TINAGO NATIONAL HIGH SCHOOL
21 M. Castro Street, Tinago, Naga City
THIRD PERIODIC TEST IN PHYSICAL SCIENCE
Learner’s Name
Grade & Section
Date
Score
INSTRUCTIONS. This test includes various question types. Follow the specific instructions for each section carefully. No corrections or
changing of answers are allowed. Misspelled answers are considered wrong. Illegible or ambiguous handwriting will also be marked
incorrect. Good luck!
TEST I: MULTIPLE CHOICE. Read each part of the test carefully. ENCIRCLE the letter of your answer. STRICTLY NO ERASURES /
CHANGING OF ANSWERS.
1. Which of the following is the most significant evidence supporting Big Bang Nucleosynthesis in the Big Bang theory?
A. The discovery of cosmic microwave background radiation
B. The observed abundance of light elements
C. The redshift of light from distant galaxies
D. The formation of heavy elements in supernova explosions
2. How does Big Bang Nucleosynthesis explain the abundance of helium in the universe?
A. Helium was produced by the fusion of hydrogen in stars over billions of years.
B. Helium formed during the rapid cooling and expansion of the universe.
C. Helium was created during supernova explosions in the early universe.
D. Helium formed as a result of gravitational contraction in nebulae.
3. During Big Bang Nucleosynthesis, which elementary particles played a crucial role in forming light elements such as
deuterium and helium?
A. Electrons and protons
B. Photons and neutrinos
C. Quarks and gluons
D. Neutrons and protons
4. What prevented the formation of heavier elements beyond lithium during Big Bang Nucleosynthesis?
A. The universe cooled too quickly for fusion of heavier nuclei to occur.
B. Neutrons decayed into protons, halting further nuclear reactions.
C. There was an insufficient abundance of hydrogen and helium.
D. Photons destroyed any heavier elements that formed.
5. Which process occurs during the protostar stage that contributes to the formation of heavier elements in later stages of stellar
evolution?
A. Fusion of hydrogen into helium in the core
B. Formation of heavier elements through supernova explosions
C. Gravitational contraction and increasing temperature
D. Cooling of gases to form a nebula
6.
What happens during the main sequence stage of a low-mass star’s life that contributes to the formation of heavier elements?
A. Hydrogen undergoes nuclear fusion to form helium in the core.
B. Helium undergoes fusion to form carbon and oxygen.
C. The star expands into a red giant, fusing elements heavier than helium.
D. The star undergoes a supernova explosion, creating heavy elements.
7. During the main sequence stage of a mid-mass star, the proton-proton chain reaction is responsible for hydrogen fusion. Which
of the following best explains why this process can sustain the star for billions of years?
A. The reaction occurs rapidly, producing all necessary elements in a short period.
B. The proton-proton chain does not require extremely high temperatures to occur.
C. The fusion of hydrogen into helium absorbs energy, stabilizing the star’s core.
D. Hydrogen is the most abundant element in the universe, providing a long-lasting fuel source.
8. Why do massive stars have significantly shorter main sequence lifetimes compared to mid-mass stars, despite having more
hydrogen fuel available?
A. They fuse hydrogen into helium more slowly to maintain equilibrium.
B. They burn through their hydrogen fuel at a much higher rate.
C. Their nuclear fusion process is less efficient, requiring more energy input.
D. Their larger size allows them to store more energy, delaying their evolution.
9. Which fusion process signals the end of a massive star’s life before its core collapses?
A. Carbon burning
B. Oxygen burning
C. Silicon burning
D. Helium burning
10. Which of the following best describes the Ancient Greek concept of elements?
A. Elements are indivisible atoms, each with its own distinct properties.
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B.
C.
D.
Elements are made up of atoms, which combine in fixed ratios to form compounds.
Elements are fundamental substances, like earth, air, fire, and water.
Elements are compounds made up of smaller particles called molecules.
11. Which of the following best describes the contributions of alchemists to the field of chemistry?
A. They discovered the atomic theory and the structure of atoms.
B. They developed laboratory techniques and equipment still relevant today.
C. They invented the periodic table and classified elements.
D. They created the theory of evolution and explained chemical reactions
12. Which of the following best summarizes the main idea in the discovery of the structure of the atom and its subatomic particles?
A. Atoms are indivisible, with no internal structure, and only contain protons.
B. Atoms consist of a central nucleus containing protons and neutrons, with orbiting electrons.
C. Atoms have no subatomic particles and exist as solid, indivisible units.
D. The nucleus of an atom is made up of electrons, and protons and neutrons are located outside the nucleus.
13. In the nuclear model of the atom, where are the protons and neutrons found?
A. They are located in the electron cloud, outside the nucleus.
B. They are scattered evenly throughout the entire atom.
C. They are concentrated in the nucleus at the center of the atom.
D. Protons are in the nucleus, and neutrons are outside the atom.
14. What keeps electrons from flying away from the nucleus in an atom?
A. The strong nuclear force holds the electrons in place.
B. The protons in the nucleus attract the electrons, keeping them in orbit.
C. Electrons are bound to each other, preventing them from escaping.
D. Electrons do not have enough energy to leave the atom.
15. Which of the following are the general types of intermolecular forces that exist between molecules?
A. Gravitational forces, magnetic forces, and weak forces
B. London dispersion forces, dipole-dipole forces, and hydrogen bonds
C. Chemical bonds, covalent bonds, and ionic bonds
D. Electromagnetic forces, heat energy, and pressure
16. Which of the following best explains why different substances have different boiling points, based on the types of
intermolecular forces they experience?
A. Substances with stronger London dispersion forces have lower boiling points.
B. Molecules with hydrogen bonds generally have higher boiling points because of stronger intermolecular attractions.
C. Molecules with dipole-dipole forces always have higher boiling points than molecules with only London dispersion forces.
D. Boiling points are determined solely by the number of molecules in a substance, not the type of intermolecular force.
17. How do intermolecular forces affect the viscosity of a substance?
A. Stronger intermolecular forces decrease the viscosity, making the substance flow more easily.
B. Weaker intermolecular forces increase the viscosity, making the substance more resistant to flow.
C. Stronger intermolecular forces increase the viscosity, making the substance more resistant to flow.
D. Intermolecular forces have no effect on the viscosity of a substance nor to its resistance to flow.
18. Why is a catalyst important in many industrial processes?
A. It increases the efficiency of the reaction without changing the reactants.
B. It lowers the activation energy required, allowing reactions to occur at lower temperatures.
C. It speeds up the reaction by providing an alternative pathway with lower energy.
D. It allows the reaction to take place at a faster rate without being consumed in the process.
19. Which of the following best explains the energy changes in a chemical reaction?
A. Energy is released when bonds are formed and absorbed when bonds are broken.
B. Energy is only absorbed when bonds are broken and not when they are formed.
C. Energy is always released during both the breaking and formation of bonds.
D. Energy is absorbed when bonds are formed and released when bonds are broken.
20. Water (H₂O) is a polar molecule. How does this affect its ability to dissolve substances like salt (NaCl) in real life, such as when
making a saltwater solution?
A. Water’s polarity makes it harder to dissolve salt due to a lack of bonds.
B. Water’s non-polar nature prevents it from dissolving salt effectively.
C. Water’s polarity helps it break apart salt molecules by forming bonds with the ions.
D. Water’s polarity causes salt molecules to form large clusters, preventing dissolution.
21. Why does oil (non-polar) not mix with water (polar) when making salad dressing, and how does this relate to their properties?
A. Oil’s non-polarity helps it dissolve in water, forming a smooth mixture.
B. Oil is polar, which allows it to mix easily with water molecules.
C. Both oil and water are non-polar, making them blend without separation.
D. Oil’s non-polarity prevents it from bonding with water, causing them to separate.
22. How is energy harnessed from biogas?
A. Biogas is burned to release heat, which drives turbines to generate electricity.
B. Biogas is used directly as a fuel in cars and transportation systems.
C. Biogas is converted into electricity using chemical cells that produce power.
D. Biogas is used to power solar cells that generate electricity.
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23. The Tiwi Geothermal Power Plant in Albay, which is dependent on the energy from Mayon Volcano, generates electricity using
this natural resource. Which of the following best explains how energy is harnessed at the Tiwi Power Plant to produce
electricity?
A. Heat from the Earth’s core is used to create steam, which drives turbines to generate electricity.
B. Heat from the Earth’s core is used to generate chemical reactions that release energy for electricity production.
C. Heat from the Earth’s core is stored in batteries and released when needed to generate electricity.
D. Heat from the Earth’s core is used to heat water, which is then converted into biogas for electricity generation.
24. In what way did the Ancient Greek idea of elements being made from a combination of fire, water, earth, and air influence our
modern understanding of chemistry?
A. The Ancient Greeks' idea helped modern chemists discover atomic bonding and reaction mechanisms.
B. Their idea led to the understanding that all substances are made from a combination of atoms that follow predictable
patterns.
C. The concept of elements made of fire, water, earth, and air is no longer relevant today in chemistry.
D. The Ancient Greek idea led to the belief that atoms are made of visible elements like fire and water.
25. How did J.J. Thomson's discovery of the electron and his "plum pudding" model of the atom influence later developments in
atomic theory?
A. It suggested that atoms were indivisible, leading to the atomic theory of matter.
B. It introduced the idea of a positively charged atom with electrons scattered throughout, shaping later atomic models.
C. It proposed that electrons were embedded in a positive mass, prompting further exploration of subatomic particles.
D. It led to the discovery of protons and neutrons, refining the model of the atom.
26. How did Ernest Rutherford's gold foil experiment challenge J.J. Thomson's model and influence the development of the
nuclear model of the atom?
A. It confirmed Thomson's model by showing that atoms had evenly distributed charge.
B. It showed that atoms are composed of uniform matter, influencing later atomic theories.
C. It suggested that atoms lacked subatomic particles, altering the view of atomic composition.
D. It revealed a dense, positively charged nucleus, changing the understanding of atomic structure.
27. How do intermolecular forces explain why substances like alcohol have lower boiling points than water?
A. Alcohol molecules experience stronger hydrogen bonding, making them harder to break apart and leading to a lower boiling
point.
B. The weaker intermolecular forces in alcohol, make it easier for alcohol molecules to escape into the gas phase, resulting in a
lower boiling point.
C. Alcohol molecules have stronger ionic bonds, which require more energy to break, leading to a higher boiling point.
D. The intermolecular forces in alcohol are similar to those in water, so their boiling points are almost the same.
28. How did Rutherford's discovery of a dense, positively charged nucleus challenge the "plum pudding" model of the atom, and
what new understanding did it provide about atomic structure?
A. Rutherford's experiment confirmed the "plum pudding" model by revealing that the atom’s mass is evenly spread out
B. Rutherford’s experiment explained that the atom’s electrons were embedded in a solid core of positive charge, as proposed
by Thomson.
C. The discovery showed that most of the atom is empty space, with a small, dense nucleus, contradicting the uniform
distribution of charge in the "plum pudding" model.
D. The discovery led to the idea that all atoms are made up of the same number of protons, neutrons, and electrons.
29. Rutherford's discovery of the atomic nucleus significantly impacted how scientists approached the understanding of atomic
structure. How did this lead to the development of Bohr’s model, and what key concept did it introduce?
A. Rutherford’s discovery led Bohr to propose that electrons orbit the nucleus in specific, quantized orbits.
B. Rutherford’s discovery showed that electrons were evenly scattered, leading Bohr to reject electron orbits.
C. Rutherford’s experiment revealed that electrons are in the nucleus, prompting Bohr to study neutrons.
D. Rutherford’s discovery proved uniform mass distribution, influencing Bohr to ignore electron movement.
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