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Study Guide: Physical Setting / Physics Regents Examinations: Topics Covered on the Regents Examination in Physics
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Physical Setting / Physics Regents Examinations: Topics Covered on the Regents Examination in Physics

By Fatskills Exam Guides Team — the exam nerds behind 28,500+ quizzes and 2.1M practice questions across 500+ global exams.

⏱️ ~13 min read

Topics Covered on the Regents Examination in Physics
All of the questions on the Physics examination will test major understandings, skills, and real-world applications drawn from following five subject areas:
 

M. Math Skills
I. Mechanics
II. Energy
III. Electricity and Magnetism
IV. Waves
V. Modern Physics


What to Expect on the Regents Examination in Physics

Format of the Physics Examination
The physics examination will be three hours long and will include four parts: A, B–1, B–2, and C. You should be prepared to answer multiple-choice questions as well as questions that require an extended written response.

In general, questions will fall into three categories:
 

Content questions will test your knowledge and understanding of the material contained within the New York State Physics Core. You may be asked to provide definitions of physical phenomena, interpret diagrams, and solve simple problems.
Skills questions will test your ability to apply, analyze, and evaluate the material contained within the Core. You may be asked to draw and/or interpret graphs and diagrams and solve problems of a more complex nature.
Applications questions will test your ability to apply your scientific knowledge and skills to real-world situations.
Note: The topic outline found on pages 18–30 contains the content, skills, and real-world applications that make up the New York State Physics Core.

You will be required to answer ALL of the questions on the Physical Setting/Physics Regents examination.

Analysis of a Recent Physical Setting/Physics Regents Examination
*These percentages may vary slightly in future examinations.
 

Part Question Format Types of Questions *Percent of Examination
A Multiple-choice questions Content questions 41
B–1 Multiple-choice questions Content and skills questions 14
B–2 Multiple-choice and extended response questions Content and skills questions 21
C Extended response questions Content, skills, and applications questions 24

The maximum raw score on the examination is 85 points. A teacher’s chart will be provided for converting your raw score to a scaled score that has a maximum of 100 points. 


Sample Conversion Table
(Remember: Conversion tables can vary slightly from year to year.)

Raw

Score		 Scaled

Score		 Raw

Score		 Scaled

Score		 Raw

Score		 Scaled

Score		 Raw

Score		 Scaled

Score
85 100 63 78 41 57 19 31
84 99 62 77 40 56 18 29
83 98 61 76 39 55 17 28
82 97 60 76 38 54 16 26
81 96 59 75 37 53 15 25
80 95 58 74 36 52 14 23
79 94 57 73 35 50 13 22
78 93 56 72 34 49 12 20
77 92 55 71 33 48 11 19
76 91 54 70 32 47 10 17
75 90 53 69 31 46 9 16
74 89 52 68 30 45 8 14
73 88 51 67 29 43 7 12
72 87 50 66 28 42 6 11
71 86 49 65 27 41 5 9
70 85 48 64 26 40 4 7
69 84 47 63 25 38 3 5
68 83 46 62 24 37 2 4
67 82 45 61 23 36 1 2
66 81 44 60 22 35 0 0
65 80 43 59 21 33    
64 79 42 58 20 32    

The table is used to convert the number of points you actually received on the examination (your “raw” score) to your final score on the examination (your “scaled” score). Note that this table will change from one examination to another.
 

New York State Physical Setting/Physics Core
Topic Outline
All Regents physics examinations are based on this Core. The Topic Outline is divided into six sections:
 

 M. Math Skills
  I. Mechanics
 II. Energy
III. Electricity and Magnetism
IV. Waves
 V. Modern Physics

Each course area contains one or more of the following items:
Performance indicators, that is, the major understandings that you must have mastered for the examination.
Process skills that you need to be able to demonstrate during the examination.
Real-world applications that relate physics concepts to the world around you.
Note: When an asterisk (*) is associated with a performance indicator, it means that you need to be able to solve problems using one or more of the equations given in the reference tables on pages 45–56.

M. Math Skills
 

Sequence Process Skills

(The student will be able to . . . )		 Real-World

Application
M.1  use algebraic and geometric representations to describe and compare data use scaled diagrams to represent and manipulate vector quantities, represent physical quantities in
  graphical form, construct
  graphs of real-world data
  (scatter plots, line or
  curve of best fit), manipulate equations to solve
for unknowns, use
dimensional analysisto confirm algebraicsolutions
M.2 use deductive reasoning to construct and evaluate arguments interpret graphs to determine the mathematical relationship between the variables
M.3 apply algebraic and geometric concepts and skills in the solution of problems explain the physical relevance of the properties of a graph of real-world data using slope, intercepts, and area under a curve


I. Mechanics

Sequence Performance Indicators
I.1 Measured quantities can be classified as either vector or scalar.
I.2 An object in linear motion may travel with a constant velocity* or with acceleration*. (Note: Testing of acceleration will be limited to cases in which acceleration is constant.)
I.3 An object in free fall accelerates due to the force of gravity*. Friction and other forces cause the actual motion of a falling object to deviate from its theoretical motion. (Note: Initial velocities of objects in free fall may be in any direction.)
I.4 The resultant of two or more vectors, acting at any angle, is determined by vector addition.
I.5 A vector may be resolved into perpendicular components.*
I.6 The path of a projectile is the result of the simultaneous effect of the horizontal and vertical components of its motion; these components act independently.
I.7 A projectile’s time of flight is dependent upon the vertical components of its motion.
I.8 The horizontal displacement of a projectile is dependent upon the horizontal component of its motion and its time of flight.
I.9 According to Newton’s First Law, the inertia of an object is directly proportional to its mass. An object remains at rest or moves with constant velocity, unless acted upon by an un-balanced force.
I.10 When the net force on a system is zero, the system is in equilibrium.
I.11 According to Newton’s Second Law, an unbalanced force causes a mass to accelerate*.
I.12 Weight is the gravitational force with which a planet attracts a mass.* The mass of an object is independent of the gravitational field in which it is located.
I.13 Kinetic friction* is a force that opposes motion.
I.14 Centripetal force* is the net force which produces centripetal acceleration*. In uniform circular motion, the centripetal force is perpendicular to the tangential velocity.
I.15 The impulse* imparted to an object causes a change in its momentum*.
I.16 The elongation or compression of a spring depends upon the nature of the spring (its spring constant) and the magnitude of the applied force*.
I.17 According to Newton’s Third Law, forces occur in action/reaction pairs. When one object exerts a force on a second, the second exerts a force on the first that is equal in magnitude and opposite in direction.
I.18 Momentum is conserved in a closed system.* (Note: Testing will be limited to momentum in one dimension.)
I.19 Gravitational forces are only attractive, whereas electrical and magnetic forces can be attractive or repulsive.
I.20 The inverse square law applies to electrical* and gravitational* fields produced by point sources.
I.21 Field strength* and direction are determined using a suitable test particle. (Notes: 1) Calculations are limited to electrostatic and gravitational fields. 2) The gravitational field near the surface of Earth and the electrical field between two oppositely charged parallel plates are treated as uniform.)


Is. Mechanics Skills

 

 

 

Sequence Process Skills

(The student will be able to . . . )		 Real-World

Application
Is.1 construct and interpret graphs of position, velocity, or acceleration versus time Global Positioning Systems (GPS), track and field
Is.2 determine and interpret slopes and areas of motion graphs mathematical slopes, calculus
Is.3 determine the acceleration due to gravity near the surface of the Earth weights, bungee jumping, skydiving
Is.4 determine the resultant of two or more vectors graphically or algebraically navigation (e.g., boats, planes)
Is.5 draw scaled force diagrams, using a ruler and a protractor building design (stress analysis), cranes, picture hangers
Is.6 resolve a vector into perpendicular components: graphically and algebraically push lawn mower, amusement park wave swing
Is.7 sketch the theoretical path of a projectile tennis, soccer, golf, archery
Is.8 use vector diagrams to analyze mechanical systems (equilibrium and nonequilibrium) cars, elevators, tightrope walker, apparent weightlessness (micro-gravity)
Is.9 verify Newton’s Second Law for linear motion space shuttle, cruise control
Is.10 determine the coefficient of friction for two surfaces skidding on driving surfaces, ice skating, Teflon surfaces, sledding
Is.11 verify Newton’s Second Law for uniform circular motion amusement park rides (e.g., merry-go-rounds)
Is.12 verify conservation of momentum car crashes, balls, bats
Is.13 determine a spring constant car suspension systems, rubber bands, spring scales


II. Energy

 

 

 

Sequence Performance Indicators
II.1 When work* is done on or by a system, there is a change in the total energy* of the system.
II.2 Work done against friction results in an increase in the internal energy of the system.
II.3 Power* is the time-rate at which work is done or energy is expended.
II.4 All energy transfers are governed by the law of conservation of energy.*
II.5 Energy may be converted among mechanical, electromagnetic, nuclear, and thermal forms.
II.6 Potential energy is the energy an object possesses by virtue of its position or condition. Types of potential energy are gravitational* and elastic*.
II.7 Kinetic energy* is the energy an object possesses by virtue of its motion.
II.8 In an ideal mechanical system, the sum of the macroscopic kinetic and potential energies (mechanical energy) is constant.*
II.9 In a nonideal mechanical system, as mechanical energy decreases there is a corresponding increase in other energies such as internal energy.*


IIs. Energy Skills

 

 

 

Sequence Process Skills

(The student will be able to . . . )		 Real-World

Application
IIs.1 describe and explain the exchange between potential energy,   kinetic energy, and internal energy for simple mechanical systems, such as a pendulum, a roller coaster, a spring, a freely  falling object  skiing, skateboarding
IIs.2 predict velocities, heights, and spring compressions based on   energy conservation  diving board, trampoline
IIs.3 determine the energy stored in a spring ballpoint pen, pop-up toys
IIs.4 observe and explain energy conversions in real-world situations hydroelectric power, solar power, Sun, engines
IIs.5 recognize and describe conversions among different forms of energy in real or hypothetical devices such as a motor, a generator, a photocell, a battery solar-powered calculator, electric fan, heat pumps, air conditioners, Peltier devices
IIs.6 compare the power developed when the same work is done at different rates elevators, running versus walking up stairs, motorcycles versus tractor-trailers
IIs.7 determine the factors that affect the period of a pendulum Pirate Ship and Sky Coaster (amusement park rides), grandfather clock, swing


III. Electricity and Magnetism

 

 

Sequence Performance Indicators
III.1 Gravitational forces are only attractive, whereas electrical and magnetic forces can be attractive or repulsive.
III.2 The inverse square law applies to electrical* and gravitational* fields produced by point sources.
III.3 Energy may be stored in electric* or magnetic fields. This energy may be transferred through conductors or space and may be converted to other forms of energy.
III.4 The factors affecting resistance in a conductor are length, cross-sectional area, temperature, and resistivity.*
III.5 All materials display a range of conductivity. At constant temperature, common metallic conductors obey Ohm’s Law*.
III.6 A circuit is a closed path in which a current* can exist. (Note: Use conventional current.)
III.7 Electrical power* and energy* can be determined for electric circuits.
III.8 Circuit components may be connected in series* or in parallel.* Schematic diagrams are used to represent circuits and circuit elements.
III.9 Moving electric charges produce magnetic fields. The relative motion between a conductor and a magnetic field may produce a potential difference in the conductor.


IIIs. Electricity and Magnetism Skills

 

 

Sequence Process Skills

(The student will be able to . . . )		 Real-World

Application
IIIs.1 measure current and voltage in a circuit transformers, power supplies, battery testers, power meters, multi-meters
IIIs.2 use measurements to determine the resistance of a circuit element dimmer switches, volume controls, temperature controls (potentiometers)
IIIs.3 interpret graphs of voltage versus current power meters, soundboard meters
IIIs.4 measure and compare the resistance of conductors of various lengths and cross-sectional areas toasters, hair dryers, power transmission lines
IIIs.5 construct simple series and parallel circuits household wiring, jumper cables, fuses, and circuit breakers
IIIs.6 draw and interpret circuit diagrams which include voltmeters and ammeters schematic plans
IIIs.7 predict the behavior of lightbulbs in series and parallel circuits holiday lights, flashlights
IIIs.8 map the magnetic field of a permanent magnet, indicating the direction of the field between the N (north-seeking) and S (south-seeking) poles compass, magnets, magnetic storage media (e.g., floppy disks, hard drives, tapes)


IV. Waves

 

 

Sequence Performance Indicators
IV.1 An oscillating system produces waves. The nature of the system determines the type of wave produced.
IV.2 Waves carry energy and information without transferring mass. This energy may be carried by pulses or periodic waves.
IV.3 Waves are categorized by the direction in which particles in a medium vibrate about an equilibrium position relative to the direction of propagation of the wave such as transverse and longitudinal waves.
IV.4 Mechanical waves require a material medium through which to travel.
IV.5 The model of a wave incorporates the characteristics of amplitude, wavelength*, frequency*, period*, wave speed*, and phase.
IV.6 Electromagnetic radiation exhibits wave characteristics. Electromagnetic waves can propagate through a vacuum.
IV.7 All frequencies of electromagnetic radiation travel at the same speed in a vacuum.*
IV.8 When a wave strikes a boundary between two media, reflection*, transmission, and absorption occur. A transmitted wave may be refracted.
IV.9 When a wave moves from one medium into another, the wave may refract due to a change in speed. The angle of refraction (measured with respect to the normal) depends on the angle of incidence and the properties of the media (indices of refraction).*
IV.10 The absolute index of refraction is inversely proportional to the speed of a wave.*
IV.11 When waves of a similar nature meet, the resulting interference may be explained using the Principle of Superposition. Standing waves are a special case of interference.
IV.12 Resonance occurs when energy is transferred to a system at its natural frequency.
IV.13 Diffraction occurs when waves pass by obstacles or through openings. The wavelength of the incident wave and the size of the obstacle or opening affect how the wave spreads out.
IV.14 When a wave source and an observer are in relative motion, the observed frequency of the waves traveling between them is shifted (Doppler effect).


IVs. Waves Skills

 

 

Sequence Process Skills

(The student will be able to . . . )		 Real-World

Application
IVs.1 compare the characteristics of two transverse waves such as amplitude, frequency, wavelength, speed, period, and phase stadium waves, electro-magnetic waves, S-waves (secondary earthquake waves)
IVs.2 draw wave forms with various characteristics oscilloscopes
IVs.3 identify nodes and antinodes in standing waves guitar string (vibrating stretched wire), pipe organ (vibrating air column)
IVs.4 differentiate between transverse and longitudinal waves polarized sunglasses, liquid crystal displays (e.g., computer screens, watches, calculator), speakers, 3-D movies
IVs.5 determine the speed of sound in air echoes
IVs.6 predict the superposition of two waves interfering constructively and destructively (indicating nodes, antinodes, and standing waves) stereo speakers, surround sound, iridescence (e.g., butterfly wings, soap bubbles), Tacoma Narrows Bridge, beats, electronic tuners
IVs.7 observe, sketch, and interpret the behavior of wave fronts as they reflect, refract, and diffract ocean waves, amusementpark wave pools, harbor waves, pond ripples, ultrasonic cleaners (standing waves)
IVs.8 draw ray diagrams to represent the reflection and refraction of waves barcode scanners, mirrors
IVs.9 determine empirically the index of refraction of a transparent medium diamonds, spearfishing, lenses


 

V. Modern Physics

 

 

Sequence Performance Indicators
V.1 States of matter and energy are restricted to discrete values (quantized).
V.2 Charge is quantized on two levels. On the atomic level, charge is restricted to the elementary charge (charge on an electron or proton). On the subnuclear level charge appears as fractional values of the elementary charge (quarks).
V.3 On the atomic level, energy is emitted or absorbed in discrete packets called photons.*
V.4 The energy of a photon is proportional to its frequency.*
V.5 On the atomic level, energy and matter exhibit the characteristics of both waves and particles.
V.6 Among other things, mass-energy and charge are conserved at all levels (from subnuclear to cosmic).
V.7 The Standard Model of Particle Physics has evolved from previous attempts to explain the nature of the atom and states that:
Atomic particles are composed of subnuclear particles.
The nucleus is a conglomeration of quarks which manifest themselves as protons and neutrons.
Each elementary particle has a corresponding antiparticle.
V.8 Behaviors and characteristics of matter, from the microscopic to the cosmic levels, are manifestations of its atomic structure. The macroscopic characteristics of matter, such as electrical and optical properties, are the result of microscopic interactions.
V.9 The total of the fundamental interactions is responsible for the appearance and behavior of the objects in the universe.
V.10 The fundamental source of all energy in the universe is the conversion of mass into energy.*


 

Vs. Modern Physics Skills

 

 

Sequence Process Skills

(The student will be able to . . . )		 Real-World

Application
Vs.1 interpret energy-level diagrams black light posters, lasers
Vs.2 correlate spectral lines with energy-level diagram neon lights, street lights

 

 


⚡ Recently practiced quizzes in this class
Global History & Geography Transition Regents Review Regents Physics Review: Applications of Waves / Diffraction Regents Physics Review: DC Circuits / Electrical Power Regents Physics Review: Work, Power, and Energy / Conservation of Energy Regents Physics Review: Work, Power, and Energy / Work/Power Regents Physics Review: Impulse and Momentum / Impulse 10000+ Science Questions Regents Physics Review: Electrostatics / Coulomb's Law English Regents Review Regents Physics Review: Math Skills / Graph Interpretation

 
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