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This page shows a list of topics in the Life Science MISA public release collection at MSDE. Life Science MISA
Released Questions in Topic "Earth and Space Science and Physical Science"

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Expand All Official Practice Test

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Earthquake Waves

Many students in Maryland felt an earthquake that occurred 1.2 kilometers (km) underground in Virginia. They wondered about the effects of this and other earthquakes around the world.

The students researched earthquake effects. They learned that tension and stress along Earth's crustal plates deep underground sometimes releases suddenly, causing several types of waves to travel through the Earth.

  • P-waves travel through both solids and liquids with the greatest speeds.
  • S-waves travel only through solids at medium speeds.
  • Surface (Love and Rayleigh) waves travel only across the surface of the crust and are the slowest waves.

The students learned that scientists observe earthquakes from seismograph stations located around the world. A seismograph is a tool used to measure seismic waves. The formula for the relationship between velocity mathematics expression or equation frequency mathematics expression or equation and wavelength mathematics expression or equation ismathematics expression or equation

This formula allows scientists to calculate distances to the epicenter (point of origin) of the earthquake through various crust materials. The students found this table that shows the typical velocity of P-waves traveling through different crust materials.

There is a table titled Typical P-wave Velocities. The table has three columns and six rows. The first column heading is Crust Material. The second column heading is Approximate Density in kilograms per cubic meter . The third column heading is Approximate Velocity in meters per second. The second row is Water, one thousand, one thousand five hundred. The third row is Loose sand, one thousand one hundred, one thousand five hundred. The fourth row is Dense soil, two-thousand one-hundred, two-thousand five hundred. The fifth row is Soft rock, two-thousand six hundred, four thousand two hundred. The sixth row is Hard rock, three thousand three hundred, eight thousand five hundred.

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Locating Earthquakes

The students researched how scientists use wave data to locate earthquake epicenters (points of origin). The students learned that the arrival time of the P-waves and S-waves allows scientists to calculate the time of the earthquake and its distance from the seismograph.

The students found data from three seismograph stations for a 1994 earthquake in California that occurred 4.2 km underground. The students organized the data in this table.

There is a table titled P-wave and S-wave Arrival Times in California. There are four columns and four rows. The first column heading is Station. The second column heading is Distance from Earthquake in kilometers. The third column heading is P-wave Arrival in seconds. The fourth column heading is S-wave arrival in seconds. The second row is one, seven point eight, fifty two, fifty three point five. The third row is two, eighty six point zero, sixty six, seventy nine point zero. The fourth row is three, one hundred seventy point zero, seventy seven, ninety-eight point zero.

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Effects on Ocean and Land

The students did further research on the effects of earthquakes on other Earth systems. They found that waves created by earthquakes on the ocean floor travel through the ocean floor crust and the ocean water. The waves traveling through the water can cause a seismic sea wave, or tsunami. These powerful waves greatly increase in height as they come ashore. This diagram shows how an earthquake deep under the ocean may cause a tsunami that impacts land.

This is a diagram titled Tsunami Caused by Earthquake. The top of the diagram reads Tsunamis travel more slowly through water than earthquake waves travel through solid crust materials. There is an arrow labeled tsunami waves pointing out from the earthquake to the right in the water. On the right side of the diagram, land is labeled. The diagram shows a deep ocean earthquake under the water. There is an arrow labeled Earthquake Waves pointing out from the earthquake to the right in the solid crust material. The bottom of the diagram reads P and S waves in the crust allow forecasting of when a tsunami may arrive.

The students found this diagram that shows the water level, coastal erosion, and deposition on the coast of Sri Lanka from a 2004 tsunami caused by an undersea earthquake near Indonesia, 3500 kilometers away.

There is a diagram titled Coastline Diagram. The diagram is labeled, from left to right, Sea level, Tsunami height, Tsunami water level, Shoreline, Distance from the shoreline, Zone of erosion, Zone of deposition. The diagram shows a cross-section of land, sea-level, and the height of a tsunami. Sea level is labeled on the left of the diagram. Where the sea level meets the land is labeled Shoreline. The tsunami height rises above the sea level and the shoreline. The distance the tsunami height goes inland to the right is labeled Distance from the Shoreline. The far right of the diagram is labeled Zone of Deposition. To the left of that is labeled Zone of erosion.

This is a multiple choice question that allows you to select only one option.

What is the approximate frequency of a P-wave traveling at average velocity through soft rock with a wavelength of 2 m?

  1. A.
    2,100 waves per second
  2. B.
    2,600 waves per second
  3. C.
    6,800 waves per second
  4. D.
    8,400 waves per second

This is a question with 3 parts, including a question with drop-down menus from which you must select an option to fill in the blank.

Part A

Match each cause to an effect. Not all effects will be used.

A matching interaction is shown, with the sources titled, Cause, and the targets titled, Effect. There are two causes: Media density increases, and Wave v decreases. There are four effects: f increases, lambda increases, f decreases, and lambda decreases.

Part B

Select the terms that best explain the causes and effects.

Because  
  is constant for a P-wave,  
  changes in direct proportion to  
 

This is a multiple choice question that allows you to select only one option.

Based on the P-wave and S-wave arrival times for the 1994 California earthquake, which station had the most dense crust material located between it and the earthquake epicenter, and what effect did this have on the wavelength recorded at this station compared to the waves recorded at the other two stations?

  1. A.
    Station 1; the wavelength was shortest
  2. B.
    Station 1; the wavelength was longest
  3. C.
    Station 2; the wavelength was shortest
  4. D.
    Station 3; the wavelength was longest

This is a test question that allows you to enter extended text in your response.

Using the information provided, describe the sequence of destabilizing effects caused by an undersea earthquake that produces resulting changes to Earth's crust. Include data to support your reasoning.

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Sulfuric Acid Cooling Effect

Students studying global warming learned that some events on Earth slow the rate of atmospheric warming. Global temperatures have been rising since the mid-1900s. However, between 2000 and 2010, the global temperature did not increase as much as scientists expected. The scientists proposed that an increase in sulfur dioxide in the atmosphere reduced the rate of warming. Sulfur dioxide (SO₂) reacts with water (H₂O) in the upper atmosphere (stratosphere) to form sulfuric acid (H₂SO₄). Sulfuric acid molecules reflect sunlight away from Earth's surface. The scientists estimated that since the year 2000 sulfur dioxide emissions have reduced warming of the atmosphere by as much as 25%.

There are two main sources of sulfur dioxide: emissions from volcanoes and from the burning of coal. Many countries still use coal as their primary source of energy. For example, India and China have increased their sulfur dioxide emissions by 60% from 2000 to 2010.

The scientists used two computer models to simulate ten years of global atmospheric activity. The models allowed the scientists to separate emissions from volcanoes and from coal burning. The models revealed that emissions from volcanoes were the primary source of the increase in atmospheric sulfur dioxide. This model shows how sulfuric acid in volcanic ash reduces the warming effect of sunlight at Earth's surface.

The model is titled Volcanic Ash Clouds. An area labeled Stratosphere is at the top of the diagram. A dotted line separates the stratosphere from an area below it labeled Troposphere. A stretch of flat land with a volcano to the left is below the troposphere. There is a cloud coming out of the top of the volcano with the label Ash. Another cloud labeled capital S capital O two with an arrow pointing to the right is to the right of the Ash label. Another cloud with small white circles in it is to the right of the arrow. It is labeled capital H two capital S capital O four. Above the cloud, there are three wavy arrows labeled Incoming sunlight pointing downward into the cloud. There are two wavy arrows pointing down from the bottom of this cloud and one wavy arrow pointing up from the top of the cloud.

Large eruptions of volcanoes affect global temperatures. The graph shows the dates of some large volcanic eruptions from 1950 to 2000 and the change in global temperatures.

The graph is titled Global Temperature Change. The x-axis is labeled Year. The y-axis is labeled Temperature Change in degrees Celsius. The key shows that a triangle represents a volcanic eruption. The x-axis begins with nineteen fifty and continues to the right in ten-year increments to two thousand. The y-axis begins with negative zero point four. It continues upward in zero point two increments to zero point six. There is a varying data point line that begins at the y-axis at approximately negative zero point zero three in the year 1950 and ends in the year 2000 at about zero point four five. Years 1962, 1982, and 1992 each have a triangle on the x-axis. At these years the temperature data line decreases by approximately zero point zero five to zero point two over a period of three to five years afterward for each volcanic eruption.

This is test content.

Sunlight Energy

The students want to know more about how the amount of sunlight reaching Earth's surface affects the amount of warming. The students choose to build a solar water heater to model ocean water warming using the design shown.

The students design is titled Solar Water Heater. The diagram shows an insulated wooden box with a glass cover. A ten-liter metal tank is Inside the box. A sheet of foil lines the inside of the box. Wavy arrows pointing to the outside of the box are labeled Incoming sunlight. There is a plastic pipe coming out of the top of the tank and exiting the left side of the box. The pipe turns downward at the end and is labeled Hot water output. There is also a plastic pipe entering the left side of the box and the heating tank. It is labeled Cool water input.

The students test their design by placing the device on a sunlit table on a warm afternoon. They fill the tank with 10 L of water and allow it to heat for four hours in full sunlight. The students estimate the amount of solar energy input the device receives based on researched values for their location and the date converted to kilojoules (kJ). The students also take into account the box cover's area and the time of day when calculating the input. They repeat their procedure on two more afternoons. The table shows their data.

The title of the table is Water Heater Results. The table has four columns and three rows. The first column heading is Trial. The second column heading is Solar Energy Input in kiloJoules. The third column heading is Water Temperature Increase in degrees Celsius. The fourth column heading is Water Energy Gain in kiloJoules. The first row is one, one thousand seven hundred twenty-eight, twenty-five, one thousand thirty-eight. The second row is two, one thousand eight hundred ninety-nine, twenty-seven, one thousand one hundred forty-two. The third row is three, two thousand ninety, thirty, one thousand two hundred fifty-five.

This is a multiple choice question that allows you to select only one option.

Based on the Volcanic Ash Clouds model, which statement best describes how volcanic eruptions affect the input of energy in the troposphere?

  1. A.
    More volcanic emissions decrease the solar energy input.
  2. B.
    More reflection in the stratosphere increases the solar energy input.
  3. C.
    More sulfuric acid in the stratosphere increases the solar energy input.
  4. D.
    More rays of sunlight reaching the troposphere decrease the solar energy input.

This is a multiple choice question that allows you to select only one option.

Based on the Global Temperature Change graph, which time scale best describes the duration of atmospheric cooling caused by large volcanoes?

  1. A.
    a few months
  2. B.
    about 5 years
  3. C.
    about 10 years
  4. D.
    a few decades

This is a question with 2 parts, including a multiple choice question that allows you to select only one option.

Part A

Which effect is caused by sunlight being reflected by sulfuric acid?

  1. A.
    troposphere cools
  2. B.
    troposphere warms
  3. C.
    stratosphere warms
  4. D.
    stratosphere has more sulfuric acid molecules

Part B

Which most immediate effect is caused by an increase in the amount of sulfur dioxide emissions?

  1. A.
    troposphere cools
  2. B.
    troposphere warms
  3. C.
    stratosphere warms
  4. D.
    stratosphere has more sulfuric acid molecules

This is a multiple choice question that allows you to select only one option.

Which statement identifies the energy conversion taking place in the water heater?

  1. A.
    Solar energy is being converted into thermal energy.
  2. B.
    Kinetic energy is being converted into solar energy.
  3. C.
    Light energy is being converted into mechanical energy.
  4. D.
    Kinetic energy is being converted into mechanical energy.
  5. E.
    Thermal energy is being converted into mechanical energy.

This is a multiple choice question that allows you to select only one option.

Why is the amount of energy gained by the water in the solar water heater less than the amount of incoming energy?

  1. A.
    Most of the sunlight is being reflected rather than absorbed.
  2. B.
    Some thermal energy is transferred to the air and metal inside the box.
  3. C.
    The angle of incoming sunlight changes when it passes through the glass cover.
  4. D.
    The insulation around the box prevents thermal energy from being transferred from the outside air.

This is a test question that allows you to enter extended text in your response.

Design a modification to the solar water heater device that will model the effects of sulfur dioxide in the atmosphere. Be sure to include the advantages and disadvantages of your design modification.

Type your answer in the space provided.