URT – First Session 2018

Directions: Each passage is followed by several questions. After reading a

passage, choose the best answer to each question and fill in the corresponding
oval on your answer sheet. You may refer to the passages as often as
necessary.

Passage I: Sound Waves

A vibrating source will produce sound by

alternately forcing the air molecules in front
of it closer together as it moves towards them,
and then further apart as it draws away from
them. In this way, alternating regions of high
and low pressure, called compressions and
refractions, are produced. The figure shows a
typical sound wave.

The loudness of the sound corresponds to the magnitude of the compression,

represented by the amplitude of the wave. The sound pitch corresponds to the wave
frequency, the number of waves sent out by the sound source in one second. Sound
waves propagate in all directions from their source. The speed at which sound waves
travel depends upon the medium they are traveling through. In dry air, sound travels
at 330 m/sec at 0°C. It travels 4 times faster through water, and 15 times faster
through a steel rod. Here are some graphs illustrating how the speed of sound in real
air depends on temperature, pressure, and humidity.

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1- The sound produced by a drum is much louder and lower pitched than that
produced by a bell. Which of the following statements is true about the sound
wave produced by a drum compared to that produced by a bell?
a) The amplitude is greater and the wavelength is shorter.
b) The amplitude is greater and the wavelength is longer.
c) The amplitude is smaller and the wavelength is longer.
d) The amplitude is smaller and the wavelength is shorter.

2- Two sound waves of exactly the same frequency and amplitude are produced by
sources that are in precisely the same position. If the sound waves are out of
phase by one-half a wavelength, what will be heard by an observer standing a
short distance away?
a) A sound at twice the frequency of either individual signal
b) A sound twice as loud as either individual signal
c) A sound at twice the wavelength as either individual signal
d) No sound at all

3- A loud alarm attached to a metal fence

begins to ring. Student X has her ear
against a pole of the fence while
student Y stands away from the fence,
as shown.
Assume that both students are the
same distance from the alarm, which
of the following statements explains
what happens in this situation?
a) Student X hears the alarm first.
b) Student Y hears the alarm first
c) Student X hears the alarm at a
higher pitch
d) Student Y hears the alarm at a higher pitch

4- Comparing the speed of sound at 20oC in humid air and in dry air, based on the
given graphs, as the air pressure inceases:
a) Speed of sound in both humid air and dry air increase.
b) Speed of sound in humid air increases while that in dry air decreases.
c) Speed of sound in humid air decreases while that in dry air increases.
d) Speed of sound in humid air decreases to be equal to that in dry air.

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5- A sound of frequency 1000 Hz travels in air of normal pressure. As temperature
of air rises between 35oC - 45oC , the speed of sound in air:
a) Decreases whether air is humid or dry.
b) Increases by a smaller amount in dry air than that in humid air
c) Increases by a greater amount in dry air than that in humid air
d) Increases equally whether air is humid or dry.

6- At the top of a mountain, where presure and temperature of air are low, it is
expected that the speed of sound in dry air would:
a) Increase
b) Decrease
c) Increase then decrease
d) Decrease then increase

Passage II: Static Friction

A group of students studied the frictional forces involved on stationary objects.

In a series of experiments, the students used
rectangular shaped objects of various
materials that all had identical masses. One
end of a plastic board coated with a
polymer film was fastened to a table surface
by a hinge so the angle θ between the board
and table could be changed, as shown in
Figure 1.

Objects were placed on the opposite end of the board, and the angle θ at which the
object started to slide was recorded. The tangent of this angle represents the
coefficient of static friction between the object and the polymer
surface. This coefficient is proportional to the force required to
move a stationary object. Higher coefficients mean that greater
forces of friction must be overcome to initiate movement.
The dimensions of the objects gave them 3 distinct faces of
unequal area as shown in Figure 2. Unless otherwise stated, the
objects were placed on the ramp with face (A) down.

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Experiment 1
Four objects made of different materials were placed on the ramp at a temperature
of 25°C. The ramp was gradually raised and as soon as the object started to move,
the angle θ of the ramp was recorded in Table 1.

Table 1
Object material θ (degrees)
Granite 12.1
Copper 16.8
Wood 22.0
Brick 31.1

Experiment 2
The procedure for Experiment 1 was repeated with the wooden object, varying
which face was placed down on the ramp. Results were recorded in Table 2.
Table 2
Face θ (degrees)
A 22.0
B 22.0
C 22.0

Experiment 3
The procedure for Experiment 1 was repeated with the wooden object, varying the
temperature of the polymer ramp. Results for 5 temperatures were recorded in table 3.
Table 3
Temperature (°C) θ (degrees)
0 18.5
25 22.0
50 25.4
75 29.0
100 32.5

7- If the procedure used in Experiment 3 had been repeated at a temperature of

62.5°C, the angle required for the object to start moving down the ramp most
likely would have been closest to which of the following?
a) 27.2 degrees
b) 29.2 degrees
c) 30.3 degrees
d) 31.4 degrees

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8- In Experiment 1, the reason the students used objects made of different
materials was most likely to vary the amount of frictional force between the:
a) Plastic board and the polymer surface.
b) Various objects and the polymer surface.
c) Objects made of different materials when brought into contact with each
other.
d) Stacked objects, so that the objects would not fall over when the angle of the
ramp was raised high enough to cause motion.

9- Which of the following ranks the different types of objects used, in order, from
the material that presented the greatest resistance to movement to the material
that presented the least resistance to movement?
a) Granite, copper, wood, brick
b) Copper, wood, granite, brick
c) Granite, wood, brick, copper
d) Brick, wood, copper, granite

10-Suppose the students had placed the 4 objects used in Experiment 1 on the ramp
when it was flat and pushed each of the objects, such that the amount of force
applied to each object gradually increased until it moved. Based on the results
of Experiment 1, the object made of which material would most likely have
taken the greatest amount of force to start moving?
a) Brick
b) Wood
c) Copper
d) Granite

11-Based on the results of Experiments 3, what was the effect, if any, of the
contact area of the object with the ramp on the coefficient of static friction?
a) The coefficient of static friction always increased as the object's contact area
increased.
b) The coefficient of static friction always decreased as the object's contact area
increased.
c) The coefficient of static friction increased and then decreased as the object's
contact area increased.
d) The coefficient of static friction was not affected by the contact area of the
object.

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12-The main purpose of Experiment 3 was to determine the effects of temperature
on which of the following variables?
a) Coefficient of static friction between wood and wood
b) Coefficient of static friction between wood and polymer
c) Mass of the wooden object
d) Total frictional force of the polymer on all objects placed on the ramp

Passage III: Electric Resistance

Metals differ in their electric conductivity. Resistance is a measurement in ohms

(Ω) of how much a conductor opposes the flow of the electric current under the
effect of a given voltage.

A scientist performed 3 experiments using the circuit shown in Figure 1.

Metal resistor
The metal resistor consisted of a coil of
metallic wire whose turns are tightly coiled
+
as one layer with a known length and
Battery Switch cross-sectional area (see Figure 2).
‫ـــ‬ Coiled metal wire
Ammeter

A
Figure 2
Figure 1
A battery of negligible internal resistance was used. As the switch was open, no
current flowed through the circuit. When the switch was closed, free electrons
(negatively charged) flowed away from the negative battery terminal, through the
circuit, and back to the positive battery terminal. The magnitude of current (amount
of charge per unit time) from this flow was measured by an ammeter of zero
resistance. The resistance (R) of the metal resistor was calculated in ohms (Ω) from
the values of the battery voltage (V) and magnitude of current (I). Due to the flow of
current through the coiled resistor, a magnetic field is developed inside it with a
strength (B) is dependent onto the magnitude of current, the number of turns
established and the length of the coiled resistor.

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Experiment 1
Three iron resistor coils, the wire cross-sectional area was 3.14×10-6 m2. They
were attached separately to the circuit. Results were recorded in Table 1
Table 1
Length of resistor wire (m) Ammeter reading (A) Resistance (Ω)
25 7.500 0.8
50 3.750 1.6
100 1.875 3.2

Experiment 2
Three stainless steel resistor wires of different cross-sectional areas were tested.
Each resistor wire had a measured length of 100 m. The results were recorded in
Table 2.
Table 2
Radius of wire (mm) Ammeter reading (A) Resistance (Ω)
1.0 0.375 16.0
2.0 1.500 4.00
3.0 3.375 1.78

Experiment 3
Three coils made of different metals were tested. Each wire resistor had radius of
1 mm and a length of 100 m. The value σ is related to each metal conductivity at
room temperature in terms of current flow. Results were recorded in Table 3.
Table 3
Metal Metal conductivity Ammeter reading (A) Resistance (Ω)
(Ω .m )
-1 -1

Copper 6.0 x 10 7 11.25 0.53

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Iron 1.0 x 10 1.875 3.20
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Stainless steel 0.2 x 10 0.375 16.0

13-In Experiment 1, the current across the circuit decreased and the resistance of
the resistor increased as the:
a) Value σ of the metal resistor increased.
b) Cross-sectional area of the metal resistor decreased.
c) Length of the metal resistor decreased.
d) Length of the metal resistor increased.

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14-In Experiment 2, which of the following aspects of the metal resistor was varied
and affected the magnitude of the current?
a) Length of the metal wire
b) Cross-sectional area of the coil
c) Cross-sectional area of the metal wire
d) Value of the conductivity of metal composing the coil

15-Depending on data given in Experiment 2, which of the graphs below represents

the relation between the ammeter reading and the wire radius:

Ammeter reading
Ammeter reading

Wire radius Wire radius

a) b)
Ammeter reading
Ammeter reading

Wire radius Wire radius

c) d)

16-In Experiment 2, assume that the geometry of the three coils used in the
experiment were identical. Which coil developed the strongest magnetic field as
the circuit is closed?
a) The coil having radius of 1mm.
b) The coil having radius of 2mm.
c) The coil having radius of 3mm.
d) The three coils developed identical magnetic fields.

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17-Based on the results of Experiment 3, as σ increases, the metal ability to
conduct current increases. Which of the following correctly lists the metals
given in order of increasing the electric resistance when shaped as a wire coil?
a) Copper , iron , stainless steel
b) Copper , stainless steel , iron
c) Stainless steel , iron , copper
d) Iron , copper, stainless steel

18-Based on the results of the 3 experiments, the resistor with which of the
following values of length, cross-sectional area, and metal type will have the
highest current at a given voltage?
Metal Length Radius of wire
(m) (mm)
a) Iron 100 1
b) Iron 50 1
c) Stainless steel 100 1
d) Stainless steel 50 2

Passage IV: What is “Gravity”?

We have here two points of view of two scientists concerning gravity.

Scientist 1

Every mass attracts every other mass in the universe. The gravitational force
between two bodies is dependent on the objects masses, and inversely proportional
to the square of the distance between them. Spherical objects like planets and stars
act as if all of their mass is concentrated at their center, and so the distance between
objects should include their radius. The force of gravity works instantaneously at a
distance, and has an infinite range. Most importantly, it affects everything with mass
- and has nothing to do with an object’s charge or chemical composition. Gravity is
a predictable force that acts on all celestial bodies in the universe. Each particle
attracts every other particle (for instance, the “Earth” and “the moon”) with a
gravitational force. So, the nearer the particles are, and/or the more massive the
particles, the greater the gravitational force. When you deal with massive bodies like
the Earth, however, which has a mass of 6 x10 24 kilograms, it adds up to a rather

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powerful gravitational force. That’s why objects on earth are not floating around in
space right now. The force of gravity acting on an object is also that object’s weight.

Scientist 2

Masses attract each other is a naïve idea. Gravity is a natural consequence of the
impact of mass on space. Gravity is not a force but it is a distortion of space (or more
precisely, spacetime) caused by the presence of matter or energy. Gravity actually
moved matter along the curving pathways embodied in spacetime — paths imprinted
by mass and energy themselves. A massive object generates a gravitational field by
warping the geometry of the surrounding spacetime. The curvature of spacetime
affects light rays. So, light is also affected by gravity. Gravity affects the paths of
photons, even though they have no mass. Massive objects in space will cause
warping or distortion of spacetime which we all “feel” as gravity. The effects of
gravity can be described by the curvature of space and time, usually just called
‘spacetime’ curvature. So, matter follows the curvature of space, but we know matter
is the source of gravity, so the curvature responds to matter as well. Space is nothing
more than the relative position of two systems.

19-Which of the following statements can explain the fact that our moon is not
moving to any other bigger planet in the solar system than the earth from the
perspective of scientist 1?
a) Earth is massive than the moon, therefore, it warps the moon with the
gravitational force.
b) The mass of our planet is greater than the mass of any other existing planet
in the solar system.
c) The distance between the moon and earth is less, therefore, the lesser the
distance the greater is the gravitational force
d) The distance between the moon and earth is greater as compared to other
bigger planets, therefore, the greater the distance, the greater is the
gravitational force

20-Gravity is directly proportional to the product of masses of the two objects.

Which of the following statement weakens this argument?
a) We are not floating on the surface of earth.
b) Bending of light rays passing near a massive particle.
c) If we throw an object in the air it comes back to the earth.
d) It is easier to lift the lighter object than the heavier one.

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21-Which of the following statement explains the gravity from the perspective of
scientist 2?
a) Gravity does not exist between the two objects
b) Gravity is independent of the mass of the object
c) Gravity is directly proportional to the masses between the two objects
d) Gravity is caused because of the matter which distorts the space between the
two objects

22-We weigh slightly more on the mountains. How can we explain this fact from
the perspective of either scientist?
a) Scientist 1: The greater distance on mountains from earth center results in
lesser gravitational force
b) Scientist 1: The force of gravity increases on mountains due to increasing
distance from earth center.
c) Scientist 2: Space time curvature due to the presence of the massive
mountain.
d) Scientist 2: The greater gravitational field on mountains also distorts our
weight slightly

23-According to scientist 2, gravitation fields are generated is dependent on:

a) Spacetime
b) Weight of an object
c) Difference in masses
d) Presence of Matter

24-In 1919, astronomers photographed stars near the sun during a solar eclipse.
Comparing the positions of the stars in those photos with nighttime photos
taken earlier showed that the stars’ positions had a shift. This can be explained
by the view of:
a) Scientist 1 only
b) Scientist 2 only
c) Both Scientist 1 and Scientist 2
d) Neither Scientist 1 nor Scientist 2

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25-Which of the following option best describes the gravity explained by two
scientists?
a) Scientist 1: Gravity can occur even if an object has no mass.
Scientist 2: Gravity cannot occur if an object has no mass.
b) Scientist 1: Gravity is inversely proportional to the masses of the object.
Scientist 2: Gravity is a force that comes from the difference in masses of
two objects.
c) Scientist 1: Gravity is directly proportional to the distance between objects.
Scientist 2: Gravity distorts space time between two objects.
d) Scientist 1: Gravity is a force that is directly proportional to the product of
masses of two objects.
Scientist 2: Gravity is not a force and it occurs naturally in the presence of
matter.

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