PS/PHYSICS
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING
PHYSICS
Tuesday, June 25, 2019 — 1:15 to 4:15 p.m., only
The possession or use of any communications device is strictly prohibited when taking this
examination. If you have or use any communications device, no matter how briefly, your
examination will be invalidated and no score will be calculated for you.
Answer all questions in all parts of this examination according to the directions
provided in the examination booklet.
A separate answer sheet for Part A and Part B–1 has been provided to you.
Follow the instructions from the proctor for completing the student information on
your answer sheet. Record your answers to the Part A and Part B–1 multiple-choice
questions on this separate answer sheet. Record your answers for the questions in
Part B–2 and Part C in your separate answer booklet. Be sure to fill in the heading on
the front of your answer booklet.
All answers in your answer booklet should be written in pen, except for graphs
and drawings, which should be done in pencil. You may use scrap paper to work out
the answers to the questions, but be sure to record all your answers on your separate
answer sheet or in your answer booklet as directed.
When you have completed the examination, you must sign the statement printed
on your separate answer sheet, indicating that you had no unlawful knowledge of the
questions or answers prior to the examination and that you have neither given nor
received assistance in answering any of the questions during the examination. Your
answer sheet and answer booklet cannot be accepted if you fail to sign this
declaration.
Notice. . .
A scientific or graphing calculator, a centimeter ruler, a protractor, and a copy of the 2006
Edition Reference Tables for Physical Setting/Physics, which you may need to answer some
questions in this examination, must be available for your use while taking this examination.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
PS/PHYSICS
Part A
Answer all questions in this part.
Directions (1–35): For each statement or question, choose the word or expression that, of those given, best
completes the statement or answers the question. Some questions may require the use of the 2006 Edition
Reference Tables for Physical Setting/Physics. Record your answers on your separate answer sheet.
P.S./Physics–June ’19 [2]
1 Which pair of quantities represent scalar
quantities?
(1) displacement and velocity
(2) displacement and time
(3) energy and velocity
(4) energy and time
2 A sailboat on a lake sails 40. meters north and
then sails 40. meters due east. Compared to its
starting position, the new position of the sailboat
is
(1) 40. m due east (3) 57 m northeast
(2) 40. m due north (4) 80. m northeast
3 A ball is thrown straight upward from the surface
of Earth. Which statement best describes the
ball’s velocity and acceleration at the top of its
flight?
(1) Both velocity and acceleration are zero.
(2) Velocity is zero and acceleration is nonzero.
(3) Velocity is nonzero and acceleration is zero.
(4) Both velocity and acceleration are not zero.
4 As a student runs a plastic comb through her
hair, the comb acquires a negative electric
charge. This charge results from the transfer of
(1) protons from the comb to her hair
(2) protons from her hair to the comb
(3) electrons from the comb to her hair
(4) electrons from her hair to the comb
5 How would the mass and weight of an object on
the Moon compare to the mass and weight of the
same object on Earth?
(1) Mass and weight would both be less on the
Moon.
(2) Mass would be the same but its weight
would be less on the Moon.
(3) Mass would be less on the Moon and its
weight would be the same.
(4) Mass and weight would both be the same on
the Moon.
6 An object is moving with constant speed in a
circular path. The object’s centripetal
acceleration remains constant in
(1) magnitude, only
(2) direction, only
(3) both magnitude and direction
(4) neither magnitude nor direction
7 As shown in the diagram below, a rope attached
to a 500.-kilogram crate is used to exert a force of
45 newtons at an angle of 65 degrees above the
horizontal.
The horizontal component of the force acting
on the crate is
(1) 19 N (3) 210 N
(2) 41 N (4) 450 N
8 A spring with a spring constant of 68 newtons per
meter hangs from a ceiling. When a 12-newton
downward force is applied to the free end of the
spring, the spring stretches a total distance of
(1) 0.18 m (3) 5.7 m
(2) 0.59 m (4) 820 m
500. kg
45 N
65°
P.S./Physics–June ’19 [3] [OVER]
9 As a student walks downhill at constant speed,
his gravitational potential energy
(1) increases and his kinetic energy increases
(2) increases and his kinetic energy remains the
same
(3) decreases and his kinetic energy increases
(4) decreases and his kinetic energy remains the
same
10 When 150 joules of work is done on a system by
an external force of 15 newtons in 20. seconds,
the total energy of that system increases by
(1) 1.5 × 10
2
J (3) 3.0 × 10
2
J
(2) 2.0 × 10
2
J (4) 2.3 × 10
3
J
11 A person on a ledge throws a ball vertically
downward, striking the ground below the ledge
with 200 joules of kinetic energy. The person
then throws an identical ball vertically upward at
the same initial speed from the same point.
What is the kinetic energy of the second ball
when it hits the ground? [Neglect friction.]
(1) 200 J (3) less than 200 J
(2) 400 J (4) more than 400 J
12 Two construction cranes are used to lift identical
1200-kilogram loads of bricks the same vertical
distance. The first crane lifts the bricks in
20. seconds and the second crane lifts the bricks
in 40. seconds. Compared to the power
developed by the first crane, the power
developed by the second crane is
(1) the same (3) half as great
(2) twice as great (4) four times as great
13 An ionized calcium atom has a charge of
+2 elementary charges. If this ion is accelerated
through a potential difference of 2.0 × 10
3
volts,
the ion’s change in kinetic energy will be
(1) 1.0 × 10
3
eV (3) 3.0 × 10
3
eV
(2) 2.0 × 10
3
eV (4) 4.0 × 10
3
eV
14 A total charge of 100. coulombs flows past a
fixed point in a circuit every 500. seconds. What
is the current at this point in the circuit?
(1) 0.200 A (3) 5.00 × 10
4
A
(2) 5.00 A (4) 1.25 × 10
18
A
15 An aluminum wire of length 1.0 meter has a
resistance of 9.0 × 10
–3
ohm. If the wire were cut
into two equal lengths, each length would have a
resistance of
(1) 2.8 × 10
–8
Ω (3) 9.0 × 10
–3
Ω
(2) 4.5 × 10
–3
Ω (4) 1.8 × 10
–2
Ω
16 In an operating electrical circuit, the source of
potential difference could be
(1) a voltmeter (3) an ammeter
(2) a battery (4) a resistor
17 A lightbulb with a resistance of 2.9 ohms is
operated using a 1.5-volt battery. At what rate is
electrical energy transformed in the lightbulb?
(1) 0.52 W (3) 4.4 W
(2) 0.78 W (4) 6.5 W
18 A 40.0-kilogram child exerts a 100.-newton force
on a 50.0-kilogram object. The magnitude of the
force that the object exerts on the child is
(1) 0.0 N (3) 100. N
(2) 80.0 N (4) 125 N
19 Two identical stationary bar magnets are
arranged as shown in the diagram below.
What is the direction of the magnetic field at
point P?
20 A student claps his hands once to produce a
sudden loud sound that travels through the air.
This sound is classified as a
(1) longitudinal mechanical wave
(2) longitudinal electromagnetic wave
(3) transverse mechanical wave
(4) transverse electromagnetic wave
21 A student generates water waves in a pool of
water. In order to increase the energy carried by
the waves, the student should generate waves
with a
(1) greater amplitude
(2) higher frequency
(3) greater wavelength
(4) longer period
22 A wave generator produces straight, parallel
wave fronts in a shallow tank of uniform-depth
water. As the frequency of vibration of the
generator increases, which characteristic of the
wave will always decrease?
(1) amplitude (3) wavelength
(2) phase (4) speed
23 A space probe produces a radio signal pulse. If
the pulse reaches Earth 12.3 seconds after it is
emitted by the probe, what is the distance from
the probe to Earth?
(1) 3.71 × 10
2
m (3) 4.10 × 10
8
m
(2) 4.07 × 10
3
m (4) 3.69 × 10
9
m
24 The diagram below represents a light ray
reflecting from a plane mirror.
The angle of reflection for this light ray is
(1) 20° (3) 140°
(2) 70° (4) 160°
25 A light wave travels from one medium into a
second medium with a greater absolute index of
refraction. Which characteristic of the wave can
not change as the wave enters the second
medium?
(1) frequency (3) direction
(2) speed (4) wavelength
26 The speed of light
(
f = 5.09 × 10
14
Hz
)
in glycerol
is
(1) 1.70 × 10
6
m/s (3) 3.00 × 10
8
m/s
(2) 2.04 × 10
8
m/s (4) 4.41 × 10
8
m/s
N
P
S
S
N
( 1 )
( 2 )
( 3 )
( 4 )
20°
20°
70° 70°
Plane mirror
Normal
Light
ray
P.S./Physics–June ’19 [4]
P.S./Physics–June ’19 [5] [OVER]
27 The diagram below represents a standing wave
produced in a string by a vibrating wave
generator.
How many antinodes are shown in this
standing wave?
(1) 6 (3) 3
(2) 2 (4) 4
28 The Doppler effect is best described as the
(1) bending of waves as they pass by obstacles or
through openings
(2) change in speed of a wave as the wave moves
from one medium to another
(3) creation of a standing wave from two waves
traveling in opposite directions in the same
medium
(4) shift in the observed frequency and wave-
length of a wave caused by the relative
motion between the wave’s source and an
observer
29 Which diagram represents diffraction of wave
fronts as they encounter an obstacle?
30 Which types of forces exist between the two
protons in a helium nucleus?
(1) a repulsive electrostatic force and a repulsive
gravitational force
(2) a repulsive electrostatic force and an
attractive strong nuclear force
(3) an attractive electrostatic force and an
attractive gravitational force
(4) an attractive electrostatic force and an
attractive strong nuclear force
31 A meson could be composed of
(1) a top quark and a bottom quark
(2) an electron and an antielectron
(3) a strange quark and an anticharm quark
(4) an up quark and a muon
Support
rod
Wave
generator
( 1 )
( 2 )
( 3 )
( 4 )
P.S./Physics–June ’19 [6]
32 An electron in an excited mercury atom is in
energy level g. What is the minimum energy
required to ionize this atom?
(1) 0.20 eV (3) 2.48 eV
(2) 0.91 eV (4) 7.90 eV
33 A student is standing in an elevator that travels
from the first floor to the tenth floor of a
building. The student exerts the greatest force
on the floor of the elevator when the elevator is
(1) accelerating upward as it leaves the first
floor
(2) slowing down as it approaches the tenth
floor
(3) moving upward at constant speed
(4) at rest on the first floor
34 At the bottom of a hill, a car has an initial
velocity of +16.0 meters per second. The car is
uniformly accelerated at −2.20 meters per
second squared for 5.00 seconds as it moves up
the hill. How far does the car travel during this
5.00-second interval?
(1) 107 m (3) 52.5 m
(2) 74.5 m (4) 25.0 m
35 A particle enters the electric field between two
oppositely charged parallel plates, as
represented in the diagram below.
Which particle will be deflected toward the
positive plate as it enters the electric field?
(1) photon (3) electron
(2) proton (4) neutrino
+ + + + +
_ _ _ _ _
Particle
v
P.S./Physics–June ’19 [7] [OVER]
Part B–1
Answer all questions in this part.
Directions (36–50): For each statement or question, choose the word or expression that, of those given, best
completes the statement or answers the question. Some questions may require the use of the 2006 Edition
Reference Tables for Physical Setting/Physics. Record your answers on your separate answer sheet.
36 As represented in the diagram below, an object of mass m, located on the surface of the Moon, is attracted
to the Moon with a gravitational force, F.
An object of mass 2m, at an altitude equal to the Moon’s radius, r, above the surface of the Moon, is
attracted to the Moon with a gravitational force of
(1) F (3) F/2
(2) 2F (4) F/4
37 The graph below represents the relationship between velocity and time for an object moving along a
straight line.
What is the magnitude of the object’s acceleration?
(1) 5.0 m/s
2
(3) 10. m/s
2
(2) 8.0 m/s
2
(4) 20. m/s
2
r
2m
m
(Not drawn to scale)
40.
30.
20.
10.
0.0
–10.
Velocity vs. Time
Time (s)
Velocity (m/s)
–20.
5.01.0 2.0 3.0 4.0
P.S./Physics–June ’19 [8]
38 Two muons would have a combined charge of
(1) −3.2 × 10
−19
C (3) 0 C
(2) −1.6 × 10
−19
C (4) +3.2 × 10
−19
C
39 A 1.47-newton baseball is dropped from a height of 10.0 meters and falls through the air to the ground. The
kinetic energy of the ball is 12.0 joules the instant before the ball strikes the ground. The maximum amount
of mechanical energy converted to internal energy during the fall is
(1) 2.7 J (3) 14.7 J
(2) 12.0 J (4) 26.7 J
40 A projectile lands at the same height from which it was launched. Which initial velocity will result in the
greatest horizontal displacement of the projectile? [Neglect friction.]
41 A 5.0-kilogram box is sliding across a level floor. The box is acted upon by a force of 27 newtons east and a
frictional force of 17 newtons west. What is the magnitude of the acceleration of the box?
(1) 0.50 m/s
2
(3) 8.8 m/s
2
(2) 2.0 m/s
2
(4) 10. m/s
2
( 1 )
Horizontal
45°
v
i
= 10. m/s
( 3 )
Horizontal
45°
v
i
= 20. m/s
( 2 )
Horizontal
30°
v
i
= 10. m/s
( 4 )
Horizontal
60°
v
i
= 20. m/s
P.S./Physics–June ’19 [9] [OVER]
42 The diagram below represents a 2.0-kilogram toy car moving at a constant speed of 3.0 meters per second
counterclockwise in a circular path with a radius of 2.0 meters.
At the instant shown in the diagram, the centripetal force acting on the car is
(1) 4.5 N north (3) 9.0 N north
(2) 4.5 N west (4) 9.0 N west
43 In which electric circuit would the voltmeter read 10 volts?
44 The lambda baryon has the quark composition uds. Which particle has the same electric charge as the
lambda baryon?
(1) neutron (3) proton
(2) electron (4) antimuon
45 How many kilograms of matter would have to be converted into energy to produce 24.0 megajoules of
energy?
(1) 2.67 × 10
−16
kg (3) 8.00 × 10
−8
kg
(2) 2.67 × 10
−10
kg (4) 8.00 × 10
−2
kg
46 A red photon in the bright-line spectrum of hydrogen gas has an energy of 3.02 × 10
−19
joule.
What energy-level transition does an electron in a hydrogen atom undergo to produce this photon?
(1) n = 3 to n = 2 (3) n = 5 to n = 2
(2) n = 4 to n = 2 (4) n = 6 to n = 2
r = 2.0 m
N
S
W
E
Toy car
( 1 )
1 Ω
20 V
V
1 Ω
( 2 )
10 V
( 3 ) ( 4 )
1 Ω
20 V
V
1 Ω 1 Ω
V
1 Ω
10 V
1 Ω
V
1 Ω
P.S./Physics–June ’19 [10]
47 In the diagram below, a negatively charged rod is placed between, but does not touch, identical small metal
spheres R and S hanging from insulating threads.
What can be concluded if the rod repels sphere R but attracts sphere S?
(1) Sphere R must be negative and sphere S must be positive.
(2) Sphere R must be negative and sphere S may be positive or neutral.
(3) Sphere R must be positive and sphere S must be negative.
(4) Sphere R must be positive and sphere S may be negative or neutral.
48 The amount of electric energy consumed by a 60.0-watt lightbulb for 1.00 minute could lift a 10.0 newton
object to a maximum vertical height of
(1) 6.00 m (3) 360. m
(2) 36.7 m (4) 600. m
49 Microwaves can have a wavelength closest to the
(1) radius of Earth (3) length of a football field
(2) height of Mount Everest (4) length of a physics student’s thumb
50 Two pulses approach each other in a uniform medium, as represented in the diagram below.
Which diagram best represents the superposition of the two pulses when the pulses overlap?
R S
( 1 ) ( 2 ) ( 3 ) ( 4 )
P.S./Physics–June ’19 [11] [OVER]
Part B–2
Answer all questions in this part.
Directions (51-65): Record your answers in the spaces provided in your answer booklet. Some questions may
require the use of the 2006 Edition Reference Tables for Physical Setting/Physics.
Base your answers to questions 51 through 53 on the information below and on your knowledge of physics.
A toy launcher that is used to launch small plastic spheres horizontally contains a spring
with a spring constant of 50. newtons per meter. The spring is compressed a distance of
0.10 meter when the launcher is ready to launch a plastic sphere.
51 Determine the elastic potential energy stored in the spring when the launcher is ready to launch a
plastic sphere. [
1]
52-53 The spring is released and a 0.10-kilogram plastic sphere is fired from the launcher. Calculate the
maximum speed with which the plastic sphere will be launched. [Neglect friction.] [Show all work,
including the equation and substitution with units.] [2]
54 Two 10.-ohm resistors have an equivalent resistance of 5.0 ohms when connected in an electric circuit
with a source of potential difference. Using circuit symbols found in the Reference Tables for Physical
Setting/Physics, draw a diagram of this circuit. [
1]
55 The graph below shows the relationship between distance, d, and time, t, for a moving object.
On the axes in your answer booklet, sketch the general shape of the graph that shows the relationship
between the magnitude of the velocity, v, and time, t, for the moving object. [
1]
d
t
P.S./Physics–June ’19 [12]
Base your answers to questions 56 through 58 on the information and diagram below and on your knowledge
of physics.
A ray of monochromatic light (f = 5.09 × 10
14
Hz) passes from medium X into air. The
angle of incidence of the ray in medium X is 25°, as shown.
56 Using a protractor, measure and record the angle of refraction in the air, to the nearest degree. [
1]
57-58 Calculate the absolute index of refraction of medium X. [Show all work, including the equation and
substitution with units.] [2]
25°
Medium X
Air
Normal
P.S./Physics–June ’19 [13] [OVER]
59–60 A student wishes to record a 7.5-kilogram watermelon colliding with the ground. Calculate how far
the watermelon must fall freely from rest so it would be traveling at 29 meters per second the instant
it hits the ground. [Show all work, including the equation and substitution with units.] [
2]
61-62 As represented in the diagram below, block A with a mass of 100. grams slides to the right at
4.0 meters per second and hits stationary block B with a mass of 150. grams. After the collision, block B
slides to the right and block A rebounds to the left at 1.5 meters per second. [Neglect friction.]
Calculate the speed of block B after the collision. [Show all calculations, including the equation and
substitution with units.] [
2]
Base your answers to questions 63 through 65 on the information below and on your knowledge of physics.
A 1.20 × 10
3
-kilogram car is traveling east at 25 meters per second. The brakes are applied and
the car is brought to rest in 5.00 seconds.
63-64 Calculate the magnitude of the total impulse applied to the car to bring it to rest. [Show all work,
including the equation and substitution with units.] [
2]
65 State the direction of the impulse applied to the car. [1]
A
m = 100. g
Before collision
B
m = 150. g
A
m = 100. g
After collision
B
m = 150. g
Block A Block B Block A Block B
4.0 m/s 1.5 m/s
P.S./Physics–June ’19 [14]
Part C
Answer all questions in this part.
Directions (66–85): Record your answers in the spaces provided in your answer booklet. Some questions
may require the use of the 2006 Edition Reference Tables for Physical Setting/Physics.
Base your answers to questions 66 through 70 on the information and diagram below and on your knowledge
of physics.
The diagram shows a negatively charged oil drop that is suspended motionless between
two oppositely charged, parallel, horizontal metal plates. The electric field strength
between the charged plates is 4.0 × 10
4
newtons per coulomb. The 1.96 × 10
−15
-kilogram
oil drop is being acted upon by a gravitational force, F
g
, and an electrical force, F
e
.
66–67 Calculate the magnitude of the gravitational force, F
g
, acting on the oil drop. [Show all work,
including the equation and substitution with units.] [
2]
68 Determine the magnitude of the upward electrical force, F
e
, acting on the oil drop suspended
motionless between the charged metal plates. [
1]
69–70 Calculate the net electric charge on the oil drop in coulombs. [Show all work, including the equation
and substitution with units.] [2]
Base your answers to questions 71 through 75 on the information below and on your knowledge of physics.
In a circuit, a 100.-ohm resistor and a 200.-ohm resistor are connected in parallel to a 10.0-volt
battery.
71-72 Calculate the equivalent resistance of the circuit. [Show all work, including the equation and
substitution with units.] [
2]
73–74 Calculate the current in the 200.-ohm resistor. [Show all work, including the equation and
substitution with units.] [
2]
75 Determine the power dissipated by the 100.-ohm resistor. [1]
+ + + + + +
– – – – – –
Oil drop
F
e
F
g
P.S./Physics–June ’19 [15]
Base your answers to questions 76 through 80 on the information below and on your knowledge of physics.
A wave traveling through a uniform medium has an amplitude of 0.20 meter, a wavelength
of 0.40 meter, and a frequency of 10. hertz.
76-77 On the grid in your answer booklet, draw one complete cycle of the wave. [
2]
78-79 Calculate the speed of the wave. [Show all work, including the equation and substitution with units.]
[
2]
80 Determine the period of this wave. [1]
Base your answers to questions 81 through 85 on the information and data table below and on your knowledge
of physics.
In an experiment, the potential difference applied across an unmarked resistor was
varied while the resistor was held at a constant temperature. The corresponding current
through the resistor was measured. The data collected appear in the table below.
81 Mark an appropriate scale on the axis labeled “Current (A).” [
1]
82 Plot the data points for current versus potential difference. [
1]
83 Draw the line or curve of best fit. [
1]
84-85 Using your graph, calculate the resistance of the resistor. [Show all work, including the equation and
substitution with units.] [2]
Potential Difference
(volts)
Current
(amperes)
1.5 0.0032
3.0 0.0059
6.0 0.0124
9.0 0.0177
12.0 0.0244
PS/PHYSICS
PS/PHYSICS
Printed on Recycled Paper
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING
PHYSICS
Tuesday, June 25, 2019 — 1:15 to 4:15 p.m., only
ANSWER BOOKLET
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . . .
Record your answers for Part B–2 and Part C in this booklet.
Part B–2
51 ______________________ J
52-53
P.S./Physics Answer Booklet–June ’19 [2]
54
55
56
______________________
°
57–58
v
t
P.S./Physics Answer Booklet–June ’19 [3] [OVER]
59-60
61–62
P.S./Physics Answer Booklet–June ’19 [4]
63-64
65 ____________________________
P.S./Physics Answer Booklet–June ’19 [5] [OVER]
Part C
66–67
68
______________________ N
69–70
P.S./Physics Answer Booklet–June ’19 [6]
71-72
73-74
75
______________________ W
P.S./Physics Answer Booklet–June ’19 [7] [OVER]
76-77
78-79
80
______________________ s
0
Position
(m)
.10 .20 .30 .40 .50 .60
Particle
Displacement
(m)
–.10
–.20
–.30
–.40
.10
.20
.30
.40
P.S./Physics Answer Booklet–June ’19 [8]
81-83
84-85
Potential
Difference
(V)
Potential Difference vs. Current
0
5.0
10.0
15.0
Current (A)
P.S./PHYSICS
P.S./PHYSICS
Printed on Recycled Paper
Examination Date
Question
Number
Scoring
Key
Question
Type
Credit Weight
Physical Setting/Physics
June '19
1 4
MC 1 1
Physical Setting/Physics
June '19
2 3
MC
1 1
Physical Setting/Physics
June '19
3 2
MC 1 1
Physical Setting/Physics
June '19
4 4
MC 1 1
Physical Setting/Physics
June '19
5 2
MC
1 1
Physical Setting/Physics
June '19
6 1
MC 1 1
Physical Setting/Physics
June '19
7 1
MC
1 1
Physical Setting/Physics
June '19
8 1
MC
1 1
Physical Setting/Physics
June '19
9 4
MC 1 1
Physical Setting/Physics
June '19
10 1
MC
1 1
Physical Setting/Physics
June '19
11 1
MC 1 1
Physical Setting/Physics
June '19
12 3
MC 1 1
Physical Setting/Physics
June '19
13 4
MC 1 1
Physical Setting/Physics
June '19
14 1
MC
1 1
Physical Setting/Physics
June '19
15 2
MC
1 1
Physical Setting/Physics
June '19
16 2
MC 1 1
Physical Setting/Physics
June '19
17 2
MC
1 1
Physical Setting/Physics
June '19
18 3
MC 1 1
Physical Setting/Physics
June '19
19 3
MC
1 1
Physical Setting/Physics
June '19
20 1
MC
1 1
Physical Setting/Physics
June '19
21 1
MC 1 1
Physical Setting/Physics
June '19
22 3
MC 1 1
Physical Setting/Physics
June '19
23 4
MC
1 1
Physical Setting/Physics
June '19
24 2
MC 1 1
Physical Setting/Physics
June '19
25 1
MC 1 1
Physical Setting/Physics
June '19
26 2
MC
1 1
Physical Setting/Physics
June '19
27 3
MC 1 1
Physical Setting/Physics
June '19
28 4
MC
1 1
Physical Setting/Physics
June '19
29 1
MC
1 1
Physical Setting/Physics
June '19
30 2
MC 1 1
Physical Setting/Physics
June '19
31 3
MC
1 1
Physical Setting/Physics
June '19
32 3
MC 1 1
Physical Setting/Physics
June '19
33 1
MC
1 1
Physical Setting/Physics
June '19
34 3
MC 1 1
Physical Setting/Physics
June '19
35 3
MC
1 1
Physical Setting/Physics
June '19
36 3
MC
1 1
Physical Setting/Physics
June '19
37 3
MC 1 1
Physical Setting/Physics
June '19
38 1
MC
1 1
Physical Setting/Physics
June '19
39 1
MC 1 1
Physical Setting/Physics
June '19
40 3
MC
1 1
Physical Setting/Physics
June '19
41 2
MC 1 1
Physical Setting/Physics
June '19
42 4
MC
1 1
Physical Setting/Physics
June '19
43 4
MC
1 1
Physical Setting/Physics
June '19
44 1
MC 1 1
Physical Setting/Physics
June '19
45 2
MC
1 1
Physical Setting/Physics
June '19
46 1
MC 1 1
Physical Setting/Physics
June '19
47 2
MC 1 1
Physical Setting/Physics
June '19
48 3
MC
1 1
Physical Setting/Physics
June '19
49 4
MC 1 1
Physical Setting/Physics
June '19
50 1
MC
1 1
The State Education Department / The University of the State of New York
Regents Examination in Physical Setting/Physics – June 2019
Scoring Key: Parts A and B-1 (Multiple-Choice Questions)
Physical Setting/Physics - June '19 1 of 2
Examination Date
Question
Number
Scoring
Key
Question
Type
Credit Weight
Physical Setting/Physics
June '19
51 -
CR
1 1
Physical Setting/Physics
June '19
52 -
CR 1 1
Physical Setting/Physics
June '19
53 -
CR 1 1
Physical Setting/Physics
June '19
54 -
CR
1 1
Physical Setting/Physics
June '19
55 -
CR 1 1
Physical Setting/Physics
June '19
56 -
CR
1 1
Physical Setting/Physics
June '19
57 -
CR 1 1
Physical Setting/Physics
June '19
58 -
CR
1 1
Physical Setting/Physics
June '19
59 -
CR 1 1
Physical Setting/Physics
June '19
60 -
CR
1 1
Physical Setting/Physics
June '19
61 -
CR 1 1
Physical Setting/Physics
June '19
62 -
CR
1 1
Physical Setting/Physics
June '19
63 -
CR 1 1
Physical Setting/Physics
June '19
64 -
CR
1 1
Physical Setting/Physics
June '19
65 -
CR 1 1
Physical Setting/Physics
June '19
66 -
CR 1 1
Physical Setting/Physics
June '19
67 -
CR
1 1
Physical Setting/Physics
June '19
68 -
CR 1 1
Physical Setting/Physics
June '19
69 -
CR 1 1
Physical Setting/Physics
June '19
70 -
CR
1 1
Physical Setting/Physics
June '19
71 -
CR 1 1
Physical Setting/Physics
June '19
72 -
CR
1 1
Physical Setting/Physics
June '19
73 -
CR 1 1
Physical Setting/Physics
June '19
74 -
CR 1 1
Physical Setting/Physics
June '19
75 -
CR
1 1
Physical Setting/Physics
June '19
76 -
CR
1 1
Physical Setting/Physics
June '19
77 -
CR
1 1
Physical Setting/Physics
June '19
78 -
CR 1 1
Physical Setting/Physics
June '19
79 -
CR
1 1
Physical Setting/Physics
June '19
80 -
CR
1 1
Physical Setting/Physics
June '19
81
-
CR 1 1
Physical Setting/Physics
June '19
82
-
CR
1 1
Physical Setting/Physics
June '19
83 -
CR 1 1
Physical Setting/Physics
June '19
84 -
CR
1 1
Physical Setting/Physics
June '19
85 -
CR 1 1
Key
MC = Multiple-choice question
The chart for determining students' final examination scores for the June 2019 Regents Examination in
Physical Setting/Physics will be posted on the Department’s web site at
http://www.p12.nysed.gov/assessment/
on the day of the examination. Conversion charts provided for the
previous administrations of the Physical Setting/Physics examination must NOT be used to determine
students’ final scores for this administration.
Regents Examination in Physical Setting/Physics – June 2019
Scoring Key: Parts B-2 and C (Constructed-Response Questions)
CR = Constructed-response question
Physical Setting/Physics - June '19 2 of 2
__________________________
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Office of State Assessment
Albany, New York 12234
IMPORTANT NOTICE
Scoring Clarification
Regents Examination in Physical Setting/Physics
Tuesday, June 25, 2019, 1:15 p.m.
Question 21, only
This notice pertains to the scoring of multiple-choice Question 21 on the June 25, 2019
Regents Examination in Physical Setting/Physics.
Due to imprecision in its wording, Question 21 has two correct answers.
Students who selected answer choice 1, the answer indicated in the Scoring Key,
or answer choice 2 should be awarded credit for this question.
We apologize for any inconvenience this may cause you, and we thank you for your hard
work on behalf of the students in New York State.
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING/PHYSICS
Tuesday, June 25, 2019 — 1:15 to 4:15 p.m., only
RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 2 before rating student papers.
Updated information regarding the rating of this examination may be posted on the
New York State Education Department’s web site during the rating period. Check this
web site at: http://www.p12.nysed.gov/assessment/
and select the link “Scoring Information”
for any recently posted information regarding this examination. This site should be checked
before the rating process for this examination begins and several times throughout the
Regents Examination period.
P.S./Physics Rating Guide–June ’19 [2]
Directions to the Teacher
Follow the procedures below for scoring student answer papers for the Regents Examination in
PhysicalSetting/Physics. Additional information about scoring is provided in the publication Information Booklet
for Scoring Regents Examinations in the Sciences, which may be found on the Department web site at
http://www.p12.nysed.gov/assessment/science/science-hs.html.
Allow 1 credit for a correct response to each item.
At least two science teachers must participate in the scoring of each student’s responses to the Part B–2 and
Part C open-ended questions on a student’s paper. Each of these teachers should be responsible for scoring a
selected number of the open-ended questions on each answer paper. No one teacher is to score more than
approximately one-half of the open-ended questions on a student’s answer paper. Teachers may not score their
own students’ answer papers.
Students’ responses must be scored strictly according to the Scoring Key and Rating Guide. For open-ended
questions, credit may be allowed for responses other than those given in the rating guide if the response is a
scientifically accurate answer to the question and demonstrates adequate knowledge, as indicated by the
examples in the rating guide. Do not attempt to correct the student’s work by making insertions or changes of
any kind. On the student’s separate answer sheet, for each question, record the number of credits earned and
the teacher’s assigned rater/scorer letter.
Fractional credit is not allowed. Only whole-number credit may be given for a response. If the student gives
more than one answer to a question, only the first answer should be rated. Units need not to be given when the
wording of the question allows such omissions.
For hand scoring, raters should enter the scores earned in the appropriate boxes printed on the separate
answer sheet. Next, the rater should add these scores and enter the total in the box labeled “Total Raw Score.”
Then the student’s raw score on the written test should be converted to a scale score by using the conversion
chart that will be posted on the Department’s web site at:
http://www.p12.nysed.gov/assessment/ on Tuesday,
June 25, 2019. The student’s scale score should be entered in the box labeled “Scale Score”on the student’s
answer booklet. The scale score is the student’s final examination score.
Schools are not permitted to rescore any of the open-ended questions on this exam after each
question has been rated once, regardless of the final exam score. Schools are required to ensure that
the raw scores have been added correctly and that the resulting scale score has been determined
accurately.
Because scale scores corresponding to raw scores in the conversion chart may change from one administration
to another, it is crucial that for each administration, the conversion chart provided for that administration be used
to determine the student’s final score.
P.S./Physics Rating Guide–June ’19 [3]
Teachers should become familiar with the Department publication Regents Examination in Physical
Setting/Physics: Rating Guide for Parts B–2 and C. This publication can be found on the New York State
Education Department’s web site
http://www.p12.nysed.gov/assessment/science/phyratg02.pdf. This guide provides
a set of directions, along with some examples, to assist teachers in rating parts B–2 and C of the Regents
Examination in Physical Setting/Physics.
Scoring Criteria for Calculations
For each question requiring the student to show all calculations, including the equation and substitution
with units, apply the following scoring criteria:
• Allow 1 credit for the equation and substitution of values with units. If the equation and/or
substitution with units is not shown, do not allow this credit. Allow credit if the student has listed
the values with units and written a correct equation.
• Allow 1 credit for the correct answer (number and unit). If the number is given without the unit,
allow credit if the credit for units was previously deducted for this calculation problem.
• Penalize a student only once per calculation problem for incorrect or omitted units.
• Allow credit if the answer is not expressed with the correct number of significant figures.
Part B–2
51 [1] Allow 1 credit for 0.25 J.
52 [1] Allow 1 credit for the equation and substitution with units or for an answer, with units, that is
consistent with the student’s response to question 51. Refer to the Scoring Criteria for Calculations
in this rating guide.
Examples of 1-credit responses:
53 [1] Allow 1 credit for a correct answer with units or for an answer, with units, that is consistent with the
student’s response to question 52.
Example of a 1-credit response:
v = 2.2 m/s
Note: Do not penalize the student more than 1 credit for errors in units in questions 52 and 53.
54 [1] Allow 1 credit for a circuit diagram showing two resistors connected in parallel with a cell or a
battery.
Examples of 1-credit responses:
Note: Allow credit for lines not touching the battery if the distances from the lines to the
battery is less than or equal to the distance between the battery symbol lines.
or
KE PE
s
m
1
2
1
2
(50.N/m)(0.10 m)
0.10 kg
22
2
2
mv kx
v
kx
v
Δ = Δ
=
=
=
or
KE PE
KE
KE
1
2
2
2(0.25 J)
0.10 kg
2
mv
v
v
m
Δ = Δ
=
=
=
P.S./Physics Rating Guide–June ’19 [4]
55 [1] Allow 1 credit for a line that approximates a horizontal line representing constant velocity.
Example of a 1-credit response:
56 [1] Allow 1 credit for 40.° ± 2°.
57 [1] Allow 1 credit for the equation and subsitution with units or for an answer, with units, that is consis-
tent with the student’s response to question 56. Refer to the Scoring Criteria for Calculations in this
rating guide.
Example of a 1-credit response:
58 [1] Allow 1 credit for the correct answer or for an answer, without units, that is consistent with the
student’s response to question 57.
Example of a 1-credit response:
n
1
= 1.5
Note: Do not penalize the student more than 1 credit for errors in units for questions 57 and 58.
v
t
θ = θ
=
θ
θ
=
°
°
nn
n
n
n
sin sin
sin
sin
(1.00)(sin 40. )
sin 25
11 2 2
1
22
1
1
P.S./Physics Rating Guide–June ’19 [5]
59 [1] Allow 1 credit for the equation and substitution with units. Refer to the Scoring Criteria for
Calculations in the rating guide.
Examples of 1-credit responses:
60 [1] Allow 1 credit for a correct answer with units or for an answer, with units, that is consistent with the
student’s response to question 59.
Example of a 1-credit response:
d = 43 m
Note: Do not penalize the student more than 1 credit for errors in units in questions 59 and 60.
61 [1] Allow 1 credit for the equation and substitution with units. Refer to the Scoring Criteria for
Calculations in the rating guide.
Example of a 1-credit response:
p
before
= p
after
(m
A
v
A
+ m
B
v
B
)
before
= (m
A
v
A
+ m
B
v
B
)
after
(0.100 kg)(4.0 m/s) + (0.150 kg)(0 m/s) = (0.100 kg)(−1.5 m/s) + (0.150 kg)(v
B after
)
Note: Do not penalize the student for using grams instead of kilograms.
62 [1] Allow 1 credit for a correct answer with units or for an answer, with units, that is consistent with the
student’s response to question 61.
Example of a 1-credit response:
v
B after
= 3.7 m/s
Note: Do not penalize the student more than 1 credit for errors in units in questions 61 and 62.
vv ad
d
vv
a
d
2
2
(29 m/s) (0 m/s)
2(9.81 m/s )
fi
fi
22
22
22
2
= +
=
−
=
−
or
vv ad
d
v
a
d
2
2
(29m/s)
2( 9.81 m/s )
fi
f
22
2
2
2
= +
=
=
−
−
or
1
2
2
(29 m /s)
2(9.81m/s )
2
2
2
2
PE KE
mg h mv
h
v
g
h
Δ = Δ
Δ =
Δ =
Δ =
P.S./Physics Rating Guide–June ’19 [6]
63 [1] Allow 1 credit for the equation and substitution with units. Refer to Scoring Criteria for Calculations
in this rating guide.
Examples of 1-credit responses:
J =
Δp = mΔvJ = F
net
t
or
J =
(1.20 ×
10
3
kg)(0 m/s
−
25 m/s) J =
(6.0 ×
10
3
N)(5.0 s)
64 [1] Allow 1 credit for a correct answer with units or for an answer, with units, that is consistent with the
student’s response to question 63.
Examples of 1-credit responses:
3.0 × 10
4
N•s or −3.0 × 10
4
kg•m/s
Note: Do not penalize the student more than 1 credit for errors in units in questions 63 and 64.
Allow credit for a correct answer with units that is positive or negative.
65 [1] Allow 1 credit for stating the direction of the impulse applied to the car. Acceptable responses
include, but are not limited to:
— West
— opposite to direction of the car’s motion
— backwards
P.S./Physics Rating Guide–June ’19 [7]
Part C
66 [1] Allow 1 credit for the equation and substitution with units. Refer to the Scoring Criteria for
Calculations in this rating guide.
Example of a 1-credit response:
67 [1] Allow 1 credit for the correct answer with units or for an answer, with units, that is consistent with
the student’s response to question 66.
Example of a 1-credit response:
F
g
= 1.92 × 10
−14
N
Note: Do not penalize the student more than 1 credit for errors in units in questions 66 and 67.
68 [1] Allow 1 credit for 1.92 × 10
−14
N or for an answer that is consistent with the student’s response to
question 67.
69 [1] Allow 1 credit for the equation and substitution with units or for an answer, with units, that is
consistent with the student’s response to questions 67 and 68. Refer to the Scoring Criteria for
Calculations in this rating guide.
Example of a 1-credit response:
g
F
m
Fmg
F kg)(9.81 m/s )
g
g
g
2
=
=
= (1.96 × 10
−15
E
F
q
q
F
E
q
1.92 10 N
4.0 10 N/ C
e
e
14
4
=
=
=
×
×
−
P.S./Physics Rating Guide–June ’19 [8]
70 [1] Allow 1 credit for the correct answer with units or for an answer, with units, that is consistent with
the student’s response to question 69.
Example of a 1-credit response:
q = 4.8 × 10
−19
C
Note: Do not penalize the student more than 1 credit for errors in units in questions 69 and 70.
71 [1] Allow 1 credit for the equation and substitution with units. Refer to Scoring Criteria for Calculations
in this rating guide.
Examples of 1-credit responses:
or
or
72 [1] Allow 1 credit for a correct answer with units or for an answer, with units, that is consistent with the
student’s response to question 71.
Example of a 1-credit response:
R
eq
= 66.7 Ω
Note: Do not penalize the student more than 1 credit for errors in units in questions 71 and 72.
73 [1] Allow 1 credit for the equation and substitution with units. Refer to Scoring Criteria for Calculations
in this rating guide.
Example of a 1-credit response:
74 [1] Allow 1 credit for a correct answer with units or for an answer, with units, that is consistent with the
student’s response to question 73.
Example of a 1-credit response:
I = 5.00 × 10
−2
A
Note: Do not penalize the student more than 1 credit for errors in units in questions 73 and 74.
RRR
R
11
+
1
11
100.
1
200.
eq
eq
12
=
=
Ω
+
Ω
V
I
R
R
10.0 V
0.150 A
=
=
R
R
eq
eq
RR
RR
(100. )(200. )
100. 200.
12
12
=
+
=
ΩΩ
Ω
+
Ω
R
I
I
10.0 V
200.
V
I
V
R
=
=
=
Ω
P.S./Physics Rating Guide–June ’19 [9]
75 [1] Allow 1 credit for 1.00 W.
76 [1] Allow 1 credit for at least one complete wave with a wavelength of 0.40 meter regardless of phase or
shape.
77 [1] Allow 1 credit for at least one complete wave with an amplitude of 0.20 meter regardless of phase or
shape.
Example of a 2-credit response for questions 76 and 77:
78 [1] Allow 1 credit for the equation and substitution with units. Refer to Scoring Criteria for Calculations
in this rating guide.
Example of a 1-credit response:
v = f λ
v = (10. Hz)(0.40 m)
79 [1] Allow 1 credit for the correct answer with units or for an answer, with units, that is consistent with
the student’s response to question 78.
Example of a 1-credit response:
v = 4.0 m/s
Note: Do not penalize the student more than 1 credit for errors in units in questions 78 and 79.
80 [1] Allow 1 credit for 0.10 s.
81 [1] Allow 1 credit for an appropriate linear scale.
0
Position
(m)
.10 .20 .30 .40 .50 .60
Particle
Displacement
(m)
–.10
–.20
–.30
–.40
.10
.20
.30
.40
P.S./Physics Rating Guide–June ’19 [10]
82 [1] Allow 1 credit for plotting all points accurately ± 0.3 grid space.
83 [1] Allow 1 credit for drawing the best fit line or curve that is consistent with the student’s responses to
questions 81 and 82.
Example of a 3-credit response for questions 81 through 83:
84 [1] Allow 1 credit for the equation and substitution with units or for an answer, with units, that is con-
sistent with the student’s responses to question 81 through 83. Refer to the Scoring Criteria for
Calculations in this rating guide.
Examples of 1-credit responses:
85 [1] Allow 1 credit for the correct answer with units or for an answer, with units, that is consistent with
the student’s response to question 84.
Example of a 1-credit response:
R = 5.0 × 10
2
Ω
Note: Do not penalize the student more than 1 credit for errors in units in questions 84 and 85.
0
Potential
Difference
(V)
.005 .010 .015 .020 .025
Potential Difference vs. Current
0
5.0
10.0
15.0
Current (A)
=
=
Δ
Δ
=
Δ
Δ
=
−
−
R
R
y
x
V
I
R
slope
9.0 V 3.0 V
0.018 A 0.006 A
or
=
=
R
V
I
R
9.0 V
0.018 A
P.S./Physics Rating Guide–June ’19 [11]
P.S./Physics Rating Guide–June ’19 [12]
The Chart for Determining the Final Examination Score for the June 2019
Regents Examination in Physical Setting/Physics will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/
on Tuesday,
June 25, 2019. Conversion charts provided for previous administrations of
the Regents Examination in Physical Setting/Physics must NOT be used to
determine students’ final scores for this administration.
Regents Examination in Physical Setting/Physics
June 2019
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scale Scores)
Online Submission of Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to
http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Map to Core Curriculum
June 2019 Physical Setting/Physics
Question Numbers
Key Ideas Part A Part B Part C
Standard 1
Math Key Idea 1
2, 7, 8, 10, 12, 13, 14,
15, 17, 23, 26, 34
38, 39, 41, 42, 43, 44,
45, 48, 51, 52, 53, 57,
58, 59, 60, 61, 62, 63,
64, 65
66, 67, 68, 69, 70, 71,
72, 73, 74, 75, 76, 77,
80, 81, 82, 83, 84, 85
Math Key Idea 2 11 36, 37, 55 78, 79, 84, 85
Math Key Idea 3 32 66, 67, 69, 70
Science Inquiry Key Idea 1 68
Science Inquiry Key Idea 2
Science Inquiry Key Idea 3 49, 56 78, 79, 82, 83
Engineering Design Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
47
Key Idea 3 49
Key Idea 4 18
Key Idea 5 11
Key Idea 6
Standard 7
Key Idea 1
Key Idea 2
Standard 4 Process Skills
4.1 9, 19 43, 51, 52, 53, 54 71, 72
4.3 25 50, 56, 57, 58 76, 77
5.1 7, 19 37, 40, 55, 61, 62, 65 66, 67, 68
5.3 32 46
Standard 4
4.1
9, 10, 11, 12, 13, 14,
15, 16, 17
39, 43, 47, 48, 51, 52,
53, 54
71, 72, 73, 74, 75, 81,
82, 83, 84, 85
4.3
20, 21, 22, 23, 24, 25,
26, 27, 28, 29
49, 50, 56, 57, 58 76, 77, 78, 79, 80
5.1
1, 2, 3, 5, 6, 7, 8, 18,
19, 33, 34, 35
36, 37, 40, 41, 42, 55,
59, 60, 61, 62, 63, 64,
65
66, 67, 68, 69, 70
5.3
4, 30, 31, 32 38, 44, 45, 46
P.S./Physics Rating Guide–June ’19 [13]
Raw Scale Raw Scale Raw Scale Raw Scale
Score Score Score Score Score Score Score Score
85
100
63
80
41
56
19
29
84
99
62
79
40
55
18
28
83
98
61
78
39
54
17
26
82
98
60
77
38
53
16
25
81
97
59
76
37
52
15
23
80
96
58
75
36
51
14
22
79
95
57
74
35
49
13
21
78
94
56
73
34
48
12
19
77
93
55
72
33
47
11
18
76
92
54
71
32
46
10
16
75
92
53
70
31
45
9
15
74
91
52
69
30
43
8
13
73
90
51
68
29
42
7
12
72
89
50
67
28
41
6
10
71
88
49
65
27
40
5
9
70
87
48
64
26
38
4
7
69
86
47
63
25
37
3
5
68
85
46
62
24
36
2
4
67
84
45
61
23
34
1
2
66
83
44
60
22
33
0
0
65
82
43
59
21
32
64
81
42
58
20
30
Schools are not permitted to rescore any of the open-ended questions on this exam after each question has
been rated once, regardless of the final exam score. Schools are required to ensure that the raw scores have
been added correctly and that the resulting scale score has been determined accurately.
Because scale scores corresponding to raw scores in the conversion chart change from one administration to
another, it is crucial that for each administration the conversion chart provided for that administration be used to
determine the student’s final score. The chart above is usable only for this administration of the Regents Examination
in Physical Setting/Physics.
The State Education Department / The University of the State of New York
Regents Examination in Physical Setting/Physics – June 2019
Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)
To determine the student’s final examination score, find the student’s total test raw score in the column labeled “Raw
Score” and then locate the scale score that corresponds to that raw score. The scale score is the student’s final
examination score. Enter this score in the space labeled “Scale Score” on the student’s answer sheet.
P.S./Physics Conversion Chart 1 of 1
