1. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A wiggle in time is a A.vibration. B.wave. C.both of these. D.neither of these. Conceptual Integrated Science—Chapter 8

2. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A wiggle in time is a A.vibration. B.wave. C.both of these. D.neither of these. Comment: And a wiggle in time that transports energy from one place to another is a wave. Conceptual Integrated Science—Chapter 8

3. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When we consider how frequently a pendulum swings to and fro we’re talking about its A.frequency. B.period. C.wavelength. D.amplitude. Conceptual Integrated Science—Chapter 8

4. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When we consider how frequently a pendulum swings to and fro we’re talking about its A.frequency. B.period. C.wavelength. D.amplitude. Comment: And when we talk about the time that occurs for one complete vibration, we’re talking about its period. Conceptual Integrated Science—Chapter 8

5. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The frequency of a wave is the inverse of its A.frequency. B.period. C.wavelength. D.amplitude. Conceptual Integrated Science—Chapter 8

6. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The frequency of a wave is the inverse of its A.frequency. B.period. C.wavelength. D.amplitude. Explanation: Note the inverse relationship:  = 1/T, T = 1/ . So, we can also say the period of a wave is the inverse of its frequency. Conceptual Integrated Science—Chapter 8

7. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley In Europe, an electric razor completes 50 vibrations within 1 second. The frequency of these vibrations is A.50 Hz with a period of 1 / 50 second. B. 1 / 50 Hz with a period of 50 seconds. C.50 Hz with a period of 50 seconds. D. 1 / 50 Hz with a period of 1 / 50 second. Conceptual Integrated Science—Chapter 8

8. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley In Europe, an electric razor completes 50 vibrations within 1 second. The frequency of these vibrations is A.50 Hz with a period of 1 / 50 second. B. 1 / 50 Hz with a period of 50 seconds. C.50 Hz with a period of 50 seconds. D. 1 / 50 Hz with a period of 1 / 50 second. Explanation: Note when  = 50 Hz, T = 1/  = 1/(50 Hz) = 1 / 50 second. Conceptual Integrated Science—Chapter 8

9. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley If you dip your finger repeatedly onto the surface of still water, you produce waves. The more frequently you dip your finger, the A.lower the wave frequency and the longer the wavelengths. B.higher the wave frequency and the shorter the wavelengths. C.strangely, both of the above. D.neither of the above. Conceptual Integrated Science—Chapter 8

10. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley If you dip your finger repeatedly onto the surface of still water, you produce waves. The more frequently you dip your finger, the A.lower the wave frequency and the longer the wavelengths. B.higher the wave frequency and the shorter the wavelengths. C.strangely, both of the above. D.neither of the above. Conceptual Integrated Science—Chapter 8

11. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The vibrations along a longitudinal wave move in a direction A.along the wave. B.perpendicular to the wave. C.both of the above. D.neither of the above. Conceptual Integrated Science—Chapter 8

12. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The vibrations along a longitudinal wave move in a direction A.along the wave. B.perpendicular to the wave. C.both of the above. D.neither of the above. Comment: And the vibrations along a transverse wave are at right angles to the direction of wave travel. Conceptual Integrated Science—Chapter 8

13. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A common example of a longitudinal wave is A.sound. B.light. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 8

14. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A common example of a longitudinal wave is A.sound. B.light. C.both of the above. D.none of the above. Comment: And a common example of a transverse wave is light. Conceptual Integrated Science—Chapter 8

15. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The kind of wave produced by a vibrating source is A.sound. B.light. C.both of the above. D.neither of the above. Conceptual Integrated Science—Chapter 8

16. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The kind of wave produced by a vibrating source is A.sound. B.light. C.both of the above. D.neither of the above. Comment: The source of all waves is a vibrating source. Conceptual Integrated Science—Chapter 8

17. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The kind of wave whose speed = frequency  wavelength is A.sound. B.light. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 8

18. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The kind of wave whose speed = frequency  wavelength is A.sound. B.light. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 8

19. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Low-pitched sounds have A.low frequencies. B.long periods. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 8

20. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Low-pitched sounds have A.low frequencies. B.long periods. C.both of the above. D.none of the above. Explanation: A low frequency has a long period. If you missed this, be careful in answering too quickly. Conceptual Integrated Science—Chapter 8

21. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The speed of sound varies with A.amplitude. B.frequency. C.temperature. D.all of the above. Conceptual Integrated Science—Chapter 8

22. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The speed of sound varies with A.amplitude. B.frequency. C.temperature. D.all of the above. Explanation: Although loudness varies with amplitude, and pitch varies with frequency, speed is not influenced by amplitude and frequency. If it were, sitting in the back row at a concert would be quite confusing. Conceptual Integrated Science—Chapter 8

23. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When an object is set vibrating by a wave that has a frequency that matches the natural frequency of the object, what occurs is A.forced vibration. B.resonance. C.refraction. D.diffraction. Conceptual Integrated Science—Chapter 8

24. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When an object is set vibrating by a wave that has a frequency that matches the natural frequency of the object, what occurs is A.forced vibration. B.resonance. C.refraction. D.diffraction. Comment: Resonance occurs when you tune a radio to an incoming radio signal. Conceptual Integrated Science—Chapter 8

25. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The number of vibrations per second associated with a 101-MHz radio wave is A.101. B.101,000. C.101,000,000. D.101,000,000,000. Conceptual Integrated Science—Chapter 8

26. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The number of vibrations per second associated with a 101-MHz radio wave is A.101. B.101,000. C.101,000,000. D.101,000,000,000. Explanation: 1 MHz = 1,000,000 Hz. Conceptual Integrated Science—Chapter 8

27. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When an electric charge is shaken to and fro in quick succession, the vibrating charge emits A.infrasonic sound. B.ultrasonic sound. C.an electromagnetic wave. D.gamma radiation. Conceptual Integrated Science—Chapter 8

28. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When an electric charge is shaken to and fro in quick succession, the vibrating charge emits A.infrasonic sound. B.ultrasonic sound. C.an electromagnetic wave. D.gamma radiation. Conceptual Integrated Science—Chapter 8

29. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which of these is not in the same family? A.Sound. B.Light. C.Infrared radiation. D.Radio waves. Conceptual Integrated Science—Chapter 8

30. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which of these is not in the same family? A.Sound. B.Light. C.Infrared radiation. D.Radio waves. Explanation: All are electromagnetic waves except sound. Sound is a mechanical wave, not an electromagnetic wave. Conceptual Integrated Science—Chapter 8

31. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which of these colors corresponds to the highest frequency? A.Red. B.Green. C.Blue. D.Violet. Conceptual Integrated Science—Chapter 8

32. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which of these colors corresponds to the highest frequency? A.Red. B.Green. C.Blue. D.Violet. Comment: And violet has the shortest wavelength. Conceptual Integrated Science—Chapter 8

33. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The law of reflection applies to A.light. B.sound. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 8

34. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The law of reflection applies to A.light. B.sound. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 8

35. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Diffuse reflection occurs when the sizes of surface irregularities are A.small compared to the wavelength of reflected radiation. B.large compared to the wavelength of reflected radiation. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 8

36. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Diffuse reflection occurs when the sizes of surface irregularities are A.small compared to the wavelength of reflected radiation. B.large compared to the wavelength of reflected radiation. C.both of the above. D.none of the above. Explanation: When surface irregularities are small, the surface is seen as more polished, and therefore more reflective. Conceptual Integrated Science—Chapter 8

37. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When ultraviolet light shines on glass, electrons in the glass material are made to A.resonate. B.undergo excitation. C.reflect. D.refract. Conceptual Integrated Science—Chapter 8

38. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When ultraviolet light shines on glass, electrons in the glass material are made to A.resonate. B.undergo excitation. C.reflect. D.refract. Comment: Resonating electrons have large amplitudes and collisions between them, which transform to thermal energy. So glass is opaque to ultraviolet light. Conceptual Integrated Science—Chapter 8

39. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When infrared radiation shines on glass, molecules in the glass material are made to A.resonate. B.undergo excitation. C.reflect. D.refract. Conceptual Integrated Science—Chapter 8

40. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When infrared radiation shines on glass, molecules in the glass material are made to A.resonate. B.undergo excitation. C.reflect. D.refract. Comment: Here we see molecules (rather then electrons) undergoing resonance. The large amplitudes of molecular vibration produce thermal energy, and we find that glass is opaque to infrared radiation. Conceptual Integrated Science—Chapter 8

41. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Strictly speaking, the photons of light that shine on glass are A.the ones that travel through and exit the other side. B.not the ones that travel through and exit the other side. C.absorbed and transformed to thermal energy. D.diffracted. Conceptual Integrated Science—Chapter 8

42. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Strictly speaking, the photons of light that shine on glass are A.the ones that travel through and exit the other side. B.not the ones that travel through and exit the other side. C.absorbed and transformed to thermal energy. D.diffracted. Explanation: Figure 8.22 illustrates this nicely. The light that exits the glass is not the same light that begins the process of absorption and reemission. Conceptual Integrated Science—Chapter 8

43. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Color depends mostly on light’s A.frequency. B.period. C.wavelength. D.amplitude. Conceptual Integrated Science—Chapter 8

44. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Color depends mostly on light’s A.frequency. B.period. C.wavelength. D.amplitude. Explanation: Indirectly, color depends on the period of vibration. But frequency is the direct answer. Conceptual Integrated Science—Chapter 8

45. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A red rose will not appear red when illuminated with only A.red light. B.orange light. C.white light. D.cyan light. Conceptual Integrated Science—Chapter 8

46. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A red rose will not appear red when illuminated with only A.red light. B.orange light. C.white light. D.cyan light. Explanation: Orange is close to red, with enough overlap to show the petals. Cyan light, on the other hand, is opposite red, with no red tinge whatsoever. Conceptual Integrated Science—Chapter 8

47. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The solar radiation curve is A.the path the Sun takes at nighttime. B.a plot of amplitude versus frequency for sunlight. C.a plot of brightness versus frequency of sunlight. D.a plot of wavelength versus frequency of sunlight. Conceptual Integrated Science—Chapter 8

48. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The solar radiation curve is A.the path the Sun takes at nighttime. B.a plot of amplitude versus frequency for sunlight. C.a plot of brightness versus frequency of sunlight. D.a plot of wavelength versus frequency of sunlight. Explanation: Such curves are shown in Figures 8.29 and 8.30. It is interesting to note that the yellow-green color of fire engines and tennis balls matches the peak frequency of sunlight our eyes have evolved to. Conceptual Integrated Science—Chapter 8

49. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Red, green, and blue light overlap to form A.red light. B.green light. C.blue light. D.white light. Conceptual Integrated Science—Chapter 8

50. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Red, green, and blue light overlap to form A.red light. B.green light. C.blue light. D.white light. Explanation: This is not true for mixing paints or dyes. Mixing these colors produces a yuk brown. The rules of color mixing for paints and dyes are not covered in this book. Why? To keep information overload in check. Gotta save something for a follow-up physics course! :-) Conceptual Integrated Science—Chapter 8

51. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When light passes from air into a glass lens, the speed of light in the glass is A.slowed. B.speeded up. C.unchanged. D.none of the above. Conceptual Integrated Science—Chapter 8

52. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When light passes from air into a glass lens, the speed of light in the glass is A.slowed. B.speeded up. C.unchanged. D.none of the above. Explanation: The fact that light is refracted means its speed has changed. It slows from air to glass. It will speed up when it exits to the air. Conceptual Integrated Science—Chapter 8

53. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When light waves bend around sharp edges, the process is called A.reflection. B.interference. C.diffraction. D.none of the above. Conceptual Integrated Science—Chapter 8

54. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When light waves bend around sharp edges, the process is called A.reflection. B.interference. C.diffraction. D.none of the above. Conceptual Integrated Science—Chapter 8

55. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When light undergoes interference, it can sometimes A.build up to more than the sum of its amplitudes. B.cancel completely. C.both of the above. D.neither of the above. Conceptual Integrated Science—Chapter 8

56. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When light undergoes interference, it can sometimes A.build up to more than the sum of its amplitudes. B.cancel completely. C.both of the above. D.neither of the above. Explanation: Light can build in amplitude by constructive interference, but not greater than the sum of the amplitudes of the individual waves. Conceptual Integrated Science—Chapter 8

57. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The photoelectric effect supports the A.particle view of light. B.wave view of light. C.wave view of matter. D.all of the above. Conceptual Integrated Science—Chapter 8

58. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The photoelectric effect supports the A.particle view of light. B.wave view of light. C.wave view of matter. D.all of the above. Conceptual Integrated Science—Chapter 8

59. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which of these photons has more energy? A.Red one. B.Blue one. C.Violet one. D.Ultraviolet one. Conceptual Integrated Science—Chapter 8

60. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which of these photons has more energy? A.Red one. B.Blue one. C.Violet one. D.Ultraviolet one. Explanation: In accord with E  , the higher frequency of ultraviolet light carries more energy—hence, sunburns! Conceptual Integrated Science—Chapter 8