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15
Final Lab Report: Water Quality & Contamination
Student: Monica McNeal
SCI207: Dependence of Man of on the Environment
Instructor: Jeffrey Sigler
Date: August 5, 2013
A Study of the groundwater contamination, water treatment and
water quality
Abstract Comment by Jeffrey Sigler: This isn’t really an
abstract. It is more of an introduction. An abstract is very
succinct (a paragraph or two) and summarizes the entire study –
including results and conclusions.
In this experiment we explore the effects of groundwater
contamination, study the water treatment process and teststudy
the quality of tap water versus bottled water.
Groundwater is rain water that infiltrates the soil and
underlying rocks, or water from lakes that is absorbed in the

soil or bedrock. When harmful substances are absorbed in the
groundwater, the contamination is not only harmful for humans,
but also causes problems to the flora and fauna.
In the first experiment we study the effects of groundwater
contamination. Two main types of contaminants, parabens and
ammonium, have had the most potent effect on greywater, due
to a fact that parabens produced its grey color, and ammonium
content influenced its purgent odor (citation). By mixing water
with common products we have in our household we were able
to show the chemical poperties of the water were changed by
vegetable oil, vinegar and laundry detergent. Imagine that
happening on a global scale, and that will give us a picture of
massive groundwater contamination that is detrimental to the
living organisms.
In the second experiment we studiedy the process of water
filtration. We created a home filtration system, similar in
concept to the ones used in the cities'municipal wasteterwater
treatment plans. This experiment made us aware that a
succesfull wastewater treatment will eliminate the ammonia,
chloride, phosphate and iron from the tap water. The test strips
helped us identify the amounts of the chemical elements that are
still present in the drinking water.
The third experiment is an extension of the second
experiment. The third experiment looked at the examined the
levels of various chemicals in bottled water and tap water. The
bottled water industry is a multi-million dollar industry in the
United States (citation??). This experiment helped us properly
understand the fact that bottled water is not necessarily free of
chemicals and may not be more beneficial compared to the
treated tapwater.
Introduction
Wastewater Water is a basic living necessity that needs to
be protected. According to the EPA, "40% of people living in
the United States use groundwater for drinking, cooking,

cleaning, showering, and all other types of activities. 97% of
people living in rural areas of the nation use groundwater, and
30-40% of water used agriculturally (for farming) is from the
ground" (1) In other words, water is used for many important
things such as drinking, washing, cooking, and feeding animals.
Wastewater contamination is highly detrimental to both humans,
plants and animals.
Groundwater contamination is separated into biological
and organic and inorganic chemicals. Pesticides are used to kill
insects but can easily be absorbed in wastewater and cause
liver damage and cancer in humans (2).
Nitrates, found in fertilizers, can also cause serious
problems. According to the Michigan Environmental Education
Curriculum for Groundwater Contamination, over 115 million
tons of fertilizers are used in the Unites States every year.
Fecal coliform can cause serious problems, especially E. Coli
bacterial infestations that are highly contagiuous. A thorough
waterwater treatment process is essential toward avoiding
public health issues. Benzene is another form of contamination
generated by leaking fuel tanks and industrial water. According
to the Michigan Environmental Education Curriculum for
Groundwater Contamination, too much benzene causes "cancer,
nerve,lung,kidney and blood disorder(2).
The wastewater treatment process is a lenghty process that
includes screening, pumping, aerating, removing sludge, killing
bacteria and finally disposing the wastewater residues (3).
According to Suzanna Didier, "bottled water isn't always
as safe as tap water". The NRDC conducted a 4 year study and
decided that "roughly 22 percent of the water tested contained
contaminant levels that exceeded strict water health limits. "
Hormone- disrupting phtalates in plastics also have a tendency
to leach into bottled water (3)
You need to include hypotheses here!
Materials and Methods
Experiment 1 - Effects of groundwater contamination:
Materials:

8-250ml beakers
permanent markers
3 wooden stir sticks
100 ml graduated cylinder
10 ml vegetable oil
10 ml vinegar
10 ml liquid laundry detergent
240 ml soil
funnel
cheesecloth
scissors
water
Procedure:
1. Using the permanent marker, label the beakers 1-8.
2. Set beakers 5-8 aside. Fill beakers 1-4 with 100 ml of water
using your 100 ml graduated cylinder.
3. Add 10ml of vegetable oil to Beaker 2. Mix thoroughly with
the wooden stir stick.
4. Add 10 ml vinegar to beaker 3. Mix thoroughly
5. Add 10 ml of liquid laundry detergent to beaker 4.
6. Cut cheesecloth inti five different pieces so that you have a
piece 4 layers thick and big enough to line the funnel.
7. measure out 60 ml of soil using the 100 ml beaker and place
it into the cheesecloth lined funnel
8. place the funnel inside beaker 5.
9. Pour the contents of Beaker 1 through the funnel so that it
filters into beaker 5 for one minute.
10. Discard the cheesecloth and soil from the funnel.
11. record the observations in a table
Experiment 2- Water treatment
Materials:
1. 100 ml potting soil
2. 2-250 ml beakers
3. 2-100 ml beakers
4. 100 ml graduated cylinder

5. 40 ml sand
6. 20 ml activated charcoal
7. 60 ml gravel
8. 1 wooden stir stick
9. funnel
10. cheesecloth
11. bleach
12. stopwatch
13. water
Method:
1. Add 100 ml of the soil to the 250 ml beaker. Fill to the 200
ml mark with water
2. Pour the soil solution back and forth between the two 250 ml
beakers for a total of 15 times
3. Pour the mix into a clean 100 ml beaker. This sample will be
used to compare to the treated water at the end of the filtration
process.
4. Add 10 grams of alum to the 250 ml beaker containing the
contaminated water. Stir with the wooden stick and let the
solution sit for 15 min.
5. Rinse out the emplty 250 ml beaker. Place the funnel into the
clean 250 ml beaker. Fold a piece of cloth so that you have a
piece 4 layers thick that is big enough to line the funnel. Place
it inside the funnel.
6. Begin layering the funnel, starting by pouring 40 ml of sand
into the cheesecloth-lined funnel, then 20 ml activated charcoal,
then 40 ml gravel. Use a 100 ml beaker to measure these
amounts.
7. To solidify the filter, slowly pour clean tap water through the
filter until the funnel is full. Discard the rinse water from the
beaker and repeat four more moves. Return the funnel to the top
of the beaker and let sit for 5 minutes before emptyiong the
beaker and continuing the experiment.
8. Pour about 3/4 of the contaminated water into the Funnel. Let
it filter throiugh the funnel into the beaker for 5 minutes.

9. Note the smell of the filtered water, comparing to the one on
step 2.
10. Remove the filter and add a few drops of bleach solution to
the filtered water within the beaker. Stir the water and bleach
combination slowly for 1 minute.
11. Compare the newly filtered water with the contaminated
water.
Experiment 3- DrRinking water quality
Materials
1. Dasani bottled water
2. Fiji water
3. Ammonia test strips
4. Chloride test strips
5. 4 in 1 test strips
6. Phosphate test strips
7. beakers
8. parafilm
9. pipettes
10. tap water
Methods:
1. Label three beakers Tap water, dasani and Fiji. Pour 100 ml
of each type of water into the corresponding beakers.
2. Perform the ammonia test using the test strip by reading the
instructions on the package insert.
3. Read the ammonia test results after 30 seconds by comparing
the color of the test strip with the color chart on the package
insert.
4. Perform the chloride test using the test strip by reading the
5. Read the chloride test results after 30 seconds by comparing
insert.
6. Perform the 4 in 1 test using the test strip by reading the
7. Read the 4 in 1 test results after 20 seconds by comparing

insert
8. Perform the phosphate test using the test strip by reading the
9. Read the phosphate results after 45 seconds by comparing the
color of the test strip with the color chart on the package insert
10. Perform the iron test using the test strip by reading the
11. Read the iron test results after 10 seconds by comparing the
color of the test strip with the color chart on the package insert
Results
Experiment 1- water observations
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
Grey wastewater with pungent odor
2
3
4
5
Expriment 2-
We compared the newly filtered water with the contaminated
water.
The color of the contaminated water was gray and had a pungent
smell. It was also fuzzy and had reduced visibility.
The color of the newly filtered water was clear and had a clean
smell. The water was clear and could not see any visible
sediments.

EXperiment 3- Ammonia Test results
Water sample
Test results
Tap Water
yellowPut the actual numbers in your tables (be quantitative) ??
Dasani
Yellow Put the numbers here!
Fiji
yellow
Chloride test results:
Water sample
Test Results
Tap Water
light violet
Dasani
violet
Fiji
light violet
4 in 1 test strip
Water Sample
Ph
Total Alkalinity
Total Chlorine
Total Hardness
Tap Water
light red
green
yellow
light brown
Dasani
light red
green
light green

light brown
Fiji
light red
green
yellow
light brown
Phosphate Test results:
Water Sample
Test results
Tap Water
yellow
Dasani
yellow
Fiji
yellow
Iron Test results:
Water Sample
Test Results
Tap Water
light gray
Dasani
light gray
Fiji
light gray
You need to include your quantitative results (numbers)
Discussion:
Experiment 1:
Greywater from the five beakers is highly contaminated with
both macro- and micro-pollutants, what is shown by the
observations (grey color and purgent odor). So, the hypothesis
was confirmed: grey color indicated parabens, while purgent
odor must be connected with the ammonium content presumably
from urine contamination.
Two main types of contaminants, parabens and ammonium,

have had the most potent effect on greywater, due to a fact that
parabens produced its grey color, and ammonium content
influenced its purgent odor.
Experiment 2:
Our household- made filtering process was succesfull and the
hypothesis is proven. We were able to filter the water using
cheesecloth as shown in the color, smell and visibility of the
post filtered water.
Experiment 3:
We could find some deficiencies with the Dasani water as
compared to the TapWater and Fiji. The Tap Water and Fiji
water had very similar results using the color test strips.
However, Dasani has higher chloride amounts which supports
our hypothesis that not all bottled waters are equal when it
comes to the filtration process.
Respond to all of the postlab questions here.
Conclusion:
In this experiment we were able to show that groundwater
highly contaminated with both macro- and micro-pollutants,
what is shown by the observations (grey color and purgent
odor).
In return, we have in place filtratiuon systems which makes our
tap water drinkable and safe to feed animals in farms. We were
able to filtrate the water and as a next step to our experiment
would be to use chlorine, phosphate, iron and 4 in 1 test strips
to detect how succesful was our home filtration. The test strips
are a more reliable testing source than color, smell and
visibility.
Finally, not all bottled waters are equal in terms of the quality
of the water that it is offered. We were able to show that tap
water had lower levels of chloride than Dasani bottled water.
However, a possible flaw with the chlorine testing is the fact
that the color changes are very minutious and depends on the
vision capacity of the technician that performs the test. In the
future would be highly recommended to use some numerical test
methods to quatify the amounts of chlorine, iron, phosphate and

pH present in tap water versus bottled water.
References:
1.Matthew Babcock/Michigan Tech (n.d.). Groudwater
Contamination-Michigan Environmental Education Curriculum.
Retrieved July 23,2013, from
http://techalive.mtu.edu/meec/module04/title.htm - See more at:
http://reffor.us/index.php#sthash.7i1CfjJR.dpuf
2. Howard Pearlman/U.S Geological Survey (n.d.). A visit to a
wastewater-treatment plant:. Retrieved July 23,2013, from
http://ga.water.usgs.gov/edu/wwvisit.html
3. Didier, S. (n.d.). Water Bottle Pollution Facts. SF Gate,
Retrieved from http://homeguides.sfgate.com/water-bottle-
pollution-79179.html.
Question 1

· What characteristic of Cepheid variables makes them
extremely useful to astronomers?
·
· 1.
· The absolute magnitude of Cepheid variables is related
directly to their surface
· temperature.
·
·
· 2.
· The absolute magnitude of Cepheid variables is directly
related to their diameter.
·
· 3.
directly to their period of
· pulsation.
·
·
· 4.
directly to their metal
· content (heavy element abundance).
·
1 points
Question 2
· What is the most important process that causes a protostar
to stop accreting mass?
·
· 1.
· All of the infalling matter has been used up in the accretion.
·
· 2.
· Radiation and particles from the hot protostar push infalling
matter away from
· the protostar.

·
·
· 3.
· Other protostars formed in the vicinity pass randomly through
the infalling
· material and eventually disperse it.
·
·
· 4.
· The dense core spins up as it collapses, and eventually the
infalling matter is
· held away from the protostar by the centrifugal force.
·
1 points
Question 3
· The definition of a main-sequence star is a star
·
· 1.
· whose age after birth is about 1 million years.
·
· 2.
· with a luminosity precisely equal to that of the Sun.
·
· 3.
· in which nuclear fusion reactions generate sufficient energy to
oppose further
· condensation of the star.
·
·
· 4.
· with a surface temperature equal to that of the Sun.
·
1 points
Question 4
· Which of the following stars would you classify as a
Population II star?

·
· 1.
· star with approximately the same abundance of heavy elements
that we find in the Sun
·
· 2.
· star with very low abundance of heavy elements
·
· 3.
· star with much higher abundance of heavy elements than we
find in the Sun
·
· 4.
· star in an open star cluster
·
1 points
Question 5
· The light from a distant cloud of gas and dust looks
distinctly red to the unaided eye. When a spectrum is taken, the
red color is found to come from a single, bright spectral line.
Thus the red color in this situation is due to
·
· 1.
· interstellar reddening, the Balmer spectrum of hydrogen, or
the Doppler effect.
·
· 2.
· interstellar reddening.
·
· 3.
· the Doppler effect.
·
· 4.
· the Balmer spectrum of hydrogen.
·
1 points

Question 6
· New stars are formed from
·
· 1.
· hot supernova remnants.
·
· 2.
· pure energy in free space.
·
· 3.
· activity around black holes in the centers of galaxies.
·
· 4.
· huge, cool dust and gas clouds.
·
1 points
Question 7
· If you were to look at 1 kilogram of material taken from
the surface of the Sun and 1 kilogram taken from the center,
which of the following statements would be true of the two
kilograms?
·
· 1.
· Both kilograms have the same amount of hydrogen and are in
fact mostly hydrogen.
·
· 2.
· The kilogram from the surface contains more hydrogen than
the one from the center.
·
· 3.
· Neither kilogram contains any hydrogen.
·
· 4.
· The kilogram from the surface contains less hydrogen than the
one from the center.

·
1 points
Question 8
· How is the length of a star's lifetime related to the mass of
the star?
·
· 1.
· Lower-mass stars run through their lives faster and have
shorter lifetimes.
·
· 2.
· Higher-mass stars run through their lives faster and have
shorter lifetimes.
·
· 3.
· The lifetimes of stars are too long to measure, so it is not
known how (or if) their
· lifetimes depend on mass.
·
·
· 4.
· A star's lifetime does not depend on its mass.
·
1 points
Question 9
· How do the stars in a star cluster change with time?
·
· 1.
· All stars in a cluster evolve at the same rate.
·
· 2.
· The highest-mass stars evolve the most quickly.
·
· 3.
· The stars with the greatest heavy element content evolve the
most quickly.

·
· 4.
· The lowest-mass stars evolve the most quickly.
·
1 points
Question 10
· During helium burning in a star's later life, the chemical
element produced by the combination of helium nuclei is
·
· 1.
· the light isotope of helium, 3He.
·
· 2.
· carbon, 12C.
·
· 3.
· heavy hydrogen, 2H.
·
· 4.
· beryllium, 8Be.
Question 11
· What quantum transition occurs inside a hydrogen atom to
produce a 21-cm radio photon? Answer
·
· 1.
· An electron in the ground atomic state reverses its direction of
spin with
· respect to that of the proton.
·
·
· 2.
· An electron falls from the level n = 100 to the level n = 99 in
the atom.
·
· 3.

· An electron reverses the direction of its motion in orbit around
the proton.
·
· 4.
· The electron combines with the proton in the nucleus to
become a neutron,
· producing energy.
·
1 points
Question 12
· What happens when the electron in a hydrogen atom flips
its direction of spin from parallel to antiparallel to that of the
proton? Answer
·
· 1.
· The atom emits a photon of 21-cm wavelength in the radio
region of the spectrum.
·
· 2.
· The atom emits a photon of 121.5-nm wavelength (Lα) in the
UV region of the spectrum.
·
· 3.
· Nothing. This event is a forbidden transition that never occurs.
·
· 4.
· The atom emits a photon of 656.3-nm wavelength (Hα) in the
red region of the spectrum.
·
1 points
Question 13
· Why are we on Earth able to see only a relatively small
part of the Milky Way Galaxy? Answer
·
· 1.
· Distant stars are obscured by dust in interstellar space.

·
· 2.
· Expansion of the universe has carried the more distant stars
out of our view.
·
· 3.
· Distant stars are obscured by gas in interstellar space.
·
· 4.
· There are so many stars in the Milky Way that the more
distant ones are hidden
· behind the nearer ones.
·
1 points
Question 14
· The stars in the Milky Way Galaxy Answer
·
· 1.
· number between 8 and 10 million.
·
· 2.
· move generally around the galactic center.
·
· 3.
· are all receding from the galactic center.
·
· 4.
· obey Hubble's law of recession.
·
1 points
Question 15
· Which of the following components of the Milky Way
Galaxy outlines the spiral arms of the Galaxy? Answer
·
· 1.
· white dwarf stars

·
· 2.
· young O and B stars, dust, and gas
·
· 3.
· predominantly solar-type stars
·
· 4.
· globular clusters
·
1 points
Question 16
· What fraction of the mass of the Milky Way Galaxy
appears to be in the form of “dark matter,” which we cannot see
but can detect through its gravitational influence? Answer
·
· 1.
· 0%—who ever heard of matter that can't be seen?
·
· 2.
· about 10%
·
· 3.
· about 50%
·
· 4.
· about 90%
·
1 points
Question 17
· Where is the Sun located in the Milky Way Galaxy? (That
is, what is the address of the Sun in the universe?) (See Figure
15-9 of Comins and Kaufmann, Discovering the Universe, 8th
ed.) Answer
·
· 1.

· in the Sagittarius arm, between the Centaurus and Orion arms
·
· 2.
· in the Centaurus arm, between the galactic center and the
Orion arm
·
· 3.
· in or close to the Orion arm, between the Sagittarius and
Perseus arms.
·
· 4.
· in the Perseus arm, between the Orion and Cygnus arms
·
1 points
Question 18
· The first suggestion that there were collections of stars
beyond the Milky Way in the universe was made by Answer
·
· 1.
· Edwin Hubble in 1923.
·
· 2.
· Sir Isaac Newton in 1690.
·
· 3.
· William Parsons, Earl of Rosse, in 1845.
·
· 4.
· Immanuel Kant in 1755.
·
1 points
Question 19
· Where in space would you look for a globular cluster?
Answer
·
· 1.

· in the asteroid belt
·
· 2.
· in elliptical galaxies since they are composed of old stars and
do not exist in
· young systems like spiral galaxies
·
·
· 3.
· in the Milky Way galactic halo, orbiting the galactic center in
a long elliptical
· orbit around the galactic center
·
·
· 4.
· in the Milky Way disk, moving in a circular orbit around the
galactic center
·
1 points
Question 20
· Interstellar matter obscures our view of the disk of the
Milky Way Galaxy Answer
·
· 1.
· most at radio wavelengths, where hydrogen absorbs radio
waves efficiently, and
· least at optical wavelengths.
·
·
· 2.
· very little at any wavelength.
·
· 3.
· more or less equally at all wavelengths, from radio waves to
light waves.
·

· 4.
· more at optical wavelengths and less or not at all at infrared
and radio wavelengths.
Question 21
· Even though cosmic microwave background photons
outnumber hydrogen atoms by about 1 billion to 1 in the
universe, the universe is still considered to be matter-dominated
because the
·
· 1.
· photon energies are extremely small.
·
· 2.
· photons have no rest mass and hence can generate no gravity.
·
· 3.
· nature of the photons is such that they interact with nothing as
they pass
· through the universe.
·
·
· 4.
· photons, while collectively carrying a large amount of energy,
do not carry an
· equivalent amount of momentum and hence play little role in
collisions with matter.
·
1 points
Question 22
· What appears to be the relationship between the
distribution of dark matter and the distribution of luminous
matter?
·
· 1.
· There seems to be no correlation at all.

·
· 2.
· The distribution of dark matter seems to coincide with the
distribution of luminous
· matter.
·
·
· 3.
· There seems to be a separate distribution of dark matter—
dark-matter galaxy
· clusters, voids in the dark matter, and so on. But these
formations all occur in
· regions of space far from luminous matter.
·
·
· 4.
· The distribution of dark matter seems to be just the reverse of
the distribution of
· luminous matter: Dark-matter galaxy clusters occur in the
voids of luminous matter;
· luminous galaxy clusters occur in the voids of dark matter.
·
1 points
Question 23
· How does the observed total amount of matter in the
universe, including dark matter, compare with the amount of
matter required to just close the universe?
·
· 1.
· The observed total amount of matter is about twice the amount
needed.
·
· 2.
· The observed total amount of matter equals the amount
needed, to within
· observational uncertainty.

·
·
· 3.
· The observed total amount of matter is about 1/200 of the
amount needed.
·
· 4.
· The observed total amount of matter is about 1/3 of the
amount needed.
·
1 points
Question 24
· Which of the following cosmological problems is “dark
energy” believed to solve?
·
· 1.
· Why did the universe suddenly inflate during the Big Bang?
·
· 2.
· Why is the temperature of the cosmic background radiation so
smooth (isotropic)
· around the sky?
·
·
· 3.
· Why is the night sky dark?
·
· 4.
· Why is the universe flat?
·
1 points
Question 25
· What is the range of the strong nuclear force compared
with the size of the nucleus, 10–14 m?
·
· 1.

· infinite; it has no limit
·
· 2.
· 10 times larger than the size of an atomic nucleus
·
· 3.
· 10 times smaller than the size of an atomic nucleus
·
· 4.
· same since it is the strong force that holds the nucleus
together
·
1 points
Question 26
· Einstein introduced a “cosmological constant” into his
formulation of the structure of the universe as described by his
general theory of relativity. How did he envision that this
cosmological constant would manifest itself?
·
· 1.
· as antimatter that, by annihilating real matter, would translate
matter into energy,
· thereby maintaining a constant mass density in a condensing
universe
·
·
· 2.
· as a form of energy that, on its own, would make the universe
expand—a form of
· antigravity
·
·
· 3.
· as many “white holes” that would contribute matter to an
expanding universe to
· maintain constant density, as required by the cosmological

principle—a continuous
· creation universe
·
·
· 4.
· as an extra “gravity” that would hold the universe against
continuous expansion
·
1 points
Question 27
· At what time did the universe cool to a temperature of
about 3 K?
·
· 1.
· end of the Planck time
·
· 2.
· end of the inflationary era
·
· 3.
· very recently
·
· 4.
· era of recombination
·
1 points
Question 28
· What is the period of quark confinement?
·
· 1.
· Because of the very large pressure in early times, all the
quarks were confined
· to a small volume. After the inflationary, epoch the pressure
dropped and the
· quarks were able to spread out to assume the distribution we
find today.

·
·
· 2.
· During the period of quark confinement, the energy of the
photons was sufficiently
· high that conglomerations of quarks, such as neutrons and
protons, could not
· exist and quarks were free.
·
·
· 3.
· to the period of quark confinement was the very early period
in the universe when
· all matter and energy were confined to a region the size of a
single quark.
·
·
· 4.
· During the period of quark confinement, the energy of the
photons was sufficiently
· low that conglomerations of quarks, such as neutrons and
protons, could exist
· without being blasted apart as soon as they were formed.
·
1 points
Question 29
· During the first one-ten-thousandth of a second (10–4 s) of
the life of the universe, antiprotons were very common. For
every billion antiprotons, how many protons were there?
·
· 1.
· exactly 1 billion since protons and antiprotons were created in
equal numbers
·
· 2.
· slightly more than 1 billion, thus producing the matter we see

today
·
· 3.
· 10 billion, thus producing the dark matter we see today
·
· 4.
· totally unknown number since the early universe was opaque
and we cannot see
· what conditions were like then
·
1 points
Question 30
· How does the cosmological constant differ from
quintessence?
·
· 1.
· There is essentially no difference; basically, quintessence is
the modern name for
· the cosmological constant.
·
·
· 2.
· The cosmological constant provides a constant accelerating
force in the universal
· expansion, whereas quintessence can change as the expansion
proceeds.
·
·
· 3.
· The cosmological constant provides an accelerating force in
the universal expansion,
· whereas quintessence provides a decelerating term; it is the
balance between the
· cosmological constant and quintessence that determines
whether the expansion
· accelerates or decelerates.

·
·
· 4.
· The cosmological constant is a specific physical effect that
can be described
· mathematically, whereas quintessence is the total of all
indefinable properties
· that make the universe what it is at any given time.
Question 31
· There is very little hydrogen or helium in the inner part of
the solar system today. We believe the reason for this is that
Answer
·
· 1.
· the intense radiation from the early Sun drove the light
elements out of the
· inner solar system.
·
·
· 2.
· all the light elements went into the formation of the Sun itself
and little were
· left over for the rest of the solar system.
·
·
· 3.
· heavier elements were attracted in from the outer part of the
solar system,
· displacing the light elements originally in the inner part.
·
·
· 4.
· the light elements underwent chemical reactions and were
locked up in
· chemicals in the inner solar system.

·
1 points
Question 32
· Moons have been discovered around Answer
·
· 1.
· just the terrestrial planets.
·
· 2.
· just the Jovian planets.
·
· 3.
· all the planets.
·
· 4.
· all the planets except those nearer to the Sun than Earth is.
·
1 points
Question 33
· Each of the following descriptions except one is believed
to be a possible mechanism that can trigger the collapse of a
cloud of gas and dust to form a star. Which is the exception?
Answer
·
· 1.
· Stellar winds may compress nearby gas and dust clouds.
·
· 2.
· A nearby supernova can compress nearby gas and dust clouds.
·
· 3.
· Clouds can collide and compress each other.
·
· 4.
· Radiation pressure from the Cosmic Microwave Background
can compress

· clouds of gas and dust.
·
1 points
Question 34
· The planet whose average density is less than that of water
is Answer
·
· 1.
· Saturn.
·
· 2.
· Jupiter.
·
· 3.
· Neptune.
·
· 4.
· Earth.
·
1 points
Question 35
· Which planet in our solar system has the lowest average
density? Answer
·
· 1.
· Uranus
·
· 2.
· Earth
·
· 3.
· Saturn
·
· 4.
· Jupiter
·

1 points
Question 36
· How do we measure the mass of an extrasolar planet?
Answer
·
· 1.
· We cannot make any firm estimate of the mass of an extrasolar
planet
· with present technology.
·
·
· 2.
· We measure the planet's angular diameter and hence its size
and then use
· spectra to find its composition and hence density.
·
·
· 3.
· We use Newton's law of gravity, using the measured distance
of the planet
· from its star and the planet's gravitational pull on the star
·
·
· 4.
· We use spectra to measure the planet's temperature and
photometry to
· measure its brightness.
·
1 points
Question 37
· What are the three “common” substances that are believed
to be important in planet formation? Answer
·
· 1.
· rock, ices, and gas
·

· 2.
· electromagnetic radiation, electrical discharges (e.g.,
lightning), and water
·
· 3.
· solid, liquid, and gaseous hydrogen
·
· 4.
· hydrogen, helium, and neon gases
·
1 points
Question 38
· In our solar system, which of the following planets is a
member of the terrestrial group? Answer
·
· 1.
· Neptune
·
· 2.
· Mars
·
· 3.
· Saturn
·
· 4.
· Jupiter
·
1 points
Question 39
· Pluto was originally classified as a planet, but new criteria
for the definition of a planet were adopted, and Pluto failed to
meet one of them. Which one? Answer
·
· 1.
· Pluto does not have enough gravity to clear its orbit.
·

· 2.
· Pluto does not orbit the Sun directly.
·
· 3.
· Pluto does not spin fast enough to produce its own magnetic
field.
·
· 4.
· Pluto does not have enough mass to pull itself into a roughly
spherical shape.
·
1 points
Question 40
· Which of the following statements is true? Answer
·
· 1.
· Earth is the most massive of the terrestrial planets.
·
· 2.
· Jupiter has the highest average density of the planets.
·
· 3.
· The average mass of terrestrial planets is close to the average
mass of the
· large, outer planets.
·
·
· 4.
· Earth is the biggest of the planets.
Question 41
· The lunar maria appear smooth because they are
Answer
·
· 1.
· regions where craters have been obliterated by crustal

deformation caused by
· hot spots and volcanic lava flow from the underlying molten
mantle.
·
·
· 2.
· recent lava flows, occurring within the last billion years, that
have obliterated
· earlier craters.
·
·
· 3.
· ancient lava flows that occurred soon after the end of an early
period of intense
· bombardment and that have had relatively few impacts since
then.
·
·
· 4.
· ancient sea beds, now dry, dating back to when the Moon had
a denser
· atmosphere and rainfall was abundant.
·
1 points
Question 42
· What is the ratio of nitrogen to oxygen in Earth's
atmosphere? Answer
·
· 1.
· equal parts nitrogen and oxygen
·
· 2.
· 1 part nitrogen to 4 parts oxygen
·
· 3.
· 1 part nitrogen to 2 parts oxygen

·
· 4.
· 4 parts nitrogen to 1 part oxygen
·
1 points
Question 43
· Which of the following models of Earth's interior is now
considered to be the most likely description of the actual Earth?
Answer
·
· 1.
· totally fluid interior rotating at the same rate as the outer
mantle and crust
·
· 2.
· solid core within a molten outer core, the whole system
rotating at exactly
· the same rate as the outer mantle and crust
·
·
· 3.
· solid core rotating more rapidly than the rest of Earth within a
molten outer core
·
· 4.
· solid core rotating more slowly than the rest of Earth within a
molten outer core
·
1 points
Question 44
· What is the origin of the majority of lunar craters?
Answer
·
· 1.
· impacts by space probes from Earth
·

· 2.
· surface collapse after loss of groundwater by evaporation
·
· 3.
· impacts by meteoric material
·
· 4.
· volcanic explosions
·
1 points
Question 45
· Which scientific approach gives us the most information
about the deep interior of Earth? Answer
·
· 1.
· worldwide measurement of low-frequency seismic waves
produced by earthquakes
·
· 2.
· deep drilling of exploratory holes for science and mineral
recovery (e.g., oil)
·
· 3.
· measurement of cosmic neutrinos, which pass very easily
through Earth
·
· 4.
· study of lava flows from volcanoes
·
1 points
Question 46
· Earth's mantle, the semimolten layer below the crust, is
composed largely of what chemical materials? Answer
·
· 1.
· amost pure iron

·
· 2.
· minerals rich in iron and magnesium
·
· 3.
· solid hydrogen and helium
·
· 4.
· iron-poor rocks and minerals
·
1 points
Question 47
· What are spring tides? Answer
·
· 1.
· high tides that are significantly higher than the average high
tide
·
· 2.
· high tides that are significantly lower than the average high
tide
·
· 3.
· any low tides
·
· 4.
· any high tides
·
1 points
Question 48
· The core (inner and outer) of Earth extends over what
fraction of its radius? Answer
·
· 1.
· about
·

· 2.
· almost 80%
·
· 3.
· less than 10%
·
· 4.
· roughly
·
1 points
Question 49
· Which two tectonic plates are slowly separating from each
other on Earth's surface along the Mid-Atlantic Ridge in the
South Atlantic? (See Figure 6-7, Comins and Kaufmann,
Discovering the Universe, 8th ed.) Answer
·
· 1.
· Pacific and Australia-India plates
·
· 2.
· South American and African plates
·
· 3.
· African and Eurasian plates
·
· 4.
· Nazca and Pacific plates
·
1 points
Question 50
· What is the diameter of the Moon compared with the
diameter of Earth? Answer
·
· 1.
· about 1/10 of the diameter of Earth
·

· 2.
· less than 1/100 of the diameter of Earth
·
· 3.
· just over 1/2 the diameter of Earth
·
· 4.
· about 1/4 of the diameter of Earth

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