pathogen and help the body destroy it. Some B cells also become memory cells. Memory cells stay in the body for years. If the same pathogen enters the body again, memory cells recognize it and start making antibodies much more quickly.

A vaccine contains a harmless form or a piece of a pathogen. It trains the immune system to recognize the pathogen without causing the disease.

In a study of a new vaccine, 50 adult volunteers received a first dose on day 0 and a second dose, called a booster, on day 60. Researchers measured the amount of antibody in each volunteer's blood every 10 days, in arbitrary units (AU). The graph shows the average for all 50 volunteers. The dashed line marks 100 AU, the level the researchers consider protective.

Line graph of average antibody level in arbitrary units (AU) versus days after the first vaccine dose, 0 to 120 days. The first dose was given on day 0 and the booster on day 60. A dashed line marks the protective level of 100 AU. Values: day 0: 0, day 10: 15, day 20: 60, day 30: 50, day 40: 35, day 50: 25, day 60: 20, day 70: 250, day 80: 420, day 90: 380, day 100: 320, day 110: 270, day 120: 230. 0 50 100 150 200 250 300 350 400 450 0 10 20 30 40 50 60 70 80 90 100 110 120 Days after first dose Average antibody level (AU) Protective level (100 AU) First dose Booster

According to the graph, about how many days after the booster dose did the average antibody level reach its highest value?

Answer choices
Hint

Find the booster on the time axis first. Then find the highest point that comes after it and count the days between them.

Question 2 of 34 · Human body and health

Vaccines and the Immune Response

Your immune system protects you from pathogens, such as viruses and bacteria, that cause disease. When a pathogen enters the body, white blood cells called B cells make antibodies. Antibodies are proteins that attach to the pathogen and help the body destroy it. Some B cells also become memory cells. Memory cells stay in the body for years. If the same pathogen enters the body again, memory cells recognize it and start making antibodies much more quickly.

A vaccine contains a harmless form or a piece of a pathogen. It trains the immune system to recognize the pathogen without causing the disease.

In a study of a new vaccine, 50 adult volunteers received a first dose on day 0 and a second dose, called a booster, on day 60. Researchers measured the amount of antibody in each volunteer's blood every 10 days, in arbitrary units (AU). The graph shows the average for all 50 volunteers. The dashed line marks 100 AU, the level the researchers consider protective.

Line graph of average antibody level in arbitrary units (AU) versus days after the first vaccine dose, 0 to 120 days. The first dose was given on day 0 and the booster on day 60. A dashed line marks the protective level of 100 AU. Values: day 0: 0, day 10: 15, day 20: 60, day 30: 50, day 40: 35, day 50: 25, day 60: 20, day 70: 250, day 80: 420, day 90: 380, day 100: 320, day 110: 270, day 120: 230. 0 50 100 150 200 250 300 350 400 450 0 10 20 30 40 50 60 70 80 90 100 110 120 Days after first dose Average antibody level (AU) Protective level (100 AU) First dose Booster

Which statement best explains why the antibody level rose faster and higher after the booster than after the first dose?

Answer choices
Hint

Reread the part of the passage about what some B cells become, and what those cells do when the same pathogen returns.

Question 3 of 34 · Human body and health

Fill in
Vaccines and the Immune Response

Your immune system protects you from pathogens, such as viruses and bacteria, that cause disease. When a pathogen enters the body, white blood cells called B cells make antibodies. Antibodies are proteins that attach to the pathogen and help the body destroy it. Some B cells also become memory cells. Memory cells stay in the body for years. If the same pathogen enters the body again, memory cells recognize it and start making antibodies much more quickly.

A vaccine contains a harmless form or a piece of a pathogen. It trains the immune system to recognize the pathogen without causing the disease.

In a study of a new vaccine, 50 adult volunteers received a first dose on day 0 and a second dose, called a booster, on day 60. Researchers measured the amount of antibody in each volunteer's blood every 10 days, in arbitrary units (AU). The graph shows the average for all 50 volunteers. The dashed line marks 100 AU, the level the researchers consider protective.

Line graph of average antibody level in arbitrary units (AU) versus days after the first vaccine dose, 0 to 120 days. The first dose was given on day 0 and the booster on day 60. A dashed line marks the protective level of 100 AU. Values: day 0: 0, day 10: 15, day 20: 60, day 30: 50, day 40: 35, day 50: 25, day 60: 20, day 70: 250, day 80: 420, day 90: 380, day 100: 320, day 110: 270, day 120: 230. 0 50 100 150 200 250 300 350 400 450 0 10 20 30 40 50 60 70 80 90 100 110 120 Days after first dose Average antibody level (AU) Protective level (100 AU) First dose Booster

The highest average antibody level after the booster was how many times the highest average antibody level after the first dose (before the booster)?

times

Type your answer in the box. Fractions like 3/4 are fine.

Hint

Find the peak value in each part of the graph (before day 60 and after day 60). Then divide the larger by the smaller.

Question 4 of 34 · Human body and health

Hot spot
Vaccines and the Immune Response

Your immune system protects you from pathogens, such as viruses and bacteria, that cause disease. When a pathogen enters the body, white blood cells called B cells make antibodies. Antibodies are proteins that attach to the pathogen and help the body destroy it. Some B cells also become memory cells. Memory cells stay in the body for years. If the same pathogen enters the body again, memory cells recognize it and start making antibodies much more quickly.

A vaccine contains a harmless form or a piece of a pathogen. It trains the immune system to recognize the pathogen without causing the disease.

In a study of a new vaccine, 50 adult volunteers received a first dose on day 0 and a second dose, called a booster, on day 60. Researchers measured the amount of antibody in each volunteer's blood every 10 days, in arbitrary units (AU). The graph shows the average for all 50 volunteers. The dashed line marks 100 AU, the level the researchers consider protective.

Line graph of average antibody level in arbitrary units (AU) versus days after the first vaccine dose, 0 to 120 days. The first dose was given on day 0 and the booster on day 60. A dashed line marks the protective level of 100 AU. Values: day 0: 0, day 10: 15, day 20: 60, day 30: 50, day 40: 35, day 50: 25, day 60: 20, day 70: 250, day 80: 420, day 90: 380, day 100: 320, day 110: 270, day 120: 230. 0 50 100 150 200 250 300 350 400 450 0 10 20 30 40 50 60 70 80 90 100 110 120 Days after first dose Average antibody level (AU) Protective level (100 AU) First dose Booster

Look at the graph in the passage. Click the first data point at which the average antibody level was at or above the protective level.

Click on the figure to mark your answer (or focus it and use the arrow keys).

Line graph of average antibody level in arbitrary units (AU) versus days after the first vaccine dose, 0 to 120 days. The first dose was given on day 0 and the booster on day 60. A dashed line marks the protective level of 100 AU. Values: day 0: 0, day 10: 15, day 20: 60, day 30: 50, day 40: 35, day 50: 25, day 60: 20, day 70: 250, day 80: 420, day 90: 380, day 100: 320, day 110: 270, day 120: 230. 0 50 100 150 200 250 300 350 400 450 0 10 20 30 40 50 60 70 80 90 100 110 120 Days after first dose Average antibody level (AU) Protective level (100 AU) First dose Booster
Hint

The protective level is the dashed line. Move from left to right and stop at the first point that is on or above it.

Question 5 of 34 · Human body and health

Measles and Herd Immunity

Measles is a disease caused by a virus. It spreads through the air when an infected person coughs or sneezes, and it is one of the most contagious diseases known. Antibiotics, which kill bacteria, do not work against viruses. The best protection against measles is a vaccine, given in two doses during childhood.

Some people cannot be vaccinated, such as babies younger than 12 months and people whose immune systems are weakened by certain illnesses or medicines. These people can still be protected by herd immunity. When a large share of a community is immune, an infected person is unlikely to meet someone the virus can infect, so the disease cannot spread easily. For measles, health experts estimate that about 95% of a community must be immune.

During one outbreak year, a state health department compared five towns. The chart shows each town's vaccination rate (the percent of residents who were fully vaccinated) and the number of measles cases for every 10,000 residents.

Bar graph of measles cases per 10,000 residents during one outbreak year in five towns. Town A, 98% vaccinated: 0 cases per 10,000; Town B, 95% vaccinated: 1 cases per 10,000; Town C, 91% vaccinated: 6 cases per 10,000; Town D, 86% vaccinated: 19 cases per 10,000; Town E, 80% vaccinated: 42 cases per 10,000. 0 5 10 15 20 25 30 35 40 45 0 Town A 98% vaccinated 1 Town B 95% vaccinated 6 Town C 91% vaccinated 19 Town D 86% vaccinated 42 Town E 80% vaccinated Measles cases per 10,000 residents Town (vaccination rate)

Which conclusion is best supported by the chart?

Answer choices
Hint

Check each choice against the numbers on the chart. Watch for choices that go further than the data, or that the data cannot show.

Question 6 of 34 · Human body and health

Fill in
Measles and Herd Immunity

Measles is a disease caused by a virus. It spreads through the air when an infected person coughs or sneezes, and it is one of the most contagious diseases known. Antibiotics, which kill bacteria, do not work against viruses. The best protection against measles is a vaccine, given in two doses during childhood.

Some people cannot be vaccinated, such as babies younger than 12 months and people whose immune systems are weakened by certain illnesses or medicines. These people can still be protected by herd immunity. When a large share of a community is immune, an infected person is unlikely to meet someone the virus can infect, so the disease cannot spread easily. For measles, health experts estimate that about 95% of a community must be immune.

During one outbreak year, a state health department compared five towns. The chart shows each town's vaccination rate (the percent of residents who were fully vaccinated) and the number of measles cases for every 10,000 residents.

Bar graph of measles cases per 10,000 residents during one outbreak year in five towns. Town A, 98% vaccinated: 0 cases per 10,000; Town B, 95% vaccinated: 1 cases per 10,000; Town C, 91% vaccinated: 6 cases per 10,000; Town D, 86% vaccinated: 19 cases per 10,000; Town E, 80% vaccinated: 42 cases per 10,000. 0 5 10 15 20 25 30 35 40 45 0 Town A 98% vaccinated 1 Town B 95% vaccinated 6 Town C 91% vaccinated 19 Town D 86% vaccinated 42 Town E 80% vaccinated Measles cases per 10,000 residents Town (vaccination rate)

Town D has 30,000 residents. Based on the chart, how many measles cases were reported in Town D during the outbreak year?

cases

Type your answer in the box. Fractions like 3/4 are fine.

Hint

The chart gives cases for every 10,000 residents. How many groups of 10,000 are in 30,000?

Question 7 of 34 · Human body and health

Measles and Herd Immunity

Measles is a disease caused by a virus. It spreads through the air when an infected person coughs or sneezes, and it is one of the most contagious diseases known. Antibiotics, which kill bacteria, do not work against viruses. The best protection against measles is a vaccine, given in two doses during childhood.

Some people cannot be vaccinated, such as babies younger than 12 months and people whose immune systems are weakened by certain illnesses or medicines. These people can still be protected by herd immunity. When a large share of a community is immune, an infected person is unlikely to meet someone the virus can infect, so the disease cannot spread easily. For measles, health experts estimate that about 95% of a community must be immune.

During one outbreak year, a state health department compared five towns. The chart shows each town's vaccination rate (the percent of residents who were fully vaccinated) and the number of measles cases for every 10,000 residents.

Bar graph of measles cases per 10,000 residents during one outbreak year in five towns. Town A, 98% vaccinated: 0 cases per 10,000; Town B, 95% vaccinated: 1 cases per 10,000; Town C, 91% vaccinated: 6 cases per 10,000; Town D, 86% vaccinated: 19 cases per 10,000; Town E, 80% vaccinated: 42 cases per 10,000. 0 5 10 15 20 25 30 35 40 45 0 Town A 98% vaccinated 1 Town B 95% vaccinated 6 Town C 91% vaccinated 19 Town D 86% vaccinated 42 Town E 80% vaccinated Measles cases per 10,000 residents Town (vaccination rate)

In Town A, almost no babies younger than 12 months caught measles, even though they were too young to be vaccinated. Which explanation is best supported by the passage?

Answer choices
Hint

Find the part of the passage that describes people who cannot be vaccinated. How are they protected?

Question 8 of 34 · Human body and health

Drop-down
Measles and Herd Immunity

Measles is a disease caused by a virus. It spreads through the air when an infected person coughs or sneezes, and it is one of the most contagious diseases known. Antibiotics, which kill bacteria, do not work against viruses. The best protection against measles is a vaccine, given in two doses during childhood.

Some people cannot be vaccinated, such as babies younger than 12 months and people whose immune systems are weakened by certain illnesses or medicines. These people can still be protected by herd immunity. When a large share of a community is immune, an infected person is unlikely to meet someone the virus can infect, so the disease cannot spread easily. For measles, health experts estimate that about 95% of a community must be immune.

During one outbreak year, a state health department compared five towns. The chart shows each town's vaccination rate (the percent of residents who were fully vaccinated) and the number of measles cases for every 10,000 residents.

Bar graph of measles cases per 10,000 residents during one outbreak year in five towns. Town A, 98% vaccinated: 0 cases per 10,000; Town B, 95% vaccinated: 1 cases per 10,000; Town C, 91% vaccinated: 6 cases per 10,000; Town D, 86% vaccinated: 19 cases per 10,000; Town E, 80% vaccinated: 42 cases per 10,000. 0 5 10 15 20 25 30 35 40 45 0 Town A 98% vaccinated 1 Town B 95% vaccinated 6 Town C 91% vaccinated 19 Town D 86% vaccinated 42 Town E 80% vaccinated Measles cases per 10,000 residents Town (vaccination rate)

Complete the statements using information from the passage.

Measles is caused by a . For this reason, a doctor would expect antibiotics to . To stop measles from spreading easily in a community, about of the people must be immune.

Choose an answer from each menu.

Hint

Each blank has a matching sentence in the first two paragraphs. Find the sentence before choosing.

Question 9 of 34 · Human body and health

Testing Handwashing Methods

Washing hands is one of the simplest ways to stop the spread of disease-causing bacteria and viruses. A student designed an experiment to compare handwashing methods.

Twenty-five volunteers each touched the same door handle. Then each volunteer was assigned one of five treatments, with five volunteers for each treatment. Right after the treatment, each volunteer pressed the fingertips of one hand onto a sterile agar plate, a dish of gel on which bacteria can grow. All plates were sealed and kept at 37 °C for 48 hours. Then the student counted the bacterial colonies on each plate. Each colony is a visible spot that grew from bacteria left on the fingertips.

Every volunteer used water from the same tap at the same temperature and dried their hands with a new paper towel.

TreatmentAverage number of colonies
No washing120
Water only, 5 seconds95
Water only, 20 seconds70
Soap and water, 5 seconds48
Soap and water, 20 seconds12

What was the purpose of the No washing treatment in this experiment?

Answer choices
Hint

Think about what the other four results are compared with.

Question 10 of 34 · Human body and health

Testing Handwashing Methods

Washing hands is one of the simplest ways to stop the spread of disease-causing bacteria and viruses. A student designed an experiment to compare handwashing methods.

Twenty-five volunteers each touched the same door handle. Then each volunteer was assigned one of five treatments, with five volunteers for each treatment. Right after the treatment, each volunteer pressed the fingertips of one hand onto a sterile agar plate, a dish of gel on which bacteria can grow. All plates were sealed and kept at 37 °C for 48 hours. Then the student counted the bacterial colonies on each plate. Each colony is a visible spot that grew from bacteria left on the fingertips.

Every volunteer used water from the same tap at the same temperature and dried their hands with a new paper towel.

TreatmentAverage number of colonies
No washing120
Water only, 5 seconds95
Water only, 20 seconds70
Soap and water, 5 seconds48
Soap and water, 20 seconds12

The student wants to find out how much soap alone changes the number of bacteria left on hands. Which two treatments should she compare?

Answer choices
Hint

In a fair comparison, only one thing differs between the two treatments.

Question 11 of 34 · Human body and health

Fill in
Testing Handwashing Methods

Washing hands is one of the simplest ways to stop the spread of disease-causing bacteria and viruses. A student designed an experiment to compare handwashing methods.

Twenty-five volunteers each touched the same door handle. Then each volunteer was assigned one of five treatments, with five volunteers for each treatment. Right after the treatment, each volunteer pressed the fingertips of one hand onto a sterile agar plate, a dish of gel on which bacteria can grow. All plates were sealed and kept at 37 °C for 48 hours. Then the student counted the bacterial colonies on each plate. Each colony is a visible spot that grew from bacteria left on the fingertips.

Every volunteer used water from the same tap at the same temperature and dried their hands with a new paper towel.

TreatmentAverage number of colonies
No washing120
Water only, 5 seconds95
Water only, 20 seconds70
Soap and water, 5 seconds48
Soap and water, 20 seconds12

By what percent did washing with soap and water for 20 seconds reduce the average number of colonies, compared with no washing?

%

Type your answer in the box. Fractions like 3/4 are fine.

Hint

Percent decrease = (original − new) ÷ original × 100. Which treatment gives the original value?

Question 12 of 34 · Heredity and genetics

An Inherited Disease: Cystic Fibrosis

Cystic fibrosis (CF) is an inherited disease. It causes thick, sticky mucus to build up in the lungs, which makes lung infections more likely. CF is caused by a recessive allele, f. The normal allele, F, is dominant.

  • A person with the genotype FF does not have CF.
  • A person with the genotype Ff does not have CF but is a carrier: this person can pass the f allele to children.
  • Only a person with the genotype ff has CF.

Each parent passes one of their two alleles to each child, by chance.

The pedigree shows three generations of one family. Squares are males, circles are females, and filled shapes are people who have CF. A horizontal line between two people connects a couple; a vertical line leads down to their children.

Pedigree of three generations. Generation I: I-1, a male without cystic fibrosis, and I-2, a female without cystic fibrosis, are parents. Their children in Generation II: II-1, a female without cystic fibrosis; II-2, a male WITH cystic fibrosis; II-3, a female without cystic fibrosis. II-3 has children with II-4, a male without cystic fibrosis from another family. Their children in Generation III: III-1, a male without cystic fibrosis, and III-2, a female WITH cystic fibrosis. Squares are males, circles are females, filled shapes have cystic fibrosis. I II III I-1 I-2 II-1 II-2 II-3 II-4 III-1 III-2 Male Female Has cystic fibrosis

What are the genotypes of the two people in Generation I (I-1 and I-2)?

Answer choices
Hint

Their son II-2 has CF. What genotype must he have, and where did each of his alleles come from?

Question 13 of 34 · Heredity and genetics

Fill in
An Inherited Disease: Cystic Fibrosis

Cystic fibrosis (CF) is an inherited disease. It causes thick, sticky mucus to build up in the lungs, which makes lung infections more likely. CF is caused by a recessive allele, f. The normal allele, F, is dominant.

  • A person with the genotype FF does not have CF.
  • A person with the genotype Ff does not have CF but is a carrier: this person can pass the f allele to children.
  • Only a person with the genotype ff has CF.

Each parent passes one of their two alleles to each child, by chance.

The pedigree shows three generations of one family. Squares are males, circles are females, and filled shapes are people who have CF. A horizontal line between two people connects a couple; a vertical line leads down to their children.

Pedigree of three generations. Generation I: I-1, a male without cystic fibrosis, and I-2, a female without cystic fibrosis, are parents. Their children in Generation II: II-1, a female without cystic fibrosis; II-2, a male WITH cystic fibrosis; II-3, a female without cystic fibrosis. II-3 has children with II-4, a male without cystic fibrosis from another family. Their children in Generation III: III-1, a male without cystic fibrosis, and III-2, a female WITH cystic fibrosis. Squares are males, circles are females, filled shapes have cystic fibrosis. I II III I-1 I-2 II-1 II-2 II-3 II-4 III-1 III-2 Male Female Has cystic fibrosis

II-3 and II-4 are expecting another child. What is the probability that this child will have CF? Enter your answer as a percent.

%

Type your answer in the box. Fractions like 3/4 are fine.

Hint

First use their daughter III-2 to work out the genotypes of II-3 and II-4. Then draw a Punnett square.

Question 14 of 34 · Heredity and genetics

An Inherited Disease: Cystic Fibrosis

Cystic fibrosis (CF) is an inherited disease. It causes thick, sticky mucus to build up in the lungs, which makes lung infections more likely. CF is caused by a recessive allele, f. The normal allele, F, is dominant.

  • A person with the genotype FF does not have CF.
  • A person with the genotype Ff does not have CF but is a carrier: this person can pass the f allele to children.
  • Only a person with the genotype ff has CF.

Each parent passes one of their two alleles to each child, by chance.

The pedigree shows three generations of one family. Squares are males, circles are females, and filled shapes are people who have CF. A horizontal line between two people connects a couple; a vertical line leads down to their children.

Pedigree of three generations. Generation I: I-1, a male without cystic fibrosis, and I-2, a female without cystic fibrosis, are parents. Their children in Generation II: II-1, a female without cystic fibrosis; II-2, a male WITH cystic fibrosis; II-3, a female without cystic fibrosis. II-3 has children with II-4, a male without cystic fibrosis from another family. Their children in Generation III: III-1, a male without cystic fibrosis, and III-2, a female WITH cystic fibrosis. Squares are males, circles are females, filled shapes have cystic fibrosis. I II III I-1 I-2 II-1 II-2 II-3 II-4 III-1 III-2 Male Female Has cystic fibrosis

A student says, "Because II-1 does not have cystic fibrosis, she cannot be a carrier." Which statement best evaluates the student's claim?

Answer choices
Hint

What genotypes can a person have if she does not have CF? What genotypes could II-1 have received from her parents?

Question 15 of 34 · Energy: conservation, transformation, flow

Drop-down
Recording Sound Waves

Sound is a mechanical wave. It moves as vibrations that are passed from particle to particle through a material, called a medium, such as air, water or a solid. Because sound needs particles to vibrate, it cannot travel through empty space (a vacuum).

Two properties of a sound wave affect what we hear:

  • Frequency is the number of vibrations (cycles) per second, measured in hertz (Hz). A higher frequency gives a higher pitch.
  • Amplitude is the size of the vibration. A larger amplitude gives a louder sound.

The time for one full cycle is the period. The speed of a wave (v), its frequency (f) and its wavelength (\lambda, the length of one full cycle, in meters) are related by the formula

v = f\lambda

In air at room temperature, sound travels at about 340 meters per second (m/s).

A student recorded two musical notes, A and B, with a microphone connected to a computer. The graphs show the first 10 milliseconds (ms) of each recording, drawn on the same scales.

Two graphs of sound waves recorded by a microphone, same scales, time from 0 to 10 milliseconds and displacement from minus 4 to plus 4 units. Note A: a smooth wave with amplitude 3 units that completes 4 full cycles in 10 ms. It starts at 0 at time 0 and rises first. Four points are labeled on note A: P at 0.625 ms (at the top of the first crest), Q at 1.25 ms (at zero, with the wave moving down), R at 2.5 ms (at zero, with the wave moving up after the first trough), S at 5 ms (at zero, with the wave moving up after the second trough). Note B: a smooth wave with amplitude 1.5 units that completes 8 full cycles in 10 ms. -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note A Displacement P Q R S -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note B Displacement Time (milliseconds, ms)

Complete the statement based on the graphs.

Compared with note A, note B has a pitch and is .

Choose an answer from each menu.

Hint

Pitch depends on how many cycles fit in the same time. Loudness depends on how tall the waves are.

Question 16 of 34 · Energy: conservation, transformation, flow

Fill in
Recording Sound Waves

Sound is a mechanical wave. It moves as vibrations that are passed from particle to particle through a material, called a medium, such as air, water or a solid. Because sound needs particles to vibrate, it cannot travel through empty space (a vacuum).

Two properties of a sound wave affect what we hear:

  • Frequency is the number of vibrations (cycles) per second, measured in hertz (Hz). A higher frequency gives a higher pitch.
  • Amplitude is the size of the vibration. A larger amplitude gives a louder sound.

The time for one full cycle is the period. The speed of a wave (v), its frequency (f) and its wavelength (\lambda, the length of one full cycle, in meters) are related by the formula

v = f\lambda

In air at room temperature, sound travels at about 340 meters per second (m/s).

A student recorded two musical notes, A and B, with a microphone connected to a computer. The graphs show the first 10 milliseconds (ms) of each recording, drawn on the same scales.

Two graphs of sound waves recorded by a microphone, same scales, time from 0 to 10 milliseconds and displacement from minus 4 to plus 4 units. Note A: a smooth wave with amplitude 3 units that completes 4 full cycles in 10 ms. It starts at 0 at time 0 and rises first. Four points are labeled on note A: P at 0.625 ms (at the top of the first crest), Q at 1.25 ms (at zero, with the wave moving down), R at 2.5 ms (at zero, with the wave moving up after the first trough), S at 5 ms (at zero, with the wave moving up after the second trough). Note B: a smooth wave with amplitude 1.5 units that completes 8 full cycles in 10 ms. -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note A Displacement P Q R S -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note B Displacement Time (milliseconds, ms)

Note A has a frequency of 400 Hz. Use the formula and the speed of sound given in the passage. What is the wavelength of note A in air, in meters?

m

Type your answer in the box. Fractions like 3/4 are fine.

Hint

Rearrange v = f\lambda to solve for \lambda. Divide the speed by the frequency.

Question 17 of 34 · Energy: conservation, transformation, flow

Hot spot
Recording Sound Waves

Sound is a mechanical wave. It moves as vibrations that are passed from particle to particle through a material, called a medium, such as air, water or a solid. Because sound needs particles to vibrate, it cannot travel through empty space (a vacuum).

Two properties of a sound wave affect what we hear:

  • Frequency is the number of vibrations (cycles) per second, measured in hertz (Hz). A higher frequency gives a higher pitch.
  • Amplitude is the size of the vibration. A larger amplitude gives a louder sound.

The time for one full cycle is the period. The speed of a wave (v), its frequency (f) and its wavelength (\lambda, the length of one full cycle, in meters) are related by the formula

v = f\lambda

In air at room temperature, sound travels at about 340 meters per second (m/s).

A student recorded two musical notes, A and B, with a microphone connected to a computer. The graphs show the first 10 milliseconds (ms) of each recording, drawn on the same scales.

Two graphs of sound waves recorded by a microphone, same scales, time from 0 to 10 milliseconds and displacement from minus 4 to plus 4 units. Note A: a smooth wave with amplitude 3 units that completes 4 full cycles in 10 ms. It starts at 0 at time 0 and rises first. Four points are labeled on note A: P at 0.625 ms (at the top of the first crest), Q at 1.25 ms (at zero, with the wave moving down), R at 2.5 ms (at zero, with the wave moving up after the first trough), S at 5 ms (at zero, with the wave moving up after the second trough). Note B: a smooth wave with amplitude 1.5 units that completes 8 full cycles in 10 ms. -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note A Displacement P Q R S -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note B Displacement Time (milliseconds, ms)

Note A's wave starts at zero at time 0 and rises first. Click the labeled point (P, Q, R or S) where note A has completed exactly one full cycle.

Click on the figure to mark your answer (or focus it and use the arrow keys).

Two graphs of sound waves recorded by a microphone, same scales, time from 0 to 10 milliseconds and displacement from minus 4 to plus 4 units. Note A: a smooth wave with amplitude 3 units that completes 4 full cycles in 10 ms. It starts at 0 at time 0 and rises first. Four points are labeled on note A: P at 0.625 ms (at the top of the first crest), Q at 1.25 ms (at zero, with the wave moving down), R at 2.5 ms (at zero, with the wave moving up after the first trough), S at 5 ms (at zero, with the wave moving up after the second trough). Note B: a smooth wave with amplitude 1.5 units that completes 8 full cycles in 10 ms. -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note A Displacement P Q R S -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note B Displacement Time (milliseconds, ms)
Hint

One full cycle includes one crest (top) and one trough (bottom), and ends when the wave is back where it started, moving the same way.

Question 18 of 34 · Energy: conservation, transformation, flow

Recording Sound Waves

Sound is a mechanical wave. It moves as vibrations that are passed from particle to particle through a material, called a medium, such as air, water or a solid. Because sound needs particles to vibrate, it cannot travel through empty space (a vacuum).

Two properties of a sound wave affect what we hear:

  • Frequency is the number of vibrations (cycles) per second, measured in hertz (Hz). A higher frequency gives a higher pitch.
  • Amplitude is the size of the vibration. A larger amplitude gives a louder sound.

The time for one full cycle is the period. The speed of a wave (v), its frequency (f) and its wavelength (\lambda, the length of one full cycle, in meters) are related by the formula

v = f\lambda

In air at room temperature, sound travels at about 340 meters per second (m/s).

A student recorded two musical notes, A and B, with a microphone connected to a computer. The graphs show the first 10 milliseconds (ms) of each recording, drawn on the same scales.

Two graphs of sound waves recorded by a microphone, same scales, time from 0 to 10 milliseconds and displacement from minus 4 to plus 4 units. Note A: a smooth wave with amplitude 3 units that completes 4 full cycles in 10 ms. It starts at 0 at time 0 and rises first. Four points are labeled on note A: P at 0.625 ms (at the top of the first crest), Q at 1.25 ms (at zero, with the wave moving down), R at 2.5 ms (at zero, with the wave moving up after the first trough), S at 5 ms (at zero, with the wave moving up after the second trough). Note B: a smooth wave with amplitude 1.5 units that completes 8 full cycles in 10 ms. -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note A Displacement P Q R S -4 -2 0 2 4 0 1 2 3 4 5 6 7 8 9 10 Note B Displacement Time (milliseconds, ms)

Two astronauts stand a few meters apart on the Moon, which has no air. One astronaut strikes a tuning fork and holds it up in front of her. Without a radio, the other astronaut hears nothing. Which statement best explains this?

Answer choices
Hint

Reread the first paragraph: what does sound need in order to travel?

Question 19 of 34 · Energy: conservation, transformation, flow

Drag and drop
Light and the Electromagnetic Spectrum

Light is an electromagnetic wave. Unlike sound, electromagnetic waves do not need a medium. They can travel through empty space at about 300,000 kilometers per second (km/s). That is how sunlight crosses the roughly 150,000,000 km between the Sun and Earth.

Visible light is only a small part of the electromagnetic spectrum, shown in the diagram. All of these waves travel at the same speed in space, but they have different wavelengths. The shorter the wavelength, the higher the frequency and the more energy the wave carries.

Higher-energy waves can harm living things. Ultraviolet (UV) light from the Sun can damage the DNA in skin cells. This causes sunburn and raises the risk of skin cancer. X-rays and gamma rays carry even more energy. The same kind of damage can also be useful: some hospitals use lamps that give off UV light to kill bacteria and viruses on surfaces, because damaged DNA stops these microbes from reproducing.

Diagram of the electromagnetic spectrum, arranged from left to right in order of decreasing wavelength and increasing frequency and energy: radio waves (longer than 1 m), microwaves (1 mm to 1 m), infrared (700 nm to 1 mm), visible light (400 to 700 nm), ultraviolet (10 to 400 nm), X-rays (0.01 to 10 nm), gamma rays (shorter than 0.01 nm). An arrow pointing right is labeled: shorter wavelength, higher frequency, higher energy. Radio longer than 1 m Microwave 1 mm to 1 m Infrared 700 nm to 1 mm Visible 400 to 700 nm Ultraviolet 10 to 400 nm X-rays 0.01 to 10 nm Gamma rays shorter than 0.01 nm Wavelength (nm = nanometer, one billionth of a meter) Longer wavelength, lower frequency, lower energy Shorter wavelength, higher frequency, higher energy

Use the diagram. Drag the waves into order from lowest energy to highest energy.

Lowest energyHighest energy

Tap a tile, then tap a box to place it.

Hint

The arrow above the diagram shows which direction energy increases.

Question 20 of 34 · Energy: conservation, transformation, flow

Light and the Electromagnetic Spectrum

Light is an electromagnetic wave. Unlike sound, electromagnetic waves do not need a medium. They can travel through empty space at about 300,000 kilometers per second (km/s). That is how sunlight crosses the roughly 150,000,000 km between the Sun and Earth.

Visible light is only a small part of the electromagnetic spectrum, shown in the diagram. All of these waves travel at the same speed in space, but they have different wavelengths. The shorter the wavelength, the higher the frequency and the more energy the wave carries.

Higher-energy waves can harm living things. Ultraviolet (UV) light from the Sun can damage the DNA in skin cells. This causes sunburn and raises the risk of skin cancer. X-rays and gamma rays carry even more energy. The same kind of damage can also be useful: some hospitals use lamps that give off UV light to kill bacteria and viruses on surfaces, because damaged DNA stops these microbes from reproducing.

Diagram of the electromagnetic spectrum, arranged from left to right in order of decreasing wavelength and increasing frequency and energy: radio waves (longer than 1 m), microwaves (1 mm to 1 m), infrared (700 nm to 1 mm), visible light (400 to 700 nm), ultraviolet (10 to 400 nm), X-rays (0.01 to 10 nm), gamma rays (shorter than 0.01 nm). An arrow pointing right is labeled: shorter wavelength, higher frequency, higher energy. Radio longer than 1 m Microwave 1 mm to 1 m Infrared 700 nm to 1 mm Visible 400 to 700 nm Ultraviolet 10 to 400 nm X-rays 0.01 to 10 nm Gamma rays shorter than 0.01 nm Wavelength (nm = nanometer, one billionth of a meter) Longer wavelength, lower frequency, lower energy Shorter wavelength, higher frequency, higher energy

A hospital uses ultraviolet (UV) lamps, rather than infrared heat lamps, to disinfect empty patient rooms. Which information from the passage best supports this choice?

Answer choices
Hint

Which choice explains why UV can kill microbes, while infrared cannot?

Question 21 of 34 · Energy: conservation, transformation, flow

Light and the Electromagnetic Spectrum

Light is an electromagnetic wave. Unlike sound, electromagnetic waves do not need a medium. They can travel through empty space at about 300,000 kilometers per second (km/s). That is how sunlight crosses the roughly 150,000,000 km between the Sun and Earth.

Visible light is only a small part of the electromagnetic spectrum, shown in the diagram. All of these waves travel at the same speed in space, but they have different wavelengths. The shorter the wavelength, the higher the frequency and the more energy the wave carries.

Higher-energy waves can harm living things. Ultraviolet (UV) light from the Sun can damage the DNA in skin cells. This causes sunburn and raises the risk of skin cancer. X-rays and gamma rays carry even more energy. The same kind of damage can also be useful: some hospitals use lamps that give off UV light to kill bacteria and viruses on surfaces, because damaged DNA stops these microbes from reproducing.

Diagram of the electromagnetic spectrum, arranged from left to right in order of decreasing wavelength and increasing frequency and energy: radio waves (longer than 1 m), microwaves (1 mm to 1 m), infrared (700 nm to 1 mm), visible light (400 to 700 nm), ultraviolet (10 to 400 nm), X-rays (0.01 to 10 nm), gamma rays (shorter than 0.01 nm). An arrow pointing right is labeled: shorter wavelength, higher frequency, higher energy. Radio longer than 1 m Microwave 1 mm to 1 m Infrared 700 nm to 1 mm Visible 400 to 700 nm Ultraviolet 10 to 400 nm X-rays 0.01 to 10 nm Gamma rays shorter than 0.01 nm Wavelength (nm = nanometer, one billionth of a meter) Longer wavelength, lower frequency, lower energy Shorter wavelength, higher frequency, higher energy

Using the information in the passage, about how long does it take light from the Sun to reach Earth? Use t = \dfrac{d}{v} (time = distance ÷ speed).

Answer choices
Hint

Divide the distance by the speed to get seconds. Then convert seconds into minutes.

Question 22 of 34 · Chemical properties and reactions

Drop-down
Making Ammonia for Fertilizer

Ammonia (\text{NH}_3) is one of the most important chemicals made by industry. Most of it is used to make fertilizers that help farmers grow food. Factories make ammonia with the Haber process, in which nitrogen gas from the air reacts with hydrogen gas:

nitrogen + hydrogen → ammonia

\text{N}_2 + \text{H}_2 \rightarrow \text{NH}_3 (not balanced)

In this and every chemical reaction, atoms are rearranged but are not created or destroyed. So the total mass of the products equals the total mass of the reactants. This is the law of conservation of mass.

The Haber reaction gives off heat. It is also reversible: as ammonia forms, some of it breaks back down into nitrogen and hydrogen, so the gas mixture leaving the reactor is never 100% ammonia. The graph shows the percent of ammonia in the final gas mixture at different temperatures and pressures (atm = atmospheres).

The reaction is extremely slow at low temperatures, even with an iron catalyst, a substance that speeds up a reaction without being used up. Most ammonia factories run at about 450 °C and 200 atm.

Line graph of the percent of ammonia in the final gas mixture versus temperature from 300 to 600 °C, at two pressures. At 300 atm: 300 °C: 71%, 350 °C: 60%, 400 °C: 47%, 450 °C: 36%, 500 °C: 26%, 550 °C: 19%, 600 °C: 14%. At 100 atm: 300 °C: 52%, 350 °C: 38%, 400 °C: 25%, 450 °C: 16%, 500 °C: 11%, 550 °C: 7%, 600 °C: 5%. At both pressures the percent falls as temperature rises, and at every temperature the 300 atm value is higher. 0 10 20 30 40 50 60 70 80 300 350 400 450 500 550 600 Temperature (°C) Ammonia in gas mixture (%) Pressure 300 atm Pressure 100 atm

Balance the equation for the Haber process by choosing the correct coefficients.

\text{N}_2 + \text{H}_2 → \text{NH}_3

Choose an answer from each menu.

Hint

Count the nitrogen atoms first. Then count the hydrogen atoms on each side.

Question 23 of 34 · Chemical properties and reactions

Making Ammonia for Fertilizer

Ammonia (\text{NH}_3) is one of the most important chemicals made by industry. Most of it is used to make fertilizers that help farmers grow food. Factories make ammonia with the Haber process, in which nitrogen gas from the air reacts with hydrogen gas:

nitrogen + hydrogen → ammonia

\text{N}_2 + \text{H}_2 \rightarrow \text{NH}_3 (not balanced)

In this and every chemical reaction, atoms are rearranged but are not created or destroyed. So the total mass of the products equals the total mass of the reactants. This is the law of conservation of mass.

The Haber reaction gives off heat. It is also reversible: as ammonia forms, some of it breaks back down into nitrogen and hydrogen, so the gas mixture leaving the reactor is never 100% ammonia. The graph shows the percent of ammonia in the final gas mixture at different temperatures and pressures (atm = atmospheres).

The reaction is extremely slow at low temperatures, even with an iron catalyst, a substance that speeds up a reaction without being used up. Most ammonia factories run at about 450 °C and 200 atm.

Line graph of the percent of ammonia in the final gas mixture versus temperature from 300 to 600 °C, at two pressures. At 300 atm: 300 °C: 71%, 350 °C: 60%, 400 °C: 47%, 450 °C: 36%, 500 °C: 26%, 550 °C: 19%, 600 °C: 14%. At 100 atm: 300 °C: 52%, 350 °C: 38%, 400 °C: 25%, 450 °C: 16%, 500 °C: 11%, 550 °C: 7%, 600 °C: 5%. At both pressures the percent falls as temperature rises, and at every temperature the 300 atm value is higher. 0 10 20 30 40 50 60 70 80 300 350 400 450 500 550 600 Temperature (°C) Ammonia in gas mixture (%) Pressure 300 atm Pressure 100 atm

According to the graph, which set of conditions gives the highest percent of ammonia in the final gas mixture?

Answer choices
Hint

Find the single highest point on the graph. Read its temperature from the bottom axis and its pressure from the key.

Question 24 of 34 · Chemical properties and reactions

Making Ammonia for Fertilizer

Ammonia (\text{NH}_3) is one of the most important chemicals made by industry. Most of it is used to make fertilizers that help farmers grow food. Factories make ammonia with the Haber process, in which nitrogen gas from the air reacts with hydrogen gas:

nitrogen + hydrogen → ammonia

\text{N}_2 + \text{H}_2 \rightarrow \text{NH}_3 (not balanced)

In this and every chemical reaction, atoms are rearranged but are not created or destroyed. So the total mass of the products equals the total mass of the reactants. This is the law of conservation of mass.

The Haber reaction gives off heat. It is also reversible: as ammonia forms, some of it breaks back down into nitrogen and hydrogen, so the gas mixture leaving the reactor is never 100% ammonia. The graph shows the percent of ammonia in the final gas mixture at different temperatures and pressures (atm = atmospheres).

The reaction is extremely slow at low temperatures, even with an iron catalyst, a substance that speeds up a reaction without being used up. Most ammonia factories run at about 450 °C and 200 atm.

Line graph of the percent of ammonia in the final gas mixture versus temperature from 300 to 600 °C, at two pressures. At 300 atm: 300 °C: 71%, 350 °C: 60%, 400 °C: 47%, 450 °C: 36%, 500 °C: 26%, 550 °C: 19%, 600 °C: 14%. At 100 atm: 300 °C: 52%, 350 °C: 38%, 400 °C: 25%, 450 °C: 16%, 500 °C: 11%, 550 °C: 7%, 600 °C: 5%. At both pressures the percent falls as temperature rises, and at every temperature the 300 atm value is higher. 0 10 20 30 40 50 60 70 80 300 350 400 450 500 550 600 Temperature (°C) Ammonia in gas mixture (%) Pressure 300 atm Pressure 100 atm

The graph shows that lower temperatures give a higher percent of ammonia. Which statement best explains why factories still run the reaction at about 450 °C instead of 300 °C?

Answer choices
Hint

The graph tells you how much ammonia is in the mixture at the end. What does the passage say about how fast the reaction goes?

Question 25 of 34 · Chemical properties and reactions

Fill in
Making Ammonia for Fertilizer

Ammonia (\text{NH}_3) is one of the most important chemicals made by industry. Most of it is used to make fertilizers that help farmers grow food. Factories make ammonia with the Haber process, in which nitrogen gas from the air reacts with hydrogen gas:

nitrogen + hydrogen → ammonia

\text{N}_2 + \text{H}_2 \rightarrow \text{NH}_3 (not balanced)

In this and every chemical reaction, atoms are rearranged but are not created or destroyed. So the total mass of the products equals the total mass of the reactants. This is the law of conservation of mass.

The Haber reaction gives off heat. It is also reversible: as ammonia forms, some of it breaks back down into nitrogen and hydrogen, so the gas mixture leaving the reactor is never 100% ammonia. The graph shows the percent of ammonia in the final gas mixture at different temperatures and pressures (atm = atmospheres).

The reaction is extremely slow at low temperatures, even with an iron catalyst, a substance that speeds up a reaction without being used up. Most ammonia factories run at about 450 °C and 200 atm.

Line graph of the percent of ammonia in the final gas mixture versus temperature from 300 to 600 °C, at two pressures. At 300 atm: 300 °C: 71%, 350 °C: 60%, 400 °C: 47%, 450 °C: 36%, 500 °C: 26%, 550 °C: 19%, 600 °C: 14%. At 100 atm: 300 °C: 52%, 350 °C: 38%, 400 °C: 25%, 450 °C: 16%, 500 °C: 11%, 550 °C: 7%, 600 °C: 5%. At both pressures the percent falls as temperature rises, and at every temperature the 300 atm value is higher. 0 10 20 30 40 50 60 70 80 300 350 400 450 500 550 600 Temperature (°C) Ammonia in gas mixture (%) Pressure 300 atm Pressure 100 atm

In a test reactor, 28 kilograms (kg) of nitrogen react completely with 6 kg of hydrogen, and ammonia is the only product. According to the law of conservation of mass, what mass of ammonia forms?

kg

Type your answer in the box. Fractions like 3/4 are fine.

Hint

In a reaction, the total mass of the products equals the total mass of the reactants.

Question 26 of 34 · Chemical properties and reactions

From Limestone to Lime

Lime (calcium oxide, CaO) is used to make cement, steel and glass and to treat drinking water. At a lime plant, the process has several steps:

  1. Large rocks of limestone (calcium carbonate, \text{CaCO}_3) are crushed into smaller pieces.
  2. The pieces are heated in a kiln to about 900 °C. The heat breaks the calcium carbonate down into calcium oxide and carbon dioxide gas: \text{CaCO}_3 \rightarrow \text{CaO} + \text{CO}_2. This reaction continues only while heat is supplied.
  3. The carbon dioxide gas leaves the kiln through a tall stack.
  4. The lime is cooled and ground into a fine powder.
  5. Some lime is mixed with water. The lime and water react to form a new substance, calcium hydroxide (slaked lime). This reaction gives off so much heat that some of the water boils.

Lime plants release large amounts of carbon dioxide, both from the reaction in the kiln and from burning fuel to heat the kiln.

A student heats 10.0 grams (g) of pure limestone powder in an open dish until the reaction is complete. The solid left in the dish has a mass of 5.6 g. The student concludes that 4.4 g of matter was destroyed, so the law of conservation of mass does not apply to this reaction. Which statement best evaluates the student's conclusion?

Answer choices
Hint

Look at the products in the passage's equation. Are they all solids that stay in the dish?

Question 27 of 34 · Chemical properties and reactions

Drag and drop
From Limestone to Lime

Lime (calcium oxide, CaO) is used to make cement, steel and glass and to treat drinking water. At a lime plant, the process has several steps:

  1. Large rocks of limestone (calcium carbonate, \text{CaCO}_3) are crushed into smaller pieces.
  2. The pieces are heated in a kiln to about 900 °C. The heat breaks the calcium carbonate down into calcium oxide and carbon dioxide gas: \text{CaCO}_3 \rightarrow \text{CaO} + \text{CO}_2. This reaction continues only while heat is supplied.
  3. The carbon dioxide gas leaves the kiln through a tall stack.
  4. The lime is cooled and ground into a fine powder.
  5. Some lime is mixed with water. The lime and water react to form a new substance, calcium hydroxide (slaked lime). This reaction gives off so much heat that some of the water boils.

Lime plants release large amounts of carbon dioxide, both from the reaction in the kiln and from burning fuel to heat the kiln.

Use the passage and what you know. Drag each step at the lime plant into the correct category.

Physical change (no new substance)Chemical change (new substance forms)

Tap a tile, then tap a box to place it.

Hint

Ask for each step: does a new substance with a new formula form, or does the same substance only change size, shape or state?

Question 28 of 34 · Structure of the cosmos

The Planets of Our Solar System

Our solar system has eight planets that orbit the Sun. The four inner planets (Mercury, Venus, Earth and Mars) are small and rocky. The four outer planets (Jupiter, Saturn, Uranus and Neptune) are much larger and are made mostly of gases and ices.

Distances in the solar system are often measured in astronomical units (AU). One AU is the average distance from Earth to the Sun, about 150 million kilometers. A planet's orbital period is the time it takes to travel once around the Sun.

PlanetAverage distance from Sun (AU)Orbital period (Earth years)Surface gravity (m/s²)
Mercury0.390.243.7
Venus0.720.628.9
Earth1.001.009.8
Mars1.521.883.7
Jupiter5.2011.8624.8*
Saturn9.5429.4610.4*
Uranus19.1984.018.9*
Neptune30.07164.7911.2*

*The outer planets have no solid surface; these values are for the top of the clouds.

An object's weight on a planet, in newtons (N), can be found with W = mg, where m is the object's mass in kilograms and g is the planet's surface gravity in m/s².

The bar graph shows the average temperature at each planet's surface (or cloud tops).

Bar graph of the average surface (or cloud-top) temperature of each planet, in order from the Sun: Mercury 167 °C, Venus 464 °C, Earth 15 °C, Mars -65 °C, Jupiter -110 °C, Saturn -140 °C, Uranus -195 °C, Neptune -200 °C. −250 −200 −150 −100 −50 0 50 100 150 200 250 300 350 400 450 500 167 Mercury 464 Venus 15 Earth −65 Mars −110 Jupiter −140 Saturn −195 Uranus −200 Neptune Planets in order from the Sun Average temperature (°C)

Based on the table, what happens to a planet's orbital period as its average distance from the Sun increases?

Answer choices
Hint

Read down the distance column and the orbital period column together.

Question 29 of 34 · Structure of the cosmos

The Planets of Our Solar System

Our solar system has eight planets that orbit the Sun. The four inner planets (Mercury, Venus, Earth and Mars) are small and rocky. The four outer planets (Jupiter, Saturn, Uranus and Neptune) are much larger and are made mostly of gases and ices.

Distances in the solar system are often measured in astronomical units (AU). One AU is the average distance from Earth to the Sun, about 150 million kilometers. A planet's orbital period is the time it takes to travel once around the Sun.

PlanetAverage distance from Sun (AU)Orbital period (Earth years)Surface gravity (m/s²)
Mercury0.390.243.7
Venus0.720.628.9
Earth1.001.009.8
Mars1.521.883.7
Jupiter5.2011.8624.8*
Saturn9.5429.4610.4*
Uranus19.1984.018.9*
Neptune30.07164.7911.2*

*The outer planets have no solid surface; these values are for the top of the clouds.

An object's weight on a planet, in newtons (N), can be found with W = mg, where m is the object's mass in kilograms and g is the planet's surface gravity in m/s².

The bar graph shows the average temperature at each planet's surface (or cloud tops).

Bar graph of the average surface (or cloud-top) temperature of each planet, in order from the Sun: Mercury 167 °C, Venus 464 °C, Earth 15 °C, Mars -65 °C, Jupiter -110 °C, Saturn -140 °C, Uranus -195 °C, Neptune -200 °C. −250 −200 −150 −100 −50 0 50 100 150 200 250 300 350 400 450 500 167 Mercury 464 Venus 15 Earth −65 Mars −110 Jupiter −140 Saturn −195 Uranus −200 Neptune Planets in order from the Sun Average temperature (°C)

Venus is almost twice as far from the Sun as Mercury, yet the graph shows that Venus is much hotter. Which additional information would best explain this?

Answer choices
Hint

Distance alone predicts that Venus should be cooler. What could keep heat in, even if less sunlight arrives?

Question 30 of 34 · Structure of the cosmos

Fill in
The Planets of Our Solar System

Our solar system has eight planets that orbit the Sun. The four inner planets (Mercury, Venus, Earth and Mars) are small and rocky. The four outer planets (Jupiter, Saturn, Uranus and Neptune) are much larger and are made mostly of gases and ices.

Distances in the solar system are often measured in astronomical units (AU). One AU is the average distance from Earth to the Sun, about 150 million kilometers. A planet's orbital period is the time it takes to travel once around the Sun.

PlanetAverage distance from Sun (AU)Orbital period (Earth years)Surface gravity (m/s²)
Mercury0.390.243.7
Venus0.720.628.9
Earth1.001.009.8
Mars1.521.883.7
Jupiter5.2011.8624.8*
Saturn9.5429.4610.4*
Uranus19.1984.018.9*
Neptune30.07164.7911.2*

*The outer planets have no solid surface; these values are for the top of the clouds.

An object's weight on a planet, in newtons (N), can be found with W = mg, where m is the object's mass in kilograms and g is the planet's surface gravity in m/s².

The bar graph shows the average temperature at each planet's surface (or cloud tops).

Bar graph of the average surface (or cloud-top) temperature of each planet, in order from the Sun: Mercury 167 °C, Venus 464 °C, Earth 15 °C, Mars -65 °C, Jupiter -110 °C, Saturn -140 °C, Uranus -195 °C, Neptune -200 °C. −250 −200 −150 −100 −50 0 50 100 150 200 250 300 350 400 450 500 167 Mercury 464 Venus 15 Earth −65 Mars −110 Jupiter −140 Saturn −195 Uranus −200 Neptune Planets in order from the Sun Average temperature (°C)

A rover has a mass of 900 kg. Use the formula and the table in the passage. What is the rover's weight on Mars, in newtons?

N

Type your answer in the box. Fractions like 3/4 are fine.

Hint

Find Mars's surface gravity in the table, then multiply it by the rover's mass.

Question 31 of 34 · Structure of the cosmos

The Planets of Our Solar System

Our solar system has eight planets that orbit the Sun. The four inner planets (Mercury, Venus, Earth and Mars) are small and rocky. The four outer planets (Jupiter, Saturn, Uranus and Neptune) are much larger and are made mostly of gases and ices.

Distances in the solar system are often measured in astronomical units (AU). One AU is the average distance from Earth to the Sun, about 150 million kilometers. A planet's orbital period is the time it takes to travel once around the Sun.

PlanetAverage distance from Sun (AU)Orbital period (Earth years)Surface gravity (m/s²)
Mercury0.390.243.7
Venus0.720.628.9
Earth1.001.009.8
Mars1.521.883.7
Jupiter5.2011.8624.8*
Saturn9.5429.4610.4*
Uranus19.1984.018.9*
Neptune30.07164.7911.2*

*The outer planets have no solid surface; these values are for the top of the clouds.

An object's weight on a planet, in newtons (N), can be found with W = mg, where m is the object's mass in kilograms and g is the planet's surface gravity in m/s².

The bar graph shows the average temperature at each planet's surface (or cloud tops).

Bar graph of the average surface (or cloud-top) temperature of each planet, in order from the Sun: Mercury 167 °C, Venus 464 °C, Earth 15 °C, Mars -65 °C, Jupiter -110 °C, Saturn -140 °C, Uranus -195 °C, Neptune -200 °C. −250 −200 −150 −100 −50 0 50 100 150 200 250 300 350 400 450 500 167 Mercury 464 Venus 15 Earth −65 Mars −110 Jupiter −140 Saturn −195 Uranus −200 Neptune Planets in order from the Sun Average temperature (°C)

What is the median average distance from the Sun of the eight planets?

Answer choices
Hint

Put the distances in order. With an even number of values, the median is halfway between the two middle values.

Question 32 of 34 · Structure of the cosmos

Hot spot
The Sunspot Cycle

Sunspots are dark patches on the Sun's surface. They look dark because they are cooler than the surface around them. They form where the Sun's magnetic field is very strong. The number of sunspots rises and falls in a repeating pattern called the solar cycle. Years with the most sunspots are called solar maximum, and years with the fewest are called solar minimum.

When there are many sunspots, the Sun also produces more solar storms: bursts of radiation and clouds of electrically charged particles. When these reach Earth, they can disrupt radio signals, GPS and satellites, damage power grids, and cause bright auroras (the northern and southern lights). Auroras are usually seen only near the North and South Poles, but during strong solar storms they can be seen much farther from the poles.

The graph shows the average number of sunspots observed each year from 1996 to 2024. The values are rounded and based on public records from the Royal Observatory of Belgium.

Line graph of the average number of sunspots observed each year from 1996 to 2024. Values: 1996 12, 1997 29, 1998 88, 1999 136, 2000 174, 2001 170, 2002 164, 2003 99, 2004 65, 2005 46, 2006 25, 2007 13, 2008 4, 2009 5, 2010 25, 2011 81, 2012 85, 2013 94, 2014 113, 2015 70, 2016 40, 2017 22, 2018 7, 2019 4, 2020 9, 2021 30, 2022 83, 2023 125, 2024 155. 0 25 50 75 100 125 150 175 200 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 2020 2022 2024 Year Average number of sunspots

Look at the graph in the passage. Click the data point for the solar maximum of the cycle that began around 2008 and ended around 2019.

Click on the figure to mark your answer (or focus it and use the arrow keys).

Line graph of the average number of sunspots observed each year from 1996 to 2024. Values: 1996 12, 1997 29, 1998 88, 1999 136, 2000 174, 2001 170, 2002 164, 2003 99, 2004 65, 2005 46, 2006 25, 2007 13, 2008 4, 2009 5, 2010 25, 2011 81, 2012 85, 2013 94, 2014 113, 2015 70, 2016 40, 2017 22, 2018 7, 2019 4, 2020 9, 2021 30, 2022 83, 2023 125, 2024 155. 0 25 50 75 100 125 150 175 200 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 2020 2022 2024 Year Average number of sunspots
Hint

First find the two low points near 2008 and 2019. Then find the highest point between them.

Question 33 of 34 · Structure of the cosmos

The Sunspot Cycle

Sunspots are dark patches on the Sun's surface. They look dark because they are cooler than the surface around them. They form where the Sun's magnetic field is very strong. The number of sunspots rises and falls in a repeating pattern called the solar cycle. Years with the most sunspots are called solar maximum, and years with the fewest are called solar minimum.

When there are many sunspots, the Sun also produces more solar storms: bursts of radiation and clouds of electrically charged particles. When these reach Earth, they can disrupt radio signals, GPS and satellites, damage power grids, and cause bright auroras (the northern and southern lights). Auroras are usually seen only near the North and South Poles, but during strong solar storms they can be seen much farther from the poles.

The graph shows the average number of sunspots observed each year from 1996 to 2024. The values are rounded and based on public records from the Royal Observatory of Belgium.

Line graph of the average number of sunspots observed each year from 1996 to 2024. Values: 1996 12, 1997 29, 1998 88, 1999 136, 2000 174, 2001 170, 2002 164, 2003 99, 2004 65, 2005 46, 2006 25, 2007 13, 2008 4, 2009 5, 2010 25, 2011 81, 2012 85, 2013 94, 2014 113, 2015 70, 2016 40, 2017 22, 2018 7, 2019 4, 2020 9, 2021 30, 2022 83, 2023 125, 2024 155. 0 25 50 75 100 125 150 175 200 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 2020 2022 2024 Year Average number of sunspots

Solar minimums occurred in about 2008 and about 2019. If the pattern continues, in about which year should the next solar minimum after 2019 occur?

Answer choices
Hint

How many years passed between the two minimums? Add that length to 2019.

Question 34 of 34 · Earth and its system components

The Sunspot Cycle

Sunspots are dark patches on the Sun's surface. They look dark because they are cooler than the surface around them. They form where the Sun's magnetic field is very strong. The number of sunspots rises and falls in a repeating pattern called the solar cycle. Years with the most sunspots are called solar maximum, and years with the fewest are called solar minimum.

When there are many sunspots, the Sun also produces more solar storms: bursts of radiation and clouds of electrically charged particles. When these reach Earth, they can disrupt radio signals, GPS and satellites, damage power grids, and cause bright auroras (the northern and southern lights). Auroras are usually seen only near the North and South Poles, but during strong solar storms they can be seen much farther from the poles.

The graph shows the average number of sunspots observed each year from 1996 to 2024. The values are rounded and based on public records from the Royal Observatory of Belgium.

Line graph of the average number of sunspots observed each year from 1996 to 2024. Values: 1996 12, 1997 29, 1998 88, 1999 136, 2000 174, 2001 170, 2002 164, 2003 99, 2004 65, 2005 46, 2006 25, 2007 13, 2008 4, 2009 5, 2010 25, 2011 81, 2012 85, 2013 94, 2014 113, 2015 70, 2016 40, 2017 22, 2018 7, 2019 4, 2020 9, 2021 30, 2022 83, 2023 125, 2024 155. 0 25 50 75 100 125 150 175 200 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 2020 2022 2024 Year Average number of sunspots

A news report claims: "People in the northern United States were more likely to see auroras in 2001 than in 2008." Which statement best evaluates this claim?

Answer choices
Hint

Compare the number of sunspots in the two years. Then use the passage to connect sunspots to auroras.