question_id
int32 0
11.7k
| question
stringlengths 14
399
| choices
listlengths 4
4
| answer
stringlengths 4
70
| documents
stringlengths 2.83k
8.63k
|
|---|---|---|---|---|
0
|
What type of organism is commonly used in preparation of foods such as cheese and yogurt?
|
[
"A. gymnosperms",
"B. protozoa",
"C. viruses",
"D. mesophilic organisms"
] |
D. mesophilic organisms
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 3 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 4 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: Astro microbiology: the study of microorganisms in outer space Biological agent: the study of those microorganisms which are being used in weapon industries. Nano microbiology: the study of those microscopic organisms on nano level. Predictive microbiology: the quantification of relations between controlling factors in foods and responses of pathogenic and spoilage microorganisms using mathematical modelling
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: The yeast species Saccharomyces cerevisiae is an important model organism in cell biology. The fruiting bodies of some larger fungi are collected as edible mushrooms, including delicacies like the chanterelle, cep, and truffle, while a few species are cultivated. Mould fungi provide the meaty (umami) flavour of fermented soybean products such as tempeh, miso and soy sauce, and contribute flavour and colour to blue cheeses including Roquefort and Stilton.
|
1
|
What phenomenon makes global winds blow northeast to southwest or the reverse in the northern hemisphere and northwest to southeast or the reverse in the southern hemisphere?
|
[
"A. centrifugal effect",
"B. muon effect",
"C. coriolis effect",
"D. tropical effect"
] |
C. coriolis effect
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: Extratropical cyclones in meridional flows tend to be stronger and move slower. This pattern is responsible for most instances of extreme weather, as not only are storms stronger in this type of flow regime, but temperatures can reach extremes as well, producing heat waves and cold waves depending on the equator-ward or poleward direction of the flow. For vector fields (such as wind velocity), the zonal component (or x-coordinate) is denoted as u, while the meridional component (or y-coordinate) is denoted as v. In plasma physics Zonal flow (plasma) means poloidal, which is the opposite from the meaning in planetary atmospheres and weather/climate studies.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 5 ::: Coriolis effect Circulation Kelvin's circulation theorem Vorticity equation Thermal wind Geostrophic current Geostrophic wind Taylor–Proudman theorem Hydrostatic equilibrium Ekman spiral Ekman layer
Document 6 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 7 ::: geomagnetic storm (geomagnetism: see) Earth's magnetic field geospatial technology (Spatial Information Technology) Geostationary Operational Environmental Satellite (GOES) (a program of the US) geostatistics geostrophic wind Global Atmosphere Watch (GAW) Global Forecast System (GFS) global warming greenhouse effect greenhouse gas (GHG) growing degree day (GDD) growing season gust front
Document 8 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 9 ::: Pacific decadal oscillation paleoclimatology paleomagnetism paleotempestology parts-per notation photovore planetary boundary layer (PBL) pluvial lake pneumonia front polar circle polar climate polar easterlies polar high polar ice cap (polar light: see) aurora (astronomy) polar low (polar mesospheric cloud) noctilucent cloud polar mesospheric summer echoes (PMSE) polar night polar region (polar reversal) magnetic polarity reversal polar stratospheric cloud (PSC) (nacreous cloud) polar vortex Polarization (waves) (see under Polarization effects in everyday life) pole shift theory positive streamer post-glacial rebound potential evaporation potential temperature precipitation pressure gradient pressure gradient force (PGF) pyrocumulus
Document 10 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
|
2
|
Changes from a less-ordered state to a more-ordered state (such as a liquid to a solid) are always what?
|
[
"A. unbalanced",
"B. exothermic",
"C. endothermic",
"D. reactive"
] |
B. exothermic
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 3 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 8 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
|
3
|
What is the least dangerous radioactive decay?
|
[
"A. gamma decay",
"B. zeta decay",
"C. alpha decay",
"D. beta decay"
] |
C. alpha decay
|
Document 1 ::: The first three have similar half-lives, between 200 thousand and 300 thousand years; the last four have longer half-lives, in the low millions of years. Technetium-99 produces the largest amount of LLFP radioactivity. It emits beta particles of low to medium energy but no gamma rays, so has little hazard on external exposure, but only if ingested. However, technetium's chemistry allows it to form anions (pertechnetate, TcO4−) that are relatively mobile in the environment.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 7 ::: This damages can develop pathologies like cancer.Low radioactivity measurements: the new generation of detectors used in the dark matter and neutrino underground experiments require the ability to measure extremely low radiation levels. These measurements are also useful in multiple areas like ecology, glaciology, microelectronics and in the selection of pure materials with almost no radioactive content. Nuclear astrophysics can also be researched with dedicated equipment.
Document 8 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 9 ::: Atomic structure/Radioactivity/Radioactive decay Interaction of radiation with matter Internal dosimetry/Internal dose calculations Biological effects of ionizing radiation NRC, OSHA, Regulations/Standards ICRU, ICRP, NCRP Radiation Risk, BEIR III, IV, V, VI External dose calculations/External dosimetry Statistics Instrumentation Low Level Wastes, Fuel Cycle, DOT Regulations Shielding and Activation Air sampling/Modeling/Environmental Health Physics Medical Health Physics and X-ray Protection Reactor Health Physics/Criticality Accelerator Health Physics Lasers, UV, Microwave, RF Radon
Document 10 ::: The stability of nuclei decreases greatly with the increase in atomic number after curium, element 96, whose half-life is four orders of magnitude longer than that of any currently known higher-numbered element. All isotopes with an atomic number above 101 undergo radioactive decay with half-lives of less than 30 hours. No elements with atomic numbers above 82 (after lead) have stable isotopes. Nevertheless, because of reasons not yet well understood, there is a slight increase of nuclear stability around atomic numbers 110–114, which leads to the appearance of what is known in nuclear physics as the "island of stability".
|
4
|
Kilauea in hawaii is the world’s most continuously active volcano. very active volcanoes characteristically eject red-hot rocks and lava rather than this?
|
[
"A. magma",
"B. carbon and smog",
"C. smoke and ash",
"D. greenhouse gases"
] |
C. smoke and ash
|
Document 1 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 2 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: C: Frank Wigglesworth Clarke of USGS and Henry Stephens Washington U: United States Geological Survey (USGS) B: Georg Ernst Wilhelm Berg F: Alexander Fersman G: Victor Goldschmidt M: Brian Mason K: Kenjiro Kimura H: Research on the history of chemistry
Document 7 ::: Determine what geologic processes have shaped the local terrain and influenced the chemistry. Such processes could include water or wind erosion, sedimentation, hydrothermal mechanisms, volcanism, and cratering.
Document 8 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
5
|
When a meteoroid reaches earth, what is the remaining object called?
|
[
"A. meteor",
"B. comet",
"C. meteorite",
"D. orbit"
] |
C. meteorite
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 3 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: Astronomy Weather and Nature Meteors and meteorites
Document 6 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 10 ::: The SAT Subject Test in Physics, Physics SAT II, or simply the Physics SAT, was a one-hour multiple choice test on physics administered by the College Board in the United States. A high school student generally chose to take the test to fulfill college entrance requirements for the schools at which the student was planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; until January 2005, they were known as SAT IIs; they are still well known by this name. The material tested on the Physics SAT was supposed to be equivalent to that taught in a junior- or senior-level high school physics class.
|
6
|
What kind of a reaction occurs when a substance reacts quickly with oxygen?
|
[
"A. nitrogen reaction",
"B. Fluid Reaction",
"C. invention reaction",
"D. combustion reaction"
] |
D. combustion reaction
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 5 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 6 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 7 ::: A chemical reaction is a process that leads to the chemical transformation of one set of chemical substances to another. Classically, chemical reactions encompass changes that only involve the positions of electrons in the forming and breaking of chemical bonds between atoms, with no change to the nuclei (no change to the elements present), and can often be described by a chemical equation. Nuclear chemistry is a sub-discipline of chemistry that involves the chemical reactions of unstable and radioactive elements where both electronic and nuclear changes can occur. The substance (or substances) initially involved in a chemical reaction are called reactants or reagents.
Document 8 ::: After the on-line questions, students will take a test about what they have learned while solving the on-line questions. First grade students in high school take this test. The questions are based on basic chemistry. The test can determine how much the students understand basic chemistry.
Document 9 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 10 ::: After this initial chemistry, three main global reactions occur. Combustion products react catalytically with syngas by the water-gas shift reaction. Also, volatile organics react catalytically with steam (H2O) to form new combustion products and syngas.
|
7
|
Organisms categorized by what species descriptor demonstrate a version of allopatric speciation and have limited regions of overlap with one another, but where they overlap they interbreed successfully?.
|
[
"A. ring species",
"B. surface species",
"C. fitting species",
"D. species complex"
] |
A. ring species
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 3 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 4 ::: A simple textbook definition, following Mayr's concept, works well for most multi-celled organisms, but breaks down in several situations: When organisms reproduce asexually, as in single-celled organisms such as bacteria and other prokaryotes, and parthenogenetic or apomictic multi-celled organisms. DNA barcoding and phylogenetics are commonly used in these cases. The term quasispecies is sometimes used for rapidly mutating entities like viruses. When scientists do not know whether two morphologically similar groups of organisms are capable of interbreeding; this is the case with all extinct life-forms in palaeontology, as breeding experiments are not possible.
Document 5 ::: Hybrid speciation can be a component in the evolution of a species complex. Species complexes exist in all groups of organisms and are identified by the rigorous study of differences between individual species that uses minute morphological details, tests of reproductive isolation, or DNA-based methods, such as molecular phylogenetics and DNA barcoding. The existence of extremely similar species may cause local and global species diversity to be underestimated. The recognition of similar-but-distinct species is important for disease and pest control and in conservation biology although the drawing of dividing lines between species can be inherently difficult.
Document 6 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 7 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 8 ::: In genetics, attention is focused on the numbers of chromosomes. In taxonomy, a key question is how closely related the parent species are. Species are reproductively isolated by strong barriers to hybridization, which include genetic and morphological differences, differing times of fertility, mating behaviors and cues, and physiological rejection of sperm cells or the developing embryo.
Document 9 ::: It is more useful to think of a continuum, on which there are limitless levels of geographic and reproductive overlap between species. On one extreme is allopatry, in which the overlap is zero (no gene flow), and on the other extreme is sympatry, in which the ranges overlap completely (maximal gene flow). The varying definitions of sympatric speciation fall generally into two categories: definitions based on biogeography, or on population genetics.
Document 10 ::: The more advanced parts of the theory of species use differentiation extensively, to construct and solve differential equations on species and series. The idea of adding (or removing) a single part of a structure is a powerful one: it can be used to establish relationships between seemingly unconnected species. For example, consider a structure of the species L of linear orders—lists of elements of the ground set.
|
8
|
Alpha emission is a type of what?
|
[
"A. heat",
"B. radioactivity",
"C. light",
"D. radiation"
] |
B. radioactivity
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 8 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 9 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 10 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
|
9
|
What is the stored food in a seed called?
|
[
"A. endosperm",
"B. membrane",
"C. larval",
"D. pollin"
] |
A. endosperm
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 9 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: Since many students who apply to graduate programs in biology do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biology curriculum. A sampling of test item content is given below:
|
10
|
Zinc is more easily oxidized than iron because zinc has a lower reduction potential. since zinc has a lower reduction potential, it is a more what?
|
[
"A. much metal",
"B. Trap metal",
"C. active metal",
"D. usually metal"
] |
C. active metal
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 5 ::: Calculations indicate that a zinc compound with the oxidation state of +4 is unlikely to exist. Zn(III) is predicted to exist in the presence of strongly electronegative trianions; however, there exists some doubt around this possibility. But in 2021 another compound was reported with more evidence that had the oxidation state of +3 with the formula ZnBeB11(CN)12.Zinc chemistry is similar to the chemistry of the late first-row transition metals, nickel and copper, though it has a filled d-shell and compounds are diamagnetic and mostly colorless.
Document 6 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 7 ::: Extremely pure zinc reacts only slowly at room temperature with acids. Strong acids, such as hydrochloric or sulfuric acid, can remove the passivating layer and the subsequent reaction with the acid releases hydrogen gas.The chemistry of zinc is dominated by the +2 oxidation state. When compounds in this oxidation state are formed, the outer shell s electrons are lost, yielding a bare zinc ion with the electronic configuration 3d10.
Document 8 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: Faraday paradox (electrochemistry): Diluted nitric acid will corrode steel, while concentrated nitric acid will not. Levinthal paradox: The length of time that it takes for a protein chain to find its folded state is many orders of magnitude shorter than it would be if it freely searched all possible configurations. SAR paradox: Exceptions to the principle that a small change in a molecule causes a small change in its chemical behavior are frequently profound.
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
11
|
What is controlled by both genes and experiences in a given envionment?
|
[
"A. reflexes",
"B. animal behaviors",
"C. learned behaviors",
"D. instincts"
] |
B. animal behaviors
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: In addition to examining how genetic mutations affect the actual structure of the brain, researchers in neurogenetics also examine how these mutations affect cognition and behavior. One method of examining this involves purposely engineering model organisms with mutations of certain genes of interest. These animals are then classically conditioned to perform certain types of tasks, such as pulling a lever in order to gain a reward. The speed of their learning, the retention of the learned behavior, and other factors are then compared to the results of healthy organisms to determine what kind of an effect – if any – the mutation has had on these higher processes. The results of this research can help identify genes that may be associated with conditions involving cognitive and learning deficiencies.
Document 3 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: Genetics influence individuals as they select their environment.
Document 6 ::: To understand mathematical neurobiology, he felt he had to study cellular neurobiology; this, in turn, led to studying microbiology and eventually genetics. "When I finally feel I have learned genetics, I should get back to these other problems.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: There also have been neurological investigations into specific learning and memory functions, such as Karl Lashley's study on mass action and serial interaction mechanisms. Important evidence against the tabula rasa model of the mind comes from behavioural genetics, especially twin and adoption studies (see below). These indicate strong genetic influences on personal characteristics such as IQ, alcoholism, gender identity, and other traits. Critically, multivariate studies show that the distinct faculties of the mind, such as memory and reason, fractionate along genetic boundaries. Cultural universals such as emotion and the relative resilience of psychological adaptation to accidental biological changes also support basic biological mechanisms in the mind.
Document 9 ::: Basic questions addressed in molecular neuroscience include the mechanisms by which neurons express and respond to molecular signals and how axons form complex connectivity patterns. At this level, tools from molecular biology and genetics are used to understand how neurons develop and how genetic changes affect biological functions. The morphology, molecular identity, and physiological characteristics of neurons and how they relate to different types of behavior are also of considerable interest.Questions addressed in cellular neuroscience include the mechanisms of how neurons process signals physiologically and electrochemically.
Document 10 ::: These techniques allow behavioural geneticists different levels of control in the model organism's genome, to evaluate the molecular, physiological, or behavioural outcome of genetic changes. Animals commonly used as model organisms in behavioural genetics include mice, zebra fish, and the nematode species C. elegans.Machine learning and A.I. developments are allowing researchers to design experiments that are able to manage the complexity and large data sets generated, allowing for increasingly complex behavioral experiments.
|
12
|
What tells you how much of the food you should eat to get the nutrients listed on the label?
|
[
"A. serving size",
"B. scoop size",
"C. longer size",
"D. regular size"
] |
A. serving size
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 7 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 8 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
|
13
|
What are used to write nuclear equations for radioactive decay?
|
[
"A. critical symbols",
"B. radioactive symbols",
"C. nuclear symbols",
"D. trigonometric symbols"
] |
C. nuclear symbols
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: The practice also continues with tritium compounds. When the name of the solvent is given, a lowercase d is sometimes used. For example, d6-benzene and C6D6 can be used instead of C6.The symbols for isotopes of elements other than hydrogen and radon are no longer in use within the scientific community. Many of these symbols were designated during the early years of radiochemistry, and several isotopes (namely those in the decay chains of actinium, radium, and thorium) bear placeholder names using the early naming system devised by Ernest Rutherford.
Document 7 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 10 ::: Although isotopes are more relevant to nuclear chemistry or stable isotope chemistry than to conventional chemistry, different isotopes may be indicated with a prefixed superscript in a chemical formula. For example, the phosphate ion containing radioactive phosphorus-32 is 3−. Also a study involving stable isotope ratios might include the molecule 18O16O. A left-hand subscript is sometimes used redundantly to indicate the atomic number. For example, 8O2 for dioxygen, and 168O2 for the most abundant isotopic species of dioxygen. This is convenient when writing equations for nuclear reactions, in order to show the balance of charge more clearly.
|
14
|
What is controlled by regulatory proteins that bind to regulatory elements on dna?
|
[
"A. substance transcription",
"B. amino acids",
"C. mRNA",
"D. gene transcription"
] |
D. gene transcription
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: Core subjects are similar to biochemistry courses and typically include gene expression, research methods, proteins, cancer research, immunology, biotechnology and many more. In some universities molecular medicine is combined with another discipline such as chemistry, functioning as an additional study to enrich the undergraduate program.
Document 7 ::: Replication of DNA and transcription from DNA to mRNA occurs in the nucleus while translation from RNA to proteins occurs in the ribosome. The genetic code is made of four base pairs: adenine, cytosine, uracil, and guanine and is redundant meaning multiple combinations of these base pairs (which are read in triplicate) produce the same amino acid. Proteomics and genomics are fields in biology that come out of the study of molecular genetics and the Central Dogma.
Document 8 ::: Structural gene expression is regulated by numerous factors including epigenetics (e.g. methylation), RNAi, and more. Regulatory and structural genes can be epigenetically regulated identically, so not all regulation is coded for by “regulatory genes”.There are also examples of proteins that do not decidedly fit either category, such as chaperone proteins. These proteins aid in the folding of other proteins, a seemingly regulatory role.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: Next, each direct input is assigned to an operator site and different transcription factors can be allowed, or not, to compete for the same operator site, while indirect inputs are given a target. Finally, a function is assigned to each gene, defining the gene's response to a combination of transcription factors (promoter state). The transfer functions (that is, how genes respond to a combination of inputs) can be assigned to each combination of promoter states as desired. In other recent work, multiscale models of gene regulatory networks have been developed that focus on synthetic biology applications. Simulations have been used that model all biomolecular interactions in transcription, translation, regulation, and induction of gene regulatory networks, guiding the design of synthetic systems.
|
15
|
Boron only occurs naturally in compounds with what element?
|
[
"A. helium",
"B. nitrogen",
"C. carbon",
"D. oxygen"
] |
D. oxygen
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 5 ::: Boron Boron is the only element with a partially disordered structure in its most thermodynamically stable crystalline form. Boron, antimony These elements are record holders within the field of superacid chemistry. For seven decades, fluorosulfonic acid HSO3F and trifluoromethanesulfonic acid CF3SO3H were the strongest known acids that could be isolated as single compounds.
Document 6 ::: Mendeleev commented that, "Boron appears in a free state in several forms which are intermediate between the metals and the nonmmetals. "The structural chemistry of boron is dominated by its small atomic size, and relatively high ionization energy. With only three valence electrons per boron atom, simple covalent bonding cannot fulfil the octet rule.
Document 7 ::: The chemical element nitrogen is one of the most abundant elements in the universe and can form many compounds. It can take several oxidation states; but the most oxidation states are -3 and +3. Nitrogen can form nitride and nitrate ions. It also forms a part of nitric acid and nitrate salts. Nitrogen compounds also have an important role in organic chemistry, as nitrogen is part of proteins, amino acids and adenosine triphosphate.
Document 8 ::: It is believed to be the first compound to have formed in the universe, and is of fundamental importance in understanding the chemistry of the early universe. This is because hydrogen and helium were almost the only types of atoms formed in Big Bang nucleosynthesis. Stars formed from the primordial material should contain HeH+, which could influence their formation and subsequent evolution.
Document 9 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
16
|
What organ systems link exchange surfaces with cells throughout the body?
|
[
"A. pulmonary",
"B. nervous",
"C. circulatory",
"D. vascular"
] |
C. circulatory
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: Humans have the overall body plan of a mammal. Humans have a head, neck, trunk (which includes the thorax and abdomen), two arms and hands, and two legs and feet. Generally, students of certain biological sciences, paramedics, prosthetists and orthotists, physiotherapists, occupational therapists, nurses, podiatrists, and medical students learn gross anatomy and microscopic anatomy from anatomical models, skeletons, textbooks, diagrams, photographs, lectures and tutorials and in addition, medical students generally also learn gross anatomy through practical experience of dissection and inspection of cadavers. The study of microscopic anatomy (or histology) can be aided by practical experience examining histological preparations (or slides) under a microscope.Human anatomy, physiology and biochemistry are complementary basic medical sciences, which are generally taught to medical students in their first year at medical school.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 8 ::: 3D printing gives students a new perspective with topographic maps. Science students can study cross-sections of internal organs of the human body and other biological specimens. And chemistry students can explore 3D models of molecules and the relationship within chemical compounds.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: One of the challenges of 3D printing organs is to recreate the vasculature required to keep the organs alive. Designing a correct vasculature is necessary for the transport of nutrients, oxygen, and waste. Blood vessels, especially capillaries, are difficult due to the small diameter. Progress has been made in this area at Rice University, where researchers designed a 3D printer to make vessels in biocompatible hydrogels and designed a model of lungs that can oxygenate blood.
|
17
|
What occurs when the immune system attacks a harmless substance that enters the body from the outside?
|
[
"A. nausea",
"B. panic attack",
"C. allergy",
"D. plague"
] |
C. allergy
|
Document 1 ::: ": 46 She also contended that the two studies that had failed to replicate the Uhlmann paper's results were flawed for two reasons: because they looked at cells of children with autism rather than in their GI tract, and because they did not test children with autism with gastrointestinal dysfunction. : 629A Immunologist Vera Byers testified that Michelle Cedillo had a dysregulated immune system, which allowed the measles virus to persist in her system, and that her malfunctioning immune system was in part a result of the virus itself. : 32 She also stated that this dysregulation was caused by "a combination of genetics and the measles virus vaccination and the thimerosal-containing vaccines that she had received.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 5 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 10 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
|
18
|
Fertilization is the union of a sperm and egg, resulting in the formation of what?
|
[
"A. a cytoplasm",
"B. a nuclei",
"C. a bacteriophage",
"D. a zygote"
] |
D. a zygote
|
Document 1 ::: In biology, polyspermy describes the fertilization of an egg by more than one sperm. Diploid organisms normally contain two copies of each chromosome, one from each parent. The cell resulting from polyspermy, on the other hand, contains three or more copies of each chromosome—one from the egg and one each from multiple sperm.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 7 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 8 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: Experiment: Rosalind Franklin used pure DNA to perform X-ray diffraction to produce photo 51. The results showed an X-shape. Analysis: When Watson saw the detailed diffraction pattern, he immediately recognized it as a helix. He and Crick then produced their model, using this information along with the previously known information about DNA's composition, especially Chargaff's rules of base pairing.The discovery became the starting point for many further studies involving the genetic material, such as the field of molecular genetics, and it was awarded the Nobel Prize in 1962. Each step of the example is examined in more detail later in the article.
|
19
|
The plants alternation between haploid and diploud generations allow it to do what?
|
[
"A. reproduce asexually and sexually",
"B. reproduce asexually and biologically",
"C. reproduce asexually and simultaneously",
"D. reproduce sexually and autonomously"
] |
A. reproduce asexually and sexually
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 4 ::: Many eukaryotes (including animals and plants) exhibit asexual reproduction, which may be facultative or obligate in the life cycle, with sexual reproduction occurring more or less frequently.Individual organisms participating in a biological life cycle ordinarily age and die, while cells from these organisms that connect successive life cycle generations (germ line cells and their descendants) are potentially immortal. The basis for this difference is a fundamental problem in biology. The Russian biologist and historian Zhores A. Medvedev considered that the accuracy of genome replicative and other synthetic systems alone cannot explain the immortality of germ lines.
Document 5 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 6 ::: In the anther, after a microspore undergoes microsporogenesis, it can deviate towards embryogenesis and become star-like microspores. The microspore can then go one of four ways: Become an embryogenic microspore, undergo callogenesis to organogenesis (haploid/double haploid plant), become a pollen-like structure or die.Microspore embryogenesis is used in biotechnology to produce double haploid plants, which are immediately fixed as homozygous for each locus in only one generation. The haploid microspore is stressed to trigger the embryogenesis pathway and the resulting haploid embryo either doubles its genome spontaneously or with the help of chromosome doubling agents. Without this double haploid technology, conventional breeding methods would take several generations of selection to produce a homozygous line.
Document 7 ::: In biology, the question of the individual is related to the definition of an organism, which is an important question in biology and philosophy of biology, despite there having been little work devoted explicitly to this question. An individual organism is not the only kind of individual that is considered as a "unit of selection". Genes, genomes, or groups may function as individual units.Asexual reproduction occurs in some colonial organisms so that the individuals are genetically identical. Such a colony is called a genet, and an individual in such a population is referred to as a ramet.
Document 8 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: This scheme of diploid somatic cells and haploid gametes is widely used in the animal kingdom and is the simplest to illustrate in diagrams of genetics concepts. But this definition also allows for haploid gametes with more than one set of chromosomes. As given above, gametes are by definition haploid, regardless of the actual number of sets of chromosomes they contain.
Document 10 ::: A simple textbook definition, following Mayr's concept, works well for most multi-celled organisms, but breaks down in several situations: When organisms reproduce asexually, as in single-celled organisms such as bacteria and other prokaryotes, and parthenogenetic or apomictic multi-celled organisms. DNA barcoding and phylogenetics are commonly used in these cases. The term quasispecies is sometimes used for rapidly mutating entities like viruses. When scientists do not know whether two morphologically similar groups of organisms are capable of interbreeding; this is the case with all extinct life-forms in palaeontology, as breeding experiments are not possible.
|
20
|
Most of the chemical reactions in the body are facilitated by what?
|
[
"A. proteins",
"B. vitamins",
"C. enzymes",
"D. carbohydrates"
] |
C. enzymes
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 5 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: Biochemistry is the science of the chemical processes which takes place within living organisms. Living organisms need essential elements to survive, among which are carbon, hydrogen, nitrogen, oxygen, calcium, and phosphorus. These elements make up the four macromolecules that living organisms need to survive: carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates, made up of carbon, hydrogen, and oxygen, are energy-storing molecules.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
|
21
|
What is the termination of a pregnancy in progress called?
|
[
"A. delivery",
"B. abortion",
"C. contraception",
"D. miscarriage"
] |
B. abortion
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: "The examiner and Calandra, who was called to advise on the case, faced a moral dilemma. According to the format of the exam, a correct answer deserved a full credit. But issuing a full credit would have violated academic standards by rewarding a student who had not demonstrated competence in the academic field that had been tested (physics).
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
Document 10 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
|
22
|
Cutting down on the use of chemical fertilizers and preserving wetlands are ways to prevent what "unlivable" regions in bodies of water?
|
[
"A. inhabitable zones",
"B. dead zones",
"C. hostile zones",
"D. fresh zones"
] |
B. dead zones
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Contaminant remediation in aquifers. The decision problem is where to locate wells, and choose a pumping rate, to minimize the cost to prevent spread of a contaminant. The constraints are associated with the hydrogeological flows.Water allocation to improve wetlands. This optimization model recommends water allocation and invasive vegetation control to improve wetland habitat of priority bird species.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: Each participant was identified as having well or poorly defined prior attitudes toward being an environmentalist or conservationist. Participants then completed one of two versions of a questionnaire designed to bring to mind either past pro-ecology behaviors or past anti-ecology behaviors. For example, questions such as "Have you ever recycled?"
Document 7 ::: For this track, students take classes introducing them to ways to conserve natural resources. This can include classes in water chemistry, sanitation, combustion, air pollution and radioactive waste management.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: Development of dose-response function with respect to soils, soil organisms, aquatic and amphibious organisms, crop plants, and forest plants;8. Establishing and carrying out system studies with respect to plant physiology, aquatic ecosystems, soil chemistry systems, soil microbial system, and forest ecosystems; and9. Economic assessments of (a) the environmental impacts caused by acidic precipitation on crops, forests, fisheries, recreational and aesthetic resources, and structures, and (b) alternative technologies to remedy or otherwise ameliorate the harmful effects which may result from acid precipitation.
|
23
|
Which muscles allow your fingers to also make precise movements for actions?
|
[
"A. fine movement muscles",
"B. paired muscles",
"C. intrinsic muscles",
"D. motoric muscles"
] |
C. intrinsic muscles
|
Document 1 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 7 ::: Questions are answered with on-screen interfaces (staff, piano, guitar, bass, violin, cello, banjo and other stringed instruments), a functional keyboard with scale degrees and solfege syllables, multiple-choice buttons, a MIDI instrument, or through a microphone (voice, clapping or acoustic instruments). The user can choose between several note-naming systems to complete the exercises: Letters (A, B, C, etc.), Scale degrees, Fixed-Do Solfege, or Relative-Do Solfege, which makes it compatible with the Kodály method. The results of each lesson are recorded and analyzed in a statistics window.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
24
|
Testing what usually requires making observations or performing experiments?
|
[
"A. homeostasis",
"B. hypothesis",
"C. variables",
"D. conclusion"
] |
B. hypothesis
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
Document 4 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 5 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 6 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 10 ::: After the on-line questions, students will take a test about what they have learned while solving the on-line questions. First grade students in high school take this test. The questions are based on basic chemistry. The test can determine how much the students understand basic chemistry.
|
25
|
This sharing of electrons produces what is known as a covalent bond. covalent bonds are ~20 to 50 times stronger than what?
|
[
"A. van der waals interactions",
"B. gravitational pull",
"C. Mendelian systems",
"D. Newton's third law"
] |
A. van der waals interactions
|
Document 1 ::: In organic chemistry, covalent bonding is much more common than ionic bonding. Covalent bonding also includes many kinds of interactions, including σ-bonding, π-bonding, metal-to-metal bonding, agostic interactions, bent bonds, three-center two-electron bonds and three-center four-electron bonds. The term covalent bond dates from 1939.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 5 ::: Several criteria influence the strength of the bonding: the nature of the cation, solvation effects, the nature of the π system, and the geometry of the interaction.
Document 6 ::: Carbon atoms bond readily to other carbon atoms; this allows the building of arbitrarily long macromolecules and polymers in a process known as catenation. "What we normally think of as 'life' is based on chains of carbon atoms, with a few other atoms, such as nitrogen or phosphorus", per Stephen Hawking in a 2008 lecture, "carbon has the richest chemistry.
Document 7 ::: The energy of a hydrogen bond depends on the geometry, the environment, and the nature of the specific donor and acceptor atoms and can vary between 1 and 40 kcal/mol. This makes them somewhat stronger than a van der Waals interaction, and weaker than fully covalent or ionic bonds. This type of bond can occur in inorganic molecules such as water and in organic molecules like DNA and proteins.
Document 8 ::: The magnetic moment of the nucleus is negligible compared with that of the electrons. The magnetic moments of the electrons that occupy the same orbital (so called, paired electrons) cancel each other out.The chemical bond between atoms occurs as a result of electromagnetic interactions, as described by the laws of quantum mechanics. The strongest bonds are formed by the sharing or transfer of electrons between atoms, allowing the formation of molecules.
Document 9 ::: You still do not appear to understand the impact of my short piece in Scientific American. Much like you can't make a boy and a girl fall in love with each other simply by pushing them together, you cannot make precise chemistry occur as desired between two molecular objects with simple mechanical motion along a few degrees of freedom in the assembler-fixed frame of reference. Chemistry, like love, is more subtle than that.
Document 10 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
|
26
|
Water molecules move about continuously due to what type of energy?
|
[
"A. seismic",
"B. optical",
"C. potential",
"D. kinetic"
] |
D. kinetic
|
Document 1 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 6 ::: Physics is taught from Newtonian mechanics, Fluid Dynamics, Waves, Optics, Electricity, Magnetism, to modern physics, usually ending with STR, Relativistic Dynamics, Quantum Theory, Quantum Mechanics, Molecular Physics, Physical Chemistry, Atomic Physics, Solid State Physics, Quantum Optics, Nuclear Physics, Nuclear Engineering, Elementary Particle Physics, and introduction to Astrophysics and Cosmology, General Relativity, and some basic introduction to String Theory, Cosmology, and M-Theory.
Document 7 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 8 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: In coarse-grain models, each site can represent several water molecules. Many-body models. Water models built using training-set configurations solved quantum mechanically, which then use machine learning protocols to extract potential-energy surfaces. These potential-energy surfaces are fed into MD simulations for an unprecedented degree of accuracy in computing physical properties of condensed phase systems.Another classification of many body models is on the basis of the expansion of the underlying electrostatics, e.g., the SCME (Single Center Multipole Expansion) model
Document 10 ::: "In Physics II.3 and Metaphysics V.2, Aristotle holds that there are four kinds of answers to "why" questions: Matter The material cause of a change or movement. This is the aspect of the change or movement that is determined by the material that composes the moving or changing things. For a table, this might be wood; for a statue, it might be bronze or marble.
|
27
|
A small scale version of what type of map displays individual rock units?
|
[
"A. polar map",
"B. geologic map",
"C. seismic map",
"D. geographic map"
] |
B. geologic map
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: 1C – Proved contingent resources 1oo2 – One out of two voting (instrumentation) 1P – Proven reserves 2C – Proved and probable contingent resources 2D – two-dimensional (geophysics) 2oo2 – Two out of two voting (instrumentation) 2oo3 – Two out of three voting (instrumentation) 2P – proved and probable reserves 3C – three components seismic acquisition (x, y, and z) 3C – Proved, probable and possible contingent resources 3D – three-dimensional (geophysics) 3P – proved, probable and possible reserves 4D – multiple 3Ds acquired over time (the 4th D) over the same area with the same parameters (geophysics) 8rd – eight round (describes the number of revolutions per inch of pipe thread)
Document 4 ::: In 2013, pgEd created a mobile educational quiz called Map-Ed. Map-Ed invites players to work their way through five questions that address key concepts in genetics and then pin themselves on a world map. Within weeks of its launch, Map-Ed gained over 1,000 pins around the world, spanning across all 7 continents. Translations and new maps linked to questions on topics broadly related to genetics are in development.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 8 ::: Some universities and secondary educators are integrating digital geologic mapping into class work. For example, The GeoPad project describes the combination of technology, teaching field geology, and geologic mapping in programs such as Bowling Green State University’s geology field camp. At Urbino University (Italy) it:Università di Urbino, Field Digital Mapping Techniques are integrated in Earth and Environmental Sciences courses since 2006 . The MapTeach program is designed to provide hands-on digital mapping for middle and high school students.
Document 9 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 10 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
|
28
|
What is defined as a change in the inherited traits of organisms over time?
|
[
"A. variation",
"B. generation",
"C. evolution",
"D. divergence"
] |
C. evolution
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: : 110 For example, Jean-Baptiste Lamarck was a French naturalist who said the changes an organism makes as it adapts to its environment can be passed down to subsequent generations through gene expression (which genes get turned off). This has been taken up by the new field of epigenetics. : 160–167: 111 The mutation theory of evolution was proposed by a Dutch botanist, Hugo de Vries, one of the first geneticists.
Document 3 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: The test specifications for the Biology section changed in 2014. These changes reflected a shift on the way that Biology is taught in survey courses. This means that the questions now focus on "complex interactions within biological systems, rather than viewing biology in a reductionist manner". There are also changes to the Quantitative Reasoning section.
Document 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 9 ::: A major source of confusion and ambiguity in any creation–evolution debate can arise from the definition of evolution itself. In the context of biology, evolution is genetic changes in populations of organisms over successive generations. The word also has a number of different meanings in different fields, from evolutionary computation to molecular evolution to sociocultural evolution to stellar and galactic evolution. Evolution in colloquial contexts can refer to any sort of "progressive" development or gradual improvement, and a process that results in greater quality or complexity.
Document 10 ::: Subjects studied within macroevolution include: Adaptive radiations such as the Cambrian Explosion. Changes in biodiversity through time. Evo-devo (the connection between evolution and developmental biology) Genome evolution, like horizontal gene transfer, genome fusions in endosymbioses, and adaptive changes in genome size. Mass extinctions.
|
29
|
What hormone, which is associated with luteinizing hormone and male sexuality, helps bring about physical changes in puberty?
|
[
"A. testosterone",
"B. epinephrine",
"C. steroids",
"D. estrogen"
] |
A. testosterone
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Precocious puberty can be classified into central (gonadotropin-dependent) precocious puberty or peripheral (gonadotropin-independent) puberty. Peripheral precocious puberty has been linked to exposure to exogenous estrogenic compounds. Age of onset of puberty is influenced by many factors such as genetics, nutritional status, ethnicity and environmental factors including socio-economic conditions and geographical location.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: Modern research attempts to distinguish between these causes and to analyze any ethical concerns raised. Since behavior is a result of interactions between nature and nurture, researchers are interested in investigating how biology and environment interact to produce such differences, although this is often not possible. : 36 A number of factors combine to influence the development of sex differences, including genetics and epigenetics; differences in brain structure and function; hormones, and socialization.The formation of gender is controversial in many scientific fields, including psychology. Specifically, researchers and theorists take different perspectives on how much of gender is due to biological, neurochemical, and evolutionary factors (nature), or is the result of culture and socialization (nurture). This is known as the nature versus nurture debate.
Document 9 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 10 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
30
|
Where do angiosperms produce seeds in flowers?
|
[
"A. cones",
"B. germs",
"C. testes",
"D. ovaries"
] |
D. ovaries
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Following the evolution of the seed habit, seed plants diversified, giving rise to a number of now-extinct groups, including seed ferns, as well as the modern gymnosperms and angiosperms. Gymnosperms produce "naked seeds" not fully enclosed in an ovary; modern representatives include conifers, cycads, Ginkgo, and Gnetales. Angiosperms produce seeds enclosed in a structure such as a carpel or an ovary. Ongoing research on the molecular phylogenetics of living plants appears to show that the angiosperms are a sister clade to the gymnosperms.
Document 3 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 4 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: Pollenizers can also be supplied by putting drum bouquets of crab apples or a compatible apple variety in the orchard blocks. The field of pollination management cannot be placed wholly within any other field, because it bridges several fields. It draws from horticulture, apiculture, zoology (especially entomology), ecology, and botany.
Document 9 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
|
31
|
In order to create food, what do photosynthetic protists use?
|
[
"A. light energy",
"B. thermal energy",
"C. hydrocarbons",
"D. decayed matter"
] |
A. light energy
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 8 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 9 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
|
32
|
What type of vertebrates are birds?
|
[
"A. invertebrates",
"B. exothermic",
"C. endothermic tetrapod",
"D. epidermal tetrapod"
] |
C. endothermic tetrapod
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
33
|
What type of ions do ionic compounds contain?
|
[
"A. positive and charged",
"B. regular and irregular",
"C. positive and negative",
"D. negative and neutal"
] |
C. positive and negative
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 5 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 6 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 7 ::: The annual AP Chemistry examination, which is typically administered in May, is divided into two major sections (multiple-choice questions and free response essays).
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 10 ::: In ionic compounds, it can take on either a positive charge, becoming a cation composed of a bare proton, or a negative charge, becoming an anion known as a hydride. Hydrogen can form compounds with most elements and is present in water and most organic compounds. It plays a particularly important role in acid-base chemistry, in which many reactions involve the exchange of protons between soluble molecules.
|
34
|
All living things need air and this to survive?
|
[
"A. water",
"B. ecosystem",
"C. stimuli",
"D. habitat"
] |
A. water
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 9 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 10 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
|
35
|
The cells of all eukarya have a what?
|
[
"A. chloroplast",
"B. nucleus",
"C. necrosis",
"D. epidermis"
] |
B. nucleus
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 10 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
|
36
|
What type of plate boundaries produce huge mountain ranges in the ocean basin?
|
[
"A. tractional",
"B. coherent",
"C. parallel",
"D. divergent"
] |
D. divergent
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: This stable configuration is responsible for the geometry of plate motions at the surface due as well as mantle convection. Another name for the degree two structure, a roughly 200 kilometers (120 miles) thick layer of the lower mantle directly above the core–mantle boundary, is the D″ ("D double-prime" or "D prime prime").
Document 5 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
Document 6 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 9 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 10 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
37
|
Interstitial carbides are produced by the reaction of most transition metals at high temperatures with what element?
|
[
"A. hydrogen",
"B. nitrogen",
"C. carbon",
"D. oxygen"
] |
C. carbon
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: At first, Gamow believed that all the elements might be produced in the very high temperature and density early stage of the universe. Later, he revised this opinion on the strength of compelling evidence advanced by Fred Hoyle and others, that elements heavier than lithium are largely produced in thermonuclear reactions in stars and in supernovae. Gamow formulated a set of coupled differential equations describing his proposed process and assigned, as a PhD dissertation topic, his graduate student Ralph Alpher the task of solving the equations numerically.
Document 6 ::: However, most of them also contain hydrogen, and because it is the carbon-hydrogen bond that gives this class of compounds most of its particular chemical characteristics, carbon-hydrogen bonds are required in some definitions of the word "organic" in chemistry. Millions of hydrocarbons are known, and they are usually formed by complicated pathways that seldom involve elemental hydrogen. Hydrogen is highly soluble in many rare earth and transition metals and is soluble in both nanocrystalline and amorphous metals. Hydrogen solubility in metals is influenced by local distortions or impurities in the crystal lattice. These properties may be useful when hydrogen is purified by passage through hot palladium disks, but the gas's high solubility is a metallurgical problem, contributing to the embrittlement of many metals, complicating the design of pipelines and storage tanks.
Document 7 ::: During this stage, the methods of making active materials depend on the electrode and the chemistry. For the cathode, two of the most popular chemistry are transition metal oxides, i.e. Lithium nickel manganese cobalt oxides (Li-NMC) and Lithium metal phosphates, i.e. Lithium iron phosphates (LFP). For the anode, the most popular chemistry now is graphite.
Document 8 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 9 ::: The resulting materials are referred to as "carbon alloys". Carbon can form ionic salts, including a hydrogen sulfate, perchlorate, and nitrate (C+24X−.2HX, where X = HSO4, ClO4; and C+24NO–3.3HNO3). In organic chemistry, carbon can form complex cations – termed carbocations – in which the positive charge is on the carbon atom; examples are CH+3 and CH+5, and their derivatives.Carbon is brittle, and behaves as a semiconductor in a direction perpendicular to its planes.
Document 10 ::: After the on-line questions, students will take a test about what they have learned while solving the on-line questions. First grade students in high school take this test. The questions are based on basic chemistry. The test can determine how much the students understand basic chemistry.
|
38
|
Fungus-like protist saprobes play what role in a food chain and are specialized to absorb nutrients from nonliving organic matter, such as dead organisms or their wastes?
|
[
"A. aphids",
"B. Soil",
"C. fluxes",
"D. decomposers"
] |
D. decomposers
|
Document 1 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 6 ::: Fungi are the principal decomposers in ecological systems. These and other differences place fungi in a single group of related organisms, named the Eumycota (true fungi or Eumycetes), that share a common ancestor (i.e. they form a monophyletic group), an interpretation that is also strongly supported by molecular phylogenetics. This fungal group is distinct from the structurally similar myxomycetes (slime molds) and oomycetes (water molds).
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: Soil biology is the study of microbial and faunal activity and ecology in soil. Soil life, soil biota, soil fauna, or edaphon is a collective term that encompasses all organisms that spend a significant portion of their life cycle within a soil profile, or at the soil-litter interface. These organisms include earthworms, nematodes, protozoa, fungi, bacteria, different arthropods, as well as some reptiles (such as snakes), and species of burrowing mammals like gophers, moles and prairie dogs.
Document 9 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 10 ::: Soil biology plays a vital role in determining many soil characteristics. The decomposition of organic matter by soil organisms has an immense influence on soil fertility, plant growth, soil structure, and carbon storage. As a relatively new science, much remains unknown about soil biology and its effect on soil ecosystems.
|
39
|
What are the sites of protein synthesis or assembly?
|
[
"A. chloroplasts",
"B. plasma",
"C. ribosomes",
"D. chromosomes"
] |
C. ribosomes
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: Replication of DNA and transcription from DNA to mRNA occurs in the nucleus while translation from RNA to proteins occurs in the ribosome. The genetic code is made of four base pairs: adenine, cytosine, uracil, and guanine and is redundant meaning multiple combinations of these base pairs (which are read in triplicate) produce the same amino acid. Proteomics and genomics are fields in biology that come out of the study of molecular genetics and the Central Dogma.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 9 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
40
|
What must replicate in the cell cycle before meiosis i takes place?
|
[
"A. meiotic fluid",
"B. dna",
"C. cell walls",
"D. sperm"
] |
B. dna
|
Document 1 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The biology of T. vaginalis has implications for understanding the origin of sexual reproduction in eukaryotes. T. vaginalis is not known to undergo meiosis, a key stage of the eukaryotic sexual cycle. However, when Malik et al. examined T. vaginalis for the presence of 29 genes known to function in meiosis, they found 27 such genes, including eight of nine genes that are specific to meiosis in model organisms.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 8 ::: metabolism metamorphosis metaphase The third phase of mitosis, in which duplicated genetic material carried in the nucleus of a parent cell is separated into two identical daughter cells. During metaphase, the cell's chromosomes align themselves in the middle of the cell through a type of cellular "tug of war". microbiology The study of microscopic organisms, such as bacteria, viruses, archaea, fungi and protozoa.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: Experiment: Rosalind Franklin used pure DNA to perform X-ray diffraction to produce photo 51. The results showed an X-shape. Analysis: When Watson saw the detailed diffraction pattern, he immediately recognized it as a helix. He and Crick then produced their model, using this information along with the previously known information about DNA's composition, especially Chargaff's rules of base pairing.The discovery became the starting point for many further studies involving the genetic material, such as the field of molecular genetics, and it was awarded the Nobel Prize in 1962. Each step of the example is examined in more detail later in the article.
|
41
|
What phenomenon is primarily the result of plate tectonic motions?
|
[
"A. volcanoes",
"B. tsunamis",
"C. earthquake",
"D. eruption"
] |
C. earthquake
|
Document 1 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: How do mineral, and metal ore deposits form? What are the fundamental physics of plate tectonics and heat, mass, and fluid transfer through Earth's crust? How can people better interpret geophysical data used to determine the structure and properties of Earth's crust?
Document 5 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
Document 6 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 7 ::: Some use their knowledge about Earth processes such as volcanoes, earthquakes, and hurricanes to help protect people from these dangerous events. Earth sciences can include the study of geology, the lithosphere, and the large-scale structure of Earth's interior, as well as the atmosphere, hydrosphere, and biosphere. Typically, Earth scientists use tools from geology, chronology, physics, chemistry, geography, biology, and mathematics to build a quantitative understanding of how Earth works and evolves.
Document 8 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 9 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 10 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
|
42
|
What is a group of neuron cell bodies in the periphery called?
|
[
"A. ganglion",
"B. gangism",
"C. crystals",
"D. organism"
] |
A. ganglion
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: These questions include how signals are processed by neurites and somas and how neurotransmitters and electrical signals are used to process information in a neuron. Neurites are thin extensions from a neuronal cell body, consisting of dendrites (specialized to receive synaptic inputs from other neurons) and axons (specialized to conduct nerve impulses called action potentials). Somas are the cell bodies of the neurons and contain the nucleus.Another major area of cellular neuroscience is the investigation of the development of the nervous system. Questions include the patterning and regionalization of the nervous system, axonal and dendritic development, trophic interactions, synapse formation and the implication of fractones in neural stem cells, differentiation of neurons and glia (neurogenesis and gliogenesis), and neuronal migration.Computational neurogenetic modeling is concerned with the development of dynamic neuronal models for modeling brain functions with respect to genes and dynamic interactions between genes, on the cellular level (CNGM can also be used to model neural systems as well).
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 8 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 9 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 10 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
|
43
|
Where does most of our food come from?
|
[
"A. lichen",
"B. angiosperms",
"C. microbes",
"D. gymnosperms"
] |
B. angiosperms
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
|
44
|
Gases are most ideal at high temperature and what pressure?
|
[
"A. absolute",
"B. stable",
"C. high",
"D. low"
] |
D. low
|
Document 1 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 2 ::: Chemists often use the phrase "standard temperature and pressure" or "STP" to convey that they are working at a temperature of 0 °C and one atmosphere of pressure (International Union of Pure and Applied Chemistry). There are three states of matter under these conditions: solids, liquids, and gases. Although all three are distinct states, both solids and gases can dissolve (or disperse) in liquids. The most commonly occurring liquid in the biosphere is water.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 10 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
|
45
|
Hard igneous rocks and easily dissolved sedimentary rocks respond very differently to what natural force?
|
[
"A. sunlight",
"B. gravity",
"C. weathering",
"D. evaporation"
] |
C. weathering
|
Document 1 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: Determine what geologic processes have shaped the local terrain and influenced the chemistry. Such processes could include water or wind erosion, sedimentation, hydrothermal mechanisms, volcanism, and cratering.
Document 4 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 9 ::: Earth science – the science of the planet Earth, as of 2018 the only identified life-bearing planet. Its studies include the following: The water cycle and the process of transpiration Freshwater Oceanography Weathering and erosion Rocks Agrophysics Soil science Pedogenesis Soil fertility Earth's tectonic structure Geomorphology and geophysics Physical geography Seismology: stress, strain, and earthquakes Characteristics of mountains and volcanoes Characteristics and formation of fossils Atmospheric sciences – the branches of science that study the atmosphere, its processes, the effects other systems have on the atmosphere, and the effects of the atmosphere on these other systems. Atmosphere of Earth Atmospheric pressure and winds Evaporation, condensation, and humidity Fog and clouds Meteorology, weather, climatology, and climate Hydrology, clouds and precipitation Air masses and weather fronts Major storms: thunderstorms, tornadoes, and hurricanes Major climate groups Speleology Cave
Document 10 ::: In contrast, "a decrease in the amount of rock fragments as depth increases, especially over saprolite, indicates that the soil materials probably has been transported down slope". Identification of residuum is relevant in soil science and geology because accurate identification conveys direct and implicit info about soil itself, the environment in which it formed, and its current environment. Soils provide a records of prevailing and past environments climates and human activities and much more.In limestone terrains the boundary between bedrock and residuum is commonly very sharp, but may be highly irregular, defining pinnacles and even isolated blocks of fresh bedrock surrounded by reddish residual silts and clays derived from its decomposition. Resistant materials such as chert, silicified fossils, or beds of sandstone remain and may concentrate on the surface as float. == References ==
|
46
|
A diet rich in calcium and what vitamin may reduce the risk of osteoporosis and related bone fractures?
|
[
"A. vitamin d",
"B. niacin",
"C. vitamin C",
"D. vitamin A"
] |
A. vitamin d
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The US Recommended Dietary Allowance for vitamin C for adult women is 76 mg/day and for adult men 90 mg/day. Although Linus Pauling was known for highly respectable research in chemistry and biochemistry, he was also known for promoting the consumption of vitamin C in large doses. Although he claimed and stood firm in his claim that consuming over 1,000 mg is helpful for one’s immune system when fighting a head cold, the results of empirical research do not align with this view. A meta-analysis concluded that supplementary vitamin C significantly lowered serum uric acid, considered a risk factor for gout.
Document 6 ::: The role of diet in the development of rickets was determined by Edward Mellanby between 1918 and 1920. In 1921, Elmer McCollum identified an antirachitic substance found in certain fats that could prevent rickets. Because the newly discovered substance was the fourth vitamin identified, it was called vitamin D. The 1928 Nobel Prize in Chemistry was awarded to Adolf Windaus, who discovered the steroid 7-dehydrocholesterol, the precursor of vitamin D. Prior to the fortification of milk products with vitamin D, rickets was a major public health problem. In the United States, milk has been fortified with 10 micrograms (400 IU) of vitamin D per quart since the 1930s, leading to a dramatic decline in the number of rickets cases.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: Institute of Medicine estimated that smokers need 35 mg more vitamin C per day than nonsmokers, but did not formally establish a higher RDA for smokers. One meta-analysis showed an inverse relationship between vitamin C intake and lung cancer, although it concluded that more research is needed to confirm this observation.The U.S. National Center for Health Statistics conducts biannual National Health and Nutrition Examination Survey (NHANES) to assess the health and nutritional status of adults and children in the United States.
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: Nutrition plays a key role in every facet of maintaining proper physical and psychological wellbeing. Insufficient or inadequate nutrition can have a profound effect on mental health. The emerging field of nutritional neuroscience explores the various connections between diet, neurological functioning and mental health. Vitamin B6: pyridoxal phosphate (PLP), the active form of B6, is a cofactor in the dopamine serotonin pathway, a deficiency in vitamin B6 may cause depressive symptoms.
|
47
|
How many people die from air pollution each year?
|
[
"A. 5 million",
"B. 14 million",
"C. 17 million",
"D. 22 million"
] |
D. 22 million
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 6 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 8 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 9 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
48
|
What substances serve as catalysts in most of the biochemical reactions that take place in organisms?
|
[
"A. iseotrops",
"B. carbohydrates",
"C. enzymes",
"D. hormones"
] |
C. enzymes
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: Biochemistry is the science of the chemical processes which takes place within living organisms. Living organisms need essential elements to survive, among which are carbon, hydrogen, nitrogen, oxygen, calcium, and phosphorus. These elements make up the four macromolecules that living organisms need to survive: carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates, made up of carbon, hydrogen, and oxygen, are energy-storing molecules.
Document 5 ::: All organisms are made up of chemical elements; oxygen, carbon, hydrogen, and nitrogen account for most (96%) of the mass of all organisms, with calcium, phosphorus, sulfur, sodium, chlorine, and magnesium constituting essentially all the remainder. Different elements can combine to form compounds such as water, which is fundamental to life. Biochemistry is the study of chemical processes within and relating to living organisms. Molecular biology is the branch of biology that seeks to understand the molecular basis of biological activity in and between cells, including molecular synthesis, modification, mechanisms, and interactions.
Document 6 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 9 ::: Biochemistry studies the chemical properties of important biological molecules, like proteins, and in particular the chemistry of enzyme-catalyzed reactions. The biochemistry of cell metabolism and the endocrine system has been extensively described. Other areas of biochemistry include the genetic code (DNA, RNA), protein synthesis, cell membrane transport, and signal transduction.
Document 10 ::: Biochemistry is the study of the chemical processes in living organisms. It deals with the structure and function of cellular components such as proteins, carbohydrates, lipids, nucleic acids and other biomolecules. Articles related to biochemistry include:
|
49
|
The formation of an amalgam allows the metal to react with what?
|
[
"A. cloth and plastic",
"B. air and water",
"C. helium and oxygen",
"D. blood and sweat"
] |
B. air and water
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 3 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: This amalgamation can continue well beyond the vulnerable aluminium was exposed, potentially reacting with a large amount of the raw aluminium before it finally ends.The net result is similar to the mercury electrodes often used in electrochemistry, however instead of providing electrons from an electrical supply, they are provided by the aluminium which becomes oxidized in the process. The reaction that occurs at the surface of the amalgam may actually be a hydrogenation rather than a reduction. The presence of water in the solution is reportedly necessary; the electron rich amalgam will oxidize aluminium and reduce H+ from water, creating aluminium hydroxide (Al(OH)3) and hydrogen gas (H2).
Document 6 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 7 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 10 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
50
|
A pulley changes the direction of the force t exerted by the cord without changing its what?
|
[
"A. longitude",
"B. position",
"C. magnitude",
"D. latitude"
] |
C. magnitude
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 3 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: Neither of two available options (pass or fail) was morally acceptable.By mutual agreement with the student and the examiner, Calandra gave the student another opportunity to answer, warning the student the answer would require demonstrating some knowledge of physics. The student came up with several possible answers, but settled on dropping the barometer from the top of the building, timing its fall, and using the equation of motion d = 1 2 a t 2 {\displaystyle d={\tfrac {1}{2}}{a}t^{2}} to derive the height. The examiner agreed that this satisfied the requirement and gave the student “almost full credit”.When Calandra asked about the other answers, the student gave the examples: using the proportion between the lengths of the building's shadow and that of the barometer to calculate the building's height from the height of the barometer using the barometer as a measuring rod to mark off its height on the wall while climbing the stairs, then counting the number of marks suspending the barometer from a string to create a pendulum, then using the pendulum to measure the strength of Earth's gravity at the top and bottom of the building, and calculating the height of the building from the difference in the two measurements (see Newton's law of universal gravitation)There were, the student said, many other possible solutions.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 7 ::: Tactical decisions of a different type are done by Cordillera (a tutorial DS for teaching physics, built using TuTalk). In many points during the lesson, the DM should decide: Whether to Tell the pupil some fact, or try to Elicit this fact from him by asking guiding questions. Whether to ask the pupil to Justify his answer, or just Skip the justification and continue.These decisions affect the overall quality of learning, which can be measured by comparing pre- and post-learning exams.
Document 8 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 9 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 10 ::: The teacher can steer the students either through careful design of the questions (this rules out barometer questions), or through guiding the students to the desired choices. In case of the original barometer question, the examiner may explicitly say that the problem has more than one solution, insist on applying the laws of physics, or give them the "ending point" of the solution: "How did I discover that the building was 410 feet in height with only a barometer? "Herson used the Calandra account as an illustration of the difference between academic tests and assessment in education. Tests, even the ones designed for reliability and validity, are useful, but they are not sufficient in real-world education.Sanders interpreted Calandra's story as a conflict between perfection and optimal solutions: "We struggle to determine a 'best' answer, when a simple call to a building superintendent (the resource man) would quickly provide adequate information."
|
51
|
What is the name of the small bumps that contain taste buds and covers the tongue?
|
[
"A. palatine tonsils",
"B. cuticle",
"C. papillae",
"D. lingual tonsils"
] |
C. papillae
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 8 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
|
52
|
In the absence of air resistance, all falling objects accelerate at the same rate due to what force?
|
[
"A. weight",
"B. velocity",
"C. gravity",
"D. motion"
] |
C. gravity
|
Document 1 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: Neither of two available options (pass or fail) was morally acceptable.By mutual agreement with the student and the examiner, Calandra gave the student another opportunity to answer, warning the student the answer would require demonstrating some knowledge of physics. The student came up with several possible answers, but settled on dropping the barometer from the top of the building, timing its fall, and using the equation of motion d = 1 2 a t 2 {\displaystyle d={\tfrac {1}{2}}{a}t^{2}} to derive the height. The examiner agreed that this satisfied the requirement and gave the student “almost full credit”.When Calandra asked about the other answers, the student gave the examples: using the proportion between the lengths of the building's shadow and that of the barometer to calculate the building's height from the height of the barometer using the barometer as a measuring rod to mark off its height on the wall while climbing the stairs, then counting the number of marks suspending the barometer from a string to create a pendulum, then using the pendulum to measure the strength of Earth's gravity at the top and bottom of the building, and calculating the height of the building from the difference in the two measurements (see Newton's law of universal gravitation)There were, the student said, many other possible solutions.
Document 5 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 7 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 8 ::: AP Physics 1 is an algebra-based, introductory college-level physics course that includes mechanics topics such as motion, force, momentum, energy, harmonic motion, and rotation; The College Board published a curriculum framework that includes seven big ideas on which the AP Physics 1 and 2 courses are based, along with "enduring understandings" students are expected to acquire within each of the big ideas. :Questions for the exam are constructed with direct reference to items in the curriculum framework. Student understanding of each topic is tested with reference to multiple skills—that is, questions require students to use quantitative, semi-quantitative, qualitative, and experimental reasoning in each content area.
Document 9 ::: The SAT Subject Test in Physics, Physics SAT II, or simply the Physics SAT, was a one-hour multiple choice test on physics administered by the College Board in the United States. A high school student generally chose to take the test to fulfill college entrance requirements for the schools at which the student was planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; until January 2005, they were known as SAT IIs; they are still well known by this name. The material tested on the Physics SAT was supposed to be equivalent to that taught in a junior- or senior-level high school physics class.
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
53
|
The ability for a plasma membrane to only allow certain molecules in or out of the cell is referred to as what?
|
[
"A. selective permeability",
"B. total permeability",
"C. periodic permeability",
"D. moderate permeability"
] |
A. selective permeability
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: Permeability depends on solubility, charge, or chemistry, as well as solute size. Water molecules travel through the plasma membrane, tonoplast membrane (vacuole) or organelle membranes by diffusing across the phospholipid bilayer via aquaporins (small transmembrane proteins similar to those responsible for facilitated diffusion and ion channels). Osmosis provides the primary means by which water is transported into and out of cells. The turgor pressure of a cell is largely maintained by osmosis across the cell membrane between the cell interior and its relatively hypotonic environment.
|
54
|
In the presence of oxygen, hydrogen can interact to make what?
|
[
"A. helium",
"B. water",
"C. carbon",
"D. acid"
] |
B. water
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 4 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 5 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 6 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 7 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 8 ::: Researchers are asking questions such as "why do we have laboratory work in the curriculum? What is distinctive about laboratory work that cannot be met elsewhere in the curriculum?" Researchers are asking for evidence that the investment of space, time and resources in chemistry laboratories provides value to student learning.
Document 9 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 10 ::: He speculated on hydrocarbons,: 11 hydrofluoric acid, and ammonia as possible alternatives to water. Some of the properties of water that are important for life processes include: A complexity which leads to a large number of permutations of possible reaction paths including acid–base chemistry, H+ cations, OH− anions, hydrogen bonding, van der Waals bonding, dipole–dipole and other polar interactions, aqueous solvent cages, and hydrolysis.
|
55
|
What galaxy is our solar system a part of?
|
[
"A. Centaurus",
"B. Bode's Galaxy",
"C. Andromeda",
"D. milky way"
] |
D. milky way
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: A Question and Answer Guide to Astronomy is a book about astronomy and cosmology, and is intended for a general audience. The book was written by Pierre-Yves Bely, Carol Christian, and Jean-Rene Roy, and published in English by Cambridge University Press in 2010. It was originally written in French.
Document 5 ::: Courses range from introductory astronomy; solar system astronomy; stellar evolution; and cosmology. There is also an exhibition room, a reading room, and a telescope-building room. == References ==
Document 6 ::: Courses offered by Astromundus are mainly on these topics. They span throughout almost all the branches of Modern Astronomy, Astrophysics and Cosmology. Galactic Astrophysics (the Sun and the Solar System, the Milky Way, stellar evolution, the interstellar medium) Planetology and Astrobiology (including Extrasolar planets) Extragalactic Astrophysics (galaxies, galaxy evolution, galaxy clusters, intracluster medium, star formation) Active Galactic Nuclei (including accretion theory, relativistic jets, modelling) Cosmology (including observational cosmology, galaxy surveys, gravitational lensing, very early universe) Particle Cosmology Astroparticle physics Gravitational waves Observational astrophysics from the ground and from space (including Radio, X-ray, optical) Computational astrophysics (N-body simulations, magneto-hydrodynamic simulations, High energy physics with CERN)
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 9 ::: The Sun was found to be part of a galaxy made up of more than 1010 stars (10 billion stars). The existence of other galaxies, one of the matters of the great debate, was settled by Edwin Hubble, who identified the Andromeda nebula as a different galaxy, and many others at large distances and receding, moving away from our galaxy. Physical cosmology, a discipline that has a large intersection with astronomy, made huge advances during the 20th century, with the model of the hot Big Bang heavily supported by the evidence provided by astronomy and physics, such as the redshifts of very distant galaxies and radio sources, the cosmic microwave background radiation, Hubble's law and cosmological abundances of elements.
Document 10 ::: Astronomy Galactic astronomy – studies the Milky Way galaxy. Extragalactic astronomy – studies everything outside the Milky Way galaxy, including other galaxies. Astrophysics Cosmology Physical cosmology
|
56
|
The angle at which light bends when it enters a different medium is known as what?
|
[
"A. resonance",
"B. refraction",
"C. frequency",
"D. bounce"
] |
B. refraction
|
Document 1 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 5 ::: 69. "How did Albert Einstein...arrive at his special theory of relativity?...I want only to stress that it is impossible to understand Einstein's discovery (if that is the right word) of special relativity without taking on board the impacts of the quantum in physics."
Document 6 ::: Optics is the branch of physics that studies the behaviour and properties of light, including its interactions with matter and the construction of instruments that use or detect it. Optics usually describes the behaviour of visible, ultraviolet, and infrared light. Because light is an electromagnetic wave, other forms of electromagnetic radiation such as X-rays, microwaves, and radio waves exhibit similar properties.Most optical phenomena can be accounted for by using the classical electromagnetic description of light, however complete electromagnetic descriptions of light are often difficult to apply in practice. Practical optics is usually done using simplified models.
Document 7 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 10 ::: If there are multiple, closely spaced openings (e.g., a diffraction grating), a complex pattern of varying intensity can result. These effects also occur when a light wave travels through a medium with a varying refractive index, or when a sound wave travels through a medium with varying acoustic impedance – all waves diffract, including gravitational waves, water waves, and other electromagnetic waves such as X-rays and radio waves. Furthermore, quantum mechanics also demonstrates that matter possesses wave-like properties and, therefore, undergoes diffraction (which is measurable at subatomic to molecular levels).The amount of diffraction depends on the size of the gap. Diffraction is greatest when the size of the gap is similar to the wavelength of the wave. In this case, when the waves pass through the gap they become semi-circular.
|
57
|
Whether the organism is a bacterium, plant, or animal, all living things access energy by breaking down these?
|
[
"A. lipid molecules",
"B. protein molecules",
"C. carbohydrate molecules",
"D. oxygen molecules"
] |
C. carbohydrate molecules
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 7 ::: Biochemistry is the science of the chemical processes which takes place within living organisms. Living organisms need essential elements to survive, among which are carbon, hydrogen, nitrogen, oxygen, calcium, and phosphorus. These elements make up the four macromolecules that living organisms need to survive: carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates, made up of carbon, hydrogen, and oxygen, are energy-storing molecules.
Document 8 ::: All organisms are made up of chemical elements; oxygen, carbon, hydrogen, and nitrogen account for most (96%) of the mass of all organisms, with calcium, phosphorus, sulfur, sodium, chlorine, and magnesium constituting essentially all the remainder. Different elements can combine to form compounds such as water, which is fundamental to life. Biochemistry is the study of chemical processes within and relating to living organisms. Molecular biology is the branch of biology that seeks to understand the molecular basis of biological activity in and between cells, including molecular synthesis, modification, mechanisms, and interactions.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: Biomolecular chemistry is a major category within organic chemistry which is frequently studied by biochemists. Many complex multi-functional group molecules are important in living organisms. Some are long-chain biopolymers, and these include peptides, DNA, RNA and the polysaccharides such as starches in animals and celluloses in plants. The other main classes are amino acids (monomer building blocks of peptides and proteins), carbohydrates (which includes the polysaccharides), the nucleic acids (which include DNA and RNA as polymers), and the lipids.
|
58
|
Increasing the temperature of n2 molecules increases what energy of motion?
|
[
"A. emotional energy",
"B. compression energy",
"C. kinetic energy",
"D. residual energy"
] |
C. kinetic energy
|
Document 1 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 2 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 3 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 6 ::: Task 1: "Answer retrieval" matching old post answers to newly posed questions, and Task 2: "Formula retrieval" matching old post formulae to new questions. Starting with the domain of mathematics, which involves formula language, the goal is to later extend the task to other domains (e.g., STEM disciplines, such as chemistry, biology, etc.), which employ other types of special notation (e.g., chemical formulae).The inverse of mathematical question answering—mathematical question generation—has also been researched. The PhysWikiQuiz physics question generation and test engine retrieves mathematical formulae from Wikidata together with semantic information about their constituting identifiers (names and values of variables).
Document 7 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 8 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 10 ::: According to classical mechanics, a diatomic molecule like nitrogen should have more degrees of internal freedom, corresponding to vibration of the two atoms that stretch and compress the bond between them. For thermodynamic purposes, each direction in which an atom can independently vibrate relative to the rest of the molecule introduces two degrees of freedom: one associated with the potential energy from distorting the bonds, and one for the kinetic energy of the atom's motion. In a diatomic molecule like N2, there is only one direction for the vibration, and the motions of the two atoms must be opposite but equal; so there are only two degrees of vibrational freedom. That would bring f up to 7, and cV,m to 3.5 R. The reason why these vibrations are not absorbing their expected fraction of heat energy input is provided by quantum mechanics.
|
59
|
Which radio frequency should you listen to if you want less noise?
|
[
"A. wave",
"B. cb",
"C. am",
"D. fm"
] |
D. fm
|
Document 1 ::: Radio Science is a quarterly peer-reviewed scientific journal published by Wiley-Blackwell on behalf of the American Geophysical Union and co-sponsored by the International Union of Radio Science. It contains original scientific contributions on radio-frequency electromagnetic propagation and its applications (radio science). Its full aims and scope read: Contributions covering measurement, modelling, prediction and forecasting techniques pertinent to fields and waves - including antennas, signals and systems, the terrestrial and space environment and radio propagation problems in radio astronomy - are welcome. Contributions may address propagation through, interaction with, and remote sensing of structures, geophysical media, plasmas, and materials, as well as the application of radio frequency electromagnetic techniques to remote sensing of the Earth and other bodies in the solar system. Volumes for the years 1966 through 1968 were issued by the Environmental Science Services Administration (ESSA), the precursor of the National Oceanic and Atmospheric Administration (NOAA), in cooperation with the United States National Committee of the International Scientific Radio Union.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 6 ::: MATADOR is an acoustic processing system which detecting and tracking heavyweight anti-ship torpedoes.Radio CommunicationsThe CM-300/350 Series Version 2 radios are the latest additions to the Air Traffic Control (ATC) radios. Based on the FAA NEXCOM Segment 2 radio requirements, these rack mounted transmitter and receiver systems are specifically designed to meet the dynamic mission requirements of air traffic control centers, commercial airports, military air stations and range installations. Radio AstronomyThe MeerKAT telescope array, a precursor telescope to South Africa’s planned Square Kilometer Array (SKA), comprises 64 radio antennas in South Africa’s Northern Cape Province.
Document 7 ::: Above 10 MHz there are numerous frequencies set aside for radio astronomy, space research (FCC terminology) and standard- frequency-and-time services. RF diathermy equipment uses 27.12 MHz to heat bulk materials or adhesives for the purpose of drying or improving curing. The industrial use of the frequency suggested the use of the 11 m band for CB radio. About a dozen narrow ("sliver") allocations for ISM exist throughout the radio spectrum. These allocations are among the smallest in the HF band, with respect to national HF allocations.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 10 ::: According to Kardashev, our ignorance of the physical possibilities of communicating through space is great. We know only a negligible fraction of the electromagnetic spectrum and, therefore, of the existing sources of information in the Universe. Thus, among the 89% of information that we lack, 42% concern the region from 109 to 1014 Hz (centimetric, millimetric, submillimetric and infrared waves) and 25% concern that between 1015 and 1018 Hz (ultraviolet radiation and X-rays). Kardashev distinguishes two categories of listening domains: objects emitting on a wide frequency spectrum and objects emitting on the contrary in a narrow spectral line, this second category posing much more theoretical problems than the first one while being central, both for astrophysics and for the search for extraterrestrial civilizations.
|
60
|
What form of radiation is the energy emitted by the sun?
|
[
"A. magnetic",
"B. seismic",
"C. electromagnetic",
"D. thermal"
] |
C. electromagnetic
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 6 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 7 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 10 ::: An elementary physics professor was teaching about how close you could get to the sun. He laid the foundation of heat and distance, and said that is as close as you can get FAPP. A boy asked, "what does that mean?"
|
61
|
What is the suns innermost layer called?
|
[
"A. flare",
"B. core",
"C. surface",
"D. solar"
] |
B. core
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: An elementary physics professor was teaching about how close you could get to the sun. He laid the foundation of heat and distance, and said that is as close as you can get FAPP. A boy asked, "what does that mean?"
Document 5 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 6 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 9 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 10 ::: In The Sun, Golub and Pasachoff explore the composition, nature, and significance of the Sun. They provide an account of the history of solar astronomy and discuss the advancements made by scientists. The book covers various aspects of the Sun, including sunspots, their magnetic properties, and their connection to solar activity. The authors also delve into the composition of the Sun's interior, discussing seismic waves and ongoing nuclear fusion processes.
|
62
|
A growth spurt requires constant divisions of what?
|
[
"A. cells",
"B. proteins",
"C. seeds",
"D. hairs"
] |
A. cells
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 9 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
Document 10 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
|
63
|
What's the term for the gradual progression from simple plants to larger more complex ones in an area?
|
[
"A. primary succession",
"B. primary pattern",
"C. complex progression",
"D. pattern progression"
] |
A. primary succession
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: Since many students who apply to graduate programs in biology do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biology curriculum. A sampling of test item content is given below:
Document 4 ::: Succession was among the first theories advanced in ecology. Ecological succession was first documented in the Indiana Dunes of Northwest Indiana and remains an important ecological topic of study. Over time, the understanding of succession has changed from a linear progression to a stable climax state, to a more complex, cyclical model that de-emphasizes the idea of organisms having fixed roles or relationships.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 9 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 10 ::: A-STEM (arts, science, technology, engineering, and mathematics); more focus and based on humanism and arts. eSTEM (environmental STEM) GEMS (girls in engineering, math, and science); used for programs to encourage women to enter these fields. MINT (mathematics, informatics, natural sciences, and technology) SHTEAM (science, humanities, technology, engineering, arts, and mathematics) SMET (science, mathematics, engineering, and technology); previous name STEAM (science, technology, engineering, arts, and mathematics)STEAM (science, technology, engineering, agriculture, and mathematics); add agriculture STEAM (science, technology, engineering, and applied mathematics); more focus on applied mathematics STEEM (science, technology, engineering, economics, and mathematics); adds economics as a field STEMIE (science, technology, engineering, mathematics, invention and entrepreneurship); adds Inventing and Entrepreneurship as means to apply STEM to real world problem solving and markets. STEMM (science, technology, engineering, mathematics, and medicine) STM (scientific, technical, and mathematics or science, technology, and medicine) STREAM (science, technology, robotics, engineering, arts, and mathematics); adds robotics and arts as fields
|
64
|
Fungi may form mutualistic relationships with plants, algae, cyanobacteria, and what?
|
[
"A. plants",
"B. eggs",
"C. animals",
"D. farmers"
] |
C. animals
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Scholars of human culture have traditionally divided uses of living things into two categories: practical use for food and other resources; and symbolic use such as in art and religion. More recently, scholars have added a third type of interaction, where living things, whether animals, plants, fungi or microbes function as participants. This makes the relationships bidirectional, explicitly implying various forms of symbiosis in a complex ecology. These three types are described in turn.
Document 3 ::: The discipline of biology devoted to the study of fungi is known as mycology (from the Greek μύκης mykes, mushroom). In the past mycology was regarded as a branch of botany, although it is now known that fungi are genetically more closely related to animals than to plants. Abundant worldwide, most fungi are inconspicuous because of the small size of their structures, and their cryptic lifestyles in soil or on dead matter.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: Although commonly included in botany curricula and textbooks, fungi are more closely related to animals than to plants and are placed with the animals in the monophyletic group of opisthokonts. Analyses using molecular phylogenetics support a monophyletic origin of fungi. The taxonomy of fungi is in a state of constant flux, especially due to research based on DNA comparisons.
Document 6 ::: The Organismic Interactions Department, headed by Regine Kahmann, is focused on the biology of phytopathogenic fungi and in particular the mechanisms that underlie morphological differentiation and communication of these fungi with their plant hosts. Furthermore, the department is focused on the mechanisms that enable fungi to colonize plants successfully and on the processes accounting for variations in host preference and fungal lifestyles. There are three research groups: Molecular phytopathology (Regine Kahmann) Establishment of compatibility in biotrophic interactions (Gunther Döhlemann) Functional genomics and molecular biology of symbiotic fungi (Alga Zuccaro)
Document 7 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 8 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: Mycology is the branch of biology concerned with the systematic study of fungi, including their genetic and biochemical properties, their taxonomy, and their use to humans as a source of medicine, food, and psychotropic substances consumed for religious purposes, as well as their dangers, such as poisoning or infection. The field of phytopathology, the study of plant diseases, is closely related because many plant pathogens are fungi.The use of fungi by humans dates back to prehistory; Ötzi the Iceman, a well-preserved mummy of a 5,300-year-old Neolithic man found frozen in the Austrian Alps, carried two species of polypore mushrooms that may have been used as tinder (Fomes fomentarius), or for medicinal purposes (Piptoporus betulinus). Ancient peoples have used fungi as food sources—often unknowingly—for millennia, in the preparation of leavened bread and fermented juices. Some of the oldest written records contain references to the destruction of crops that were probably caused by pathogenic fungi.
|
65
|
Which cycle tracks the flow of nitrogen through an ecosystem?
|
[
"A. life cycle",
"B. water cycle",
"C. nitrogen cycle",
"D. nitrogen reaction"
] |
C. nitrogen cycle
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 8 ::: Ecologists study and measure nutrient budgets to understand how these materials are regulated, flow, and recycled through the environment. This research has led to an understanding that there is global feedback between ecosystems and the physical parameters of this planet, including minerals, soil, pH, ions, water, and atmospheric gases. Six major elements (hydrogen, carbon, nitrogen, oxygen, sulfur, and phosphorus; H, C, N, O, S, and P) form the constitution of all biological macromolecules and feed into the Earth's geochemical processes. From the smallest scale of biology, the combined effect of billions upon billions of ecological processes amplify and ultimately regulate the biogeochemical cycles of the Earth.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
|
66
|
What consequence of a tornado is responsible for most injuries and deaths?
|
[
"A. flying debris",
"B. touring debris",
"C. catching debris",
"D. falling debris"
] |
A. flying debris
|
Document 1 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: There was a hard, universally used pass-fail criterion for the Eddy Test, and a second chance was normally never allowed. Eddy described the test as having questions with multiple-choice answers, with each of the answers giving some indication of the test-taker's mathematics/physics knowledge, creativity, reasoning ability, and general aptitude. Most answers were weighted – not simply right or wrong – and speed certainly affected the results. No copies of the actual test have been found.
Document 9 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 10 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
|
67
|
What are the only truly innate behaviors in humans called?
|
[
"A. flinches",
"B. automatic movements",
"C. reflexes",
"D. feats"
] |
C. reflexes
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 4 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 7 ::: There is no consensus on how to characterize which tasks AI tends to excel at. Some versions of Moravec's paradox observe that humans are more likely to outperform machines in areas such as physical dexterity that have been the direct target of natural selection. While projects such as AlphaZero have succeeded in generating their own knowledge from scratch, many other machine learning projects require large training datasets.
Document 8 ::: The premises of evolutionary educational psychology state there are: (a) aspects of mind and brain that have evolved to draw the individuals’ attention to and facilitate the processing of social (folk psychology), biological (folk biology), physical (folk physics) information patterns that facilitated survival or reproductive outcomes during human evolution (Cosmides & Tooby, 1994; Geary, 2005; Gelman, 1990; Pinker, 1997; Shepard, 1994; Simon, 1956); (b) although plastic to some degree, these primary abilities are inherently constrained to the extent associated information patterns tended to be consistent across generations and within lifetimes (e.g., Caramazza & Shelton, 1998; Geary & Huffman, 2002); (c) other aspects of mind and brain evolved to enable the mental generation of potential future social, ecological, or climatic conditions and enable rehearsal of behaviors to cope with variation in these conditions, and are now known as general fluid intelligence, or gF (including skill at everyday reasoning/problem solving; Chiappe & MacDonald, 2005; Geary, 2005; Mithen, 1996); and (d) children are inherently motivated to learn in folk domains, with the associated attentional and behavioral biases resulting in experiences that automatically and implicitly flesh out and adapt these systems to local conditions (Gelman, 1990; Gelman & Williams, 1998; Gelman, 2003).
Document 9 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 10 ::: The increasing sophistication of technology makes possible more research on knowledge acquisition. Researchers measure physiological responses such as heart rate and eye movement in order to quantify the reaction to a particular stimulus. Concrete physiological data is helpful when observing infant behavior, because infants cannot use words to explain things (such as their reactions) the way most adults or older children can. Research in naïve physics relies on technology to measure eye gaze and reaction time in particular.
|
68
|
What happens to the density of air as the altitude decreases?
|
[
"A. remains the same",
"B. increases",
"C. decreases",
"D. multiplies"
] |
C. decreases
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: Neither of two available options (pass or fail) was morally acceptable.By mutual agreement with the student and the examiner, Calandra gave the student another opportunity to answer, warning the student the answer would require demonstrating some knowledge of physics. The student came up with several possible answers, but settled on dropping the barometer from the top of the building, timing its fall, and using the equation of motion d = 1 2 a t 2 {\displaystyle d={\tfrac {1}{2}}{a}t^{2}} to derive the height. The examiner agreed that this satisfied the requirement and gave the student “almost full credit”.When Calandra asked about the other answers, the student gave the examples: using the proportion between the lengths of the building's shadow and that of the barometer to calculate the building's height from the height of the barometer using the barometer as a measuring rod to mark off its height on the wall while climbing the stairs, then counting the number of marks suspending the barometer from a string to create a pendulum, then using the pendulum to measure the strength of Earth's gravity at the top and bottom of the building, and calculating the height of the building from the difference in the two measurements (see Newton's law of universal gravitation)There were, the student said, many other possible solutions.
Document 4 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 5 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 6 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 10 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
|
69
|
How do some animals change their depth?
|
[
"A. spontaneous mutations",
"B. by changing their density",
"C. mass migration",
"D. metamorphosis"
] |
B. by changing their density
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: : 110 For example, Jean-Baptiste Lamarck was a French naturalist who said the changes an organism makes as it adapts to its environment can be passed down to subsequent generations through gene expression (which genes get turned off). This has been taken up by the new field of epigenetics. : 160–167: 111 The mutation theory of evolution was proposed by a Dutch botanist, Hugo de Vries, one of the first geneticists.
Document 4 ::: The test specifications for the Biology section changed in 2014. These changes reflected a shift on the way that Biology is taught in survey courses. This means that the questions now focus on "complex interactions within biological systems, rather than viewing biology in a reductionist manner". There are also changes to the Quantitative Reasoning section.
Document 5 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 6 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: Since many students who apply to graduate programs in biology do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biology curriculum. A sampling of test item content is given below:
|
70
|
What phenomenon is crowding out other species and making all the other causes of extinction worse?
|
[
"A. human overpopulation",
"B. human suburbanization",
"C. climate change",
"D. migration"
] |
A. human overpopulation
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 3 ::: Global assessments of biodiversity indicate that the current epoch, the Holocene (or Anthropocene) is a sixth mass extinction. Species loss is accelerating at 100–1000 times faster than average background rates in the fossil record. The field of conservation biology involves ecologists that are researching, confronting, and searching for solutions to sustain the planet's ecosystems for future generations.
Document 4 ::: By contrast, conservation biology uses the extinction vortex model to classify extinctions by cause. When concerns about human extinction have been raised, for example in Sir Martin Rees' 2003 book Our Final Hour, those concerns lie with the effects of climate change or technological disaster.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 7 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: Many people worry about human impacts on the environment. These include impacts on the atmosphere, land, and water resources. : 21 Human activities now have an impact on Earth's geology and ecosystems. This led Paul Crutzen to call the current geological epoch the Anthropocene. For example, the impact of human activity on ecosystems can reach tipping points in the climate system.
Document 10 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
71
|
Dessication is an extreme and usually fatal form of what in animals?
|
[
"A. dehydration",
"B. depletion",
"C. starvation",
"D. diarrhea"
] |
A. dehydration
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: : 540 These scientists lost their laboratories, and some were subjected to tortures in prisons. : 540 The Moscow, Leningrad, Ukrainian, Georgian, and Armenian schools of neuroscience and neurophysiology were damaged, at least for a while.
Document 7 ::: In biology and ecology, desiccation refers to the drying out of a living organism, such as when aquatic animals are taken out of water, slugs are exposed to salt, or when plants are exposed to sunlight or drought. Ecologists frequently study and assess various organisms' susceptibility to desiccation. For example, in one study the investigators found that Caenorhabditis elegans dauer is a true anhydrobiote that can withstand extreme desiccation and that the basis of this ability is founded in the metabolism of trehalose.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 10 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
|
72
|
Internal and external forms of what life process occur as simple diffusion due to a partial pressure gradient?
|
[
"A. reproduction",
"B. photosynthesis",
"C. respiration",
"D. metabolism"
] |
C. respiration
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: Energy processing is also important to life as it allows organisms to move, grow, and reproduce. Finally, all organisms are able to regulate their own internal environments.Biologists are able to study life at multiple levels of organization, from the molecular biology of a cell to the anatomy and physiology of plants and animals, and evolution of populations. Hence, there are multiple subdisciplines within biology, each defined by the nature of their research questions and the tools that they use.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 6 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 10 ::: If this incorporation occurred only once in four billion years or is otherwise unlikely, then life on most planets remains simple. An alternative view is that the evolution of mitochondria was environmentally triggered, and that mitochondria-containing organisms appeared soon after the first traces of atmospheric oxygen.The evolution and persistence of sexual reproduction is another mystery in biology.
|
73
|
The fossil record shows that this type of event is followed by the evolution of new species to fill the habitats where old species lived?
|
[
"A. moderate extinction",
"B. mass extinction",
"C. formation extinction",
"D. minor extinction"
] |
B. mass extinction
|
Document 1 ::: Global assessments of biodiversity indicate that the current epoch, the Holocene (or Anthropocene) is a sixth mass extinction. Species loss is accelerating at 100–1000 times faster than average background rates in the fossil record. The field of conservation biology involves ecologists that are researching, confronting, and searching for solutions to sustain the planet's ecosystems for future generations.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: "But macroevolution is not just microevolution scaled up; Gould's paleontological perspective offers real insights into mass extinction and its consequences, and, perhaps, the nature of species and speciation". And Gould is considered right to expand the explanatory agenda of evolutionary biology to include large-scale patterns in life's history. "So, Dawkins is right about evolution on local scales, but maybe Gould is right about the relationship between events on a local scale, and those on the vast scale of paleontological time." (p. 178)
Document 4 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 5 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 6 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 7 ::: Since 2006, though, a few fossils of similar animals have been found in rocks from the Ordovician, Silurian, and Early Devonian periods, in other words up to 100 million years after the Burgess Shale. The particular way in which such animals have been fossilized may depend on types of ocean chemistry that were present for limited periods of time.But the Signor–Lipps effect is more important for the difficulties it raises in paleontology: It makes it very difficult to be confident about the timing and speed of mass extinctions, and this makes it difficult to test theories about the causes of mass extinctions.
Document 8 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 9 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 10 ::: Dietl in the first decade of the 21st century. The discipline utilizes paleontological and geological data to understand how biotas respond to climate and other natural and anthropogenic environmental change. These information are then used to address the challenges faced by modern conservation biology, like understanding the extinction risk of endangered species, providing baselines for restoration and modelling future scenarios for species range's contraction or expansion.
|
74
|
Soluble minerals and clays accumulate in what soil layer, allowing it to hold more water?
|
[
"A. subsurface",
"B. topsoil",
"C. silt",
"D. subsoil"
] |
D. subsoil
|
Document 1 ::: In contrast, "a decrease in the amount of rock fragments as depth increases, especially over saprolite, indicates that the soil materials probably has been transported down slope". Identification of residuum is relevant in soil science and geology because accurate identification conveys direct and implicit info about soil itself, the environment in which it formed, and its current environment. Soils provide a records of prevailing and past environments climates and human activities and much more.In limestone terrains the boundary between bedrock and residuum is commonly very sharp, but may be highly irregular, defining pinnacles and even isolated blocks of fresh bedrock surrounded by reddish residual silts and clays derived from its decomposition. Resistant materials such as chert, silicified fossils, or beds of sandstone remain and may concentrate on the surface as float. == References ==
Document 2 ::: Important pedological concepts include: Complexity in soil genesis is more common than simplicity. Soils lie at the interface of Earth's atmosphere, biosphere, hydrosphere and lithosphere. Therefore, a thorough understanding of soils requires some knowledge of meteorology, climatology, ecology, biology, hydrology, geomorphology, geology and many other earth sciences and natural sciences. Contemporary soils carry imprints of pedogenic processes that were active in the past, although in many cases these imprints are difficult to observe or quantify.
Document 3 ::: Major subdisciplines are aqueous geochemistry, cosmochemistry, isotope geochemistry and biogeochemistry. Soil science covers the outermost layer of the Earth's crust that is subject to soil formation processes (or pedosphere).
Document 4 ::: Academically, soil scientists tend to be drawn to one of five areas of specialization: microbiology, pedology, edaphology, physics, or chemistry. Yet the work specifics are very much dictated by the challenges facing our civilization's desire to sustain the land that supports it, and the distinctions between the sub-disciplines of soil science often blur in the process. Soil science professionals commonly stay current in soil chemistry, soil physics, soil microbiology, pedology, and applied soil science in related disciplines One interesting effort drawing in soil scientists in the USA as of 2004 is the Soil Quality Initiative. Central to the Soil Quality Initiative is developing indices of soil health and then monitoring them in a way that gives us long term (decade-to-decade) feedback on our performance as stewards of the planet.
Document 5 ::: Soil is the living top layer of mineral and organic dirt that covers the surface of the planet. It is the chief organizing centre of most ecosystem functions, and it is of critical importance in agricultural science and ecology. The decomposition of dead organic matter (for example, leaves on the forest floor), results in soils containing minerals and nutrients that feed into plant production. The whole of the planet's soil ecosystems is called the pedosphere where a large biomass of the Earth's biodiversity organizes into trophic levels.
Document 6 ::: In soil science, hydrology and agricultural sciences, water content has an important role for groundwater recharge, agriculture, and soil chemistry. Many recent scientific research efforts have aimed toward a predictive-understanding of water content over space and time. Observations have revealed generally that spatial variance in water content tends to increase as overall wetness increases in semiarid regions, to decrease as overall wetness increases in humid regions, and to peak under intermediate wetness conditions in temperate regions .There are four standard water contents that are routinely measured and used, which are described in the following table: And lastly the available water content, θa, which is equivalent to: θa ≡ θfc − θpwpwhich can range between 0.1 in gravel and 0.3 in peat.
Document 7 ::: Soil science is the study of soil as a natural resource on the surface of the Earth including soil formation, classification and mapping; physical, chemical, biological, and fertility properties of soils; and these properties in relation to the use and management of soils.Sometimes terms which refer to branches of soil science, such as pedology (formation, chemistry, morphology, and classification of soil) and edaphology (how soils interact with living things, especially plants), are used as if synonymous with soil science. The diversity of names associated with this discipline is related to the various associations concerned. Indeed, engineers, agronomists, chemists, geologists, physical geographers, ecologists, biologists, microbiologists, silviculturists, sanitarians, archaeologists, and specialists in regional planning, all contribute to further knowledge of soils and the advancement of the soil sciences.Soil scientists have raised concerns about how to preserve soil and arable land in a world with a growing population, possible future water crisis, increasing per capita food consumption, and land degradation.
Document 8 ::: Soil is made up of a multitude of physical, chemical, and biological entities, with many interactions occurring among them. Soil is a variable mixture of broken and weathered minerals and decaying organic matter. Together with the proper amounts of air and water, it supplies, in part, sustenance for plants as well as mechanical support. The diversity and abundance of soil life exceeds that of any other ecosystem. Plant establishment, competitiveness, and growth is governed largely by the ecology below-ground, so understanding this system is an essential component of plant sciences and terrestrial ecology.
Document 9 ::: The chemistry of a soil determines its ability to supply available plant nutrients and affects its physical properties and the health of its living population. In addition, a soil's chemistry also determines its corrosivity, stability, and ability to absorb pollutants and to filter water. It is the surface chemistry of mineral and organic colloids that determines soil's chemical properties. A colloid is a small, insoluble particle ranging in size from 1 nanometer to 1 micrometer, thus small enough to remain suspended by Brownian motion in a fluid medium without settling.
Document 10 ::: If the clay is mixed with a solution containing other cations, these can swap places with the cations in the layer around the clay particles, which gives clays a high capacity for ion exchange. The chemistry of clay minerals, including their capacity to retain nutrient cations such as potassium and ammonium, is important to soil fertility.Clay is a common component of sedimentary rock. Shale is formed largely from clay and is the most common of sedimentary rocks.
|
75
|
What is the common word for potential difference in a circuit?
|
[
"A. frequency",
"B. voltage",
"C. watt",
"D. velocity"
] |
B. voltage
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 3 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 4 ::: In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in conceptual understanding throughout the course. == References ==
Document 5 ::: Task 1: "Answer retrieval" matching old post answers to newly posed questions, and Task 2: "Formula retrieval" matching old post formulae to new questions. Starting with the domain of mathematics, which involves formula language, the goal is to later extend the task to other domains (e.g., STEM disciplines, such as chemistry, biology, etc.), which employ other types of special notation (e.g., chemical formulae).The inverse of mathematical question answering—mathematical question generation—has also been researched. The PhysWikiQuiz physics question generation and test engine retrieves mathematical formulae from Wikidata together with semantic information about their constituting identifiers (names and values of variables).
Document 6 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 8 ::: There was a hard, universally used pass-fail criterion for the Eddy Test, and a second chance was normally never allowed. Eddy described the test as having questions with multiple-choice answers, with each of the answers giving some indication of the test-taker's mathematics/physics knowledge, creativity, reasoning ability, and general aptitude. Most answers were weighted – not simply right or wrong – and speed certainly affected the results. No copies of the actual test have been found.
Document 9 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
76
|
How many chambers does the stomach of a crocodile have?
|
[
"A. ten",
"B. six",
"C. two",
"D. three"
] |
C. two
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: The DAT comprises four sections: survey of the natural sciences (90 minutes), perceptual ability (often called the PAT, 60 minutes), reading comprehension (60 minutes), and quantitative reasoning (45 minutes). The mathematics of the quantitative exam is similar to that of the SAT. The first section is divided into questions about biology (40 questions), general chemistry (30 questions), and organic chemistry (30 questions). The second section is divided into six different problem sets designed to test perceptual ability, specifically in the areas of three-dimensional manipulation and spatial reasoning.
Document 7 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 10 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
|
77
|
When populations get close to the carrying capacity, what happens to growth?
|
[
"A. halts",
"B. slows",
"C. spikes",
"D. dies"
] |
B. slows
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 5 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 6 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 7 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 10 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
|
78
|
Although air can transfer heat rapidly by convection, it is a poor conductor and thus a good what?
|
[
"A. absorber",
"B. transporter",
"C. insulator",
"D. magnet"
] |
C. insulator
|
Document 1 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 2 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: The teacher can steer the students either through careful design of the questions (this rules out barometer questions), or through guiding the students to the desired choices. In case of the original barometer question, the examiner may explicitly say that the problem has more than one solution, insist on applying the laws of physics, or give them the "ending point" of the solution: "How did I discover that the building was 410 feet in height with only a barometer? "Herson used the Calandra account as an illustration of the difference between academic tests and assessment in education. Tests, even the ones designed for reliability and validity, are useful, but they are not sufficient in real-world education.Sanders interpreted Calandra's story as a conflict between perfection and optimal solutions: "We struggle to determine a 'best' answer, when a simple call to a building superintendent (the resource man) would quickly provide adequate information."
Document 10 ::: Typical uses include bending, mechanical contact, thermal (conduction, convection and radiation) fluid dynamics, and coupled or uncoupled multiphysics.
|
79
|
Most plants grow continuously, except for what periods?
|
[
"A. mutant",
"B. winter",
"C. dormant",
"D. abnormal"
] |
C. dormant
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: Since many students who apply to graduate programs in biology do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biology curriculum. A sampling of test item content is given below:
Document 6 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
80
|
What man-made devices in space are used to observe the earth's surface?
|
[
"A. telescopes",
"B. satellites",
"C. sensors",
"D. crystals"
] |
B. satellites
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The hosts have also experimented with student questions shows where they have sent recording equipment to schools who have requested it. The students have then recorded questions to ask the hosts, which are then answered and edited into a special show available separately on the Astronomy Cast website. As of June 2008, two shows have been done in this format, and this ongoing project has been sponsored by NASA's Gamma-ray Large Area Space Telescope.
Document 5 ::: They get the chance to learn about black holes, nebulae, asteroids, planets, planetary systems, moons, and a variety of other phenomena.Students who attended the Space Center 15 years ago are now pursuing fields in science, technology, space exploration, programming, and electrical engineering. Students at the local Brigham Young University have the opportunity to develop consoles and equipment for the Space Center; gadgets such as Tricorders, touch panel equipment, fiber optics systems, ships, and digital/analog control interfaces all help to give a more realistic effect to the experience. The center's staff hopes that its visitors are tomorrow's scientists.
Document 6 ::: To give them something relevant to study, he began using examples from the Apollo program as applications of elementary physics. O'Neill posed the question during an extra seminar he gave to a few of his students: "Is the surface of a planet really the right place for an expanding technological civilization?" His students' research convinced him that the answer was no. O'Neill was inspired by the papers written by his students.
Document 7 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: Space research. Geodesy 53 Physics 531/534 Mechanics 535 Optics 536 Heat.
Document 10 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
|
81
|
Carboxylic acids are weak acids, meaning they are not 100% ionized in what?
|
[
"A. water",
"B. ethanol",
"C. air",
"D. liquid"
] |
A. water
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 5 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 6 ::: Moreover, aqueous values are often given in introductory organic chemistry textbooks for pedagogical reasons, although the issue of solvent dependence is often glossed over. In general, pKa values in water and organic solvent diverge significantly when the anion is capable of hydrogen bonding. For instance, in the case of water, the values differ dramatically: the pKa in water of water is 14.0, while the pKa in DMSO of water is 31.4, reflecting the differing ability of water and DMSO to stabilize the hydroxide anion.
Document 7 ::: In general, organic acids are weak acids and do not dissociate completely in water, whereas the strong mineral acids do. Lower molecular mass organic acids such as formic and lactic acids are miscible in water, but higher molecular mass organic acids, such as benzoic acid, are insoluble in molecular (neutral) form. On the other hand, most organic acids are very soluble in organic solvents. p-Toluenesulfonic acid is a comparatively strong acid used in organic chemistry often because it is able to dissolve in the organic reaction solvent. Exceptions to these solubility characteristics exist in the presence of other substituents that affect the polarity of the compound.
Document 8 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: Ketonium ions (i.e., protonated ketones) are strong acids, with pKa values estimated to be somewhere between –5 and –7. Although acids encountered in organic chemistry are seldom strong enough to fully protonate ketones, the formation of equilibrium concentrations of protonated ketones is nevertheless an important step in the mechanisms of many common organic reactions, like the formation of an acetal, for example. Acids as weak as pyridinium cation (as found in pyridinium tosylate) with a pKa of 5.2 are able to serve as catalysts in this context, despite the highly unfavorable equilibrium constant for protonation (Keq < 10−10).
|
82
|
An endocrine disease usually involves the secretion of too much or not enough of what?
|
[
"A. sweat",
"B. metabolite",
"C. enzyme",
"D. hormone"
] |
D. hormone
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: An endocrinologist needs extensive knowledge of clinical chemistry and biochemistry to understand the uses and limitations of the investigations. A second important aspect of the practice of endocrinology is distinguishing human variation from disease.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Document 9 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 10 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
|
83
|
In experiments with garden peas, austrian monk gregor mendel described the basic patterns of what?
|
[
"A. inheritance",
"B. preference",
"C. color",
"D. behavior"
] |
A. inheritance
|
Document 1 ::: In the mid-19th century, Austrian monk Gregor Mendel's observations of pea pods led to the principles of Mendelian genetics, the foundation of modern genetics. He ended up growing and examining about 28,000 pea plants in the course of his experiments.Mendel chose peas for his experiments because he could grow them easily, develop pure-bred strains, protect them from cross-pollination, and control their pollination. Mendel cross-bred tall and dwarf pea plants, green and yellow peas, purple and white flowers, wrinkled and smooth peas, and a few other traits. He then observed the resulting offspring.
Document 2 ::: In his paper, Mendel compared 7 pairs of discrete traits found in a pea plant: Through experimentation, Mendel discovered that one inheritable trait would invariably be dominant to its recessive alternative. Mendel laid out the genetic model later known as Mendelian inheritance or Mendelian genetics. This model provided an alternative to blending inheritance, which was the prevailing theory at the time.
Document 3 ::: Experiment: Rosalind Franklin used pure DNA to perform X-ray diffraction to produce photo 51. The results showed an X-shape. Analysis: When Watson saw the detailed diffraction pattern, he immediately recognized it as a helix. He and Crick then produced their model, using this information along with the previously known information about DNA's composition, especially Chargaff's rules of base pairing.The discovery became the starting point for many further studies involving the genetic material, such as the field of molecular genetics, and it was awarded the Nobel Prize in 1962. Each step of the example is examined in more detail later in the article.
Document 4 ::: In genetics, the breeding of pea plants allowed Gregor Mendel to derive the basic laws governing inheritance, and examination of chromosomes in maize allowed Barbara McClintock to demonstrate their connection to inherited traits. The plant Arabidopsis thaliana is used in laboratories as a model organism to understand how genes control the growth and development of plant structures. Space stations or space colonies may one day rely on plants for life support.
Document 5 ::: : 110 For example, Jean-Baptiste Lamarck was a French naturalist who said the changes an organism makes as it adapts to its environment can be passed down to subsequent generations through gene expression (which genes get turned off). This has been taken up by the new field of epigenetics. : 160–167: 111 The mutation theory of evolution was proposed by a Dutch botanist, Hugo de Vries, one of the first geneticists.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: The traditional study of plants is the science of botany. Basic biological research has often used plants as its model organisms. In genetics, the breeding of pea plants allowed Gregor Mendel to derive the basic laws governing inheritance, and examination of chromosomes in maize allowed Barbara McClintock to demonstrate their connection to inherited traits.
Document 8 ::: Gregor Johann Mendel, "The Father of Genetics", promulgated the idea in the 1860s. However, it was not widely known until the early twentieth century. Mendel observed that, for a variety of traits of garden peas having to do with the appearance of seeds, seed pods, and plants, there were two discrete phenotypes, such as round versus wrinkled seeds, yellow versus green seeds, red versus white flowers or tall versus short plants. When bred separately, the plants always produced the same phenotypes, generation after generation.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: "Experiments on Plant Hybridization" (German: "Versuche über Pflanzen-Hybriden") is a seminal paper written in 1865 and published in 1866 by Gregor Mendel, an Augustinian friar considered to be the founder of modern genetics. The paper was the result after years spent studying genetic traits in Pisum sativum, the pea plant.
|
84
|
Nutrition and diet affect your metabolism. more energy is required to break down fats and proteins than this?
|
[
"A. electrolytes",
"B. minerals",
"C. vitamins",
"D. carbohydrates"
] |
D. carbohydrates
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: Nutritional science as a subject is taught at universities around the world. At the beginning of the programs, the basic subjects of biology, chemistry, mathematics and physics are part of the curriculum. Later, a focus is on inorganic chemistry, functional biology, biochemistry and genetics. At most universities, students can specialize in certain areas, this involves subjects such as special food chemistry, nutritional physiology, food law and nutritional medicine. Students who are more interested in the economic aspect usually specialize in the field of food economics. Laboratory exercises are also on the curriculum at most universities.
Document 9 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 10 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
|
85
|
What are unsaturated hydrocarbons with at least one double bond between carbon atoms called?
|
[
"A. enzymes",
"B. peptides",
"C. alkenes",
"D. amines"
] |
C. alkenes
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: alkene In organic chemistry, an unsaturated hydrocarbon that contains at least one carbon–carbon double bond. alkyne In organic chemistry, an unsaturated hydrocarbon containing at least one carbon—carbon triple bond. alloy A combination of metals or of a metal and another element.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Hydrocarbons also include alkenes, which contain a double bond between carbon atoms (e.g. ethylene H2C=CH2), alkynes, which contain a triple bond between carbon atoms (e.g. acetylene H−C≡C−H), cyclic and branched hydrocarbons (e.g. cyclohexane C6H12, limonene C10H16, which is a cyclic hydrocarbon with double bonds between carbon atoms, and neopentane C(CH3)4, which is a branched hydrocarbon), as well as aromatic hydrocarbons such as benzene C6H6 and toluene C6H5−CH3), whose study forms the core of organic chemistry.Alongside hydrogen, carbon can form compounds with the chemically similar halogens, forming haloalkanes. The simplest of this series, the halomethanes, contain compounds such as dichloromethane CH2Cl2, chloroform CHCl3 and iodoform CHI3. Other such important chemicals include vinyl chloride H2C=CHCl, which is used in the production of PVC.
Document 5 ::: Hydrogen forms a vast array of compounds with carbon called the hydrocarbons, and an even vaster array with heteroatoms that, because of their general association with living things, are called organic compounds. The study of their properties is known as organic chemistry and their study in the context of living organisms is known as biochemistry. By some definitions, "organic" compounds are only required to contain carbon. However, most of them also contain hydrogen, and because it is the carbon-hydrogen bond that gives this class of compounds most of its particular chemical characteristics, carbon-hydrogen bonds are required in some definitions of the word "organic" in chemistry. Millions of hydrocarbons are known, and they are usually formed by complicated pathways that seldom involve elemental hydrogen.
Document 6 ::: In organic chemistry, hydrocarbons (compounds composed solely of carbon and hydrogen) are divided into two classes: aromatic compounds and aliphatic compounds (; G. aleiphar, fat, oil). Aliphatic compounds can be saturated (in which all the C-C bonds are single requiring the structure to be completed, or 'saturated', by hydrogen) like hexane, or unsaturated, like hexene and hexyne. Open-chain compounds, whether straight or branched, and which contain no rings of any type, are always aliphatic. Cyclic compounds can be aliphatic if they are not aromatic.
Document 7 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 8 ::: In organic chemistry, an alkyne is an unsaturated hydrocarbon containing at least one carbon—carbon triple bond. The simplest acyclic alkynes with only one triple bond and no other functional groups form a homologous series with the general chemical formula CnH2n−2. Alkynes are traditionally known as acetylenes, although the name acetylene also refers specifically to C2H2, known formally as ethyne using IUPAC nomenclature. Like other hydrocarbons, alkynes are generally hydrophobic.
Document 9 ::: For unsaturated hydrocarbons, ring structure and π bonds can both increase the degree of unsaturation, interchange between ring structure and π bonds may occur under special conditions. For instance, for a conjugated diene and a substituted alkene, Diels-Alder reaction will occur that forms a cyclohexene. Such reaction is highly selective in stereochemistry.Alkynes, under metal catalysts, for example cobalt, can also go under cycloaddition reaction called alkyne trimerization. Three alkynes goes under a "2+2+2" cyclization reaction and rapidly join to form a benzene. Trimerization of different alkenes are usually not selective, but specially designed catalysts may increase the selectivity.
Document 10 ::: These compounds are often known as hydrides.Hydrogen forms a vast array of compounds with carbon called the hydrocarbons, and an even vaster array with heteroatoms that, because of their general association with living things, are called organic compounds. The study of their properties is known as organic chemistry and their study in the context of living organisms is known as biochemistry. By some definitions, "organic" compounds are only required to contain carbon.
|
86
|
What is the opposite of melting?
|
[
"A. compression",
"B. liquidation",
"C. evaporation",
"D. freezing"
] |
D. freezing
|
Document 1 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 2 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 7 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 8 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 9 ::: Task 1: "Answer retrieval" matching old post answers to newly posed questions, and Task 2: "Formula retrieval" matching old post formulae to new questions. Starting with the domain of mathematics, which involves formula language, the goal is to later extend the task to other domains (e.g., STEM disciplines, such as chemistry, biology, etc.), which employ other types of special notation (e.g., chemical formulae).The inverse of mathematical question answering—mathematical question generation—has also been researched. The PhysWikiQuiz physics question generation and test engine retrieves mathematical formulae from Wikidata together with semantic information about their constituting identifiers (names and values of variables).
Document 10 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
|
87
|
A unique characteristic of mammals is the ability to chew, this happens by the temporalis and the masseter allowing what?
|
[
"A. Grinding",
"B. Up and down",
"C. side-to-side movement",
"D. Bakward and forward"
] |
C. side-to-side movement
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 6 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 8 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 9 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 10 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
|
88
|
Most of the pathogens that cause stis enter the body through mucous membranes of which organs?
|
[
"A. eyes",
"B. stomach",
"C. reproductive organs",
"D. kidneys"
] |
C. reproductive organs
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 7 ::: This combinatorial approach enables a systems-level understanding of microbial contributions to human biology. But also other mucoide tissues as lung and vagina have been studied in relation to diseases such as asthma, allergy and vaginosis.
Document 8 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 9 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 10 ::: ": 46 She also contended that the two studies that had failed to replicate the Uhlmann paper's results were flawed for two reasons: because they looked at cells of children with autism rather than in their GI tract, and because they did not test children with autism with gastrointestinal dysfunction. : 629A Immunologist Vera Byers testified that Michelle Cedillo had a dysregulated immune system, which allowed the measles virus to persist in her system, and that her malfunctioning immune system was in part a result of the virus itself. : 32 She also stated that this dysregulation was caused by "a combination of genetics and the measles virus vaccination and the thimerosal-containing vaccines that she had received.
|
89
|
The activation of what kind of buds induces branching?
|
[
"A. axillary buds",
"B. leafy buds",
"C. arterial buds",
"D. lymphatic buds"
] |
A. axillary buds
|
Document 1 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 2 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: (b) The size of the merged department of Neurosciences, Physiology and Pharmacology means less interaction between staff, and less collegiate spirit. (c) The changes created two extra levels of administration, so that now five levels existed between academics and the provost. Staff were told at the time that the new organisation would be rolled out to other Faculties across UCL, though this has not happened.
|
90
|
Sexual reproduction involves haploid gametes and produces a diploid zygote through what process?
|
[
"A. vivisection",
"B. sedimentation",
"C. fertilization",
"D. infection"
] |
C. fertilization
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Many eukaryotes (including animals and plants) exhibit asexual reproduction, which may be facultative or obligate in the life cycle, with sexual reproduction occurring more or less frequently.Individual organisms participating in a biological life cycle ordinarily age and die, while cells from these organisms that connect successive life cycle generations (germ line cells and their descendants) are potentially immortal. The basis for this difference is a fundamental problem in biology. The Russian biologist and historian Zhores A. Medvedev considered that the accuracy of genome replicative and other synthetic systems alone cannot explain the immortality of germ lines.
Document 3 ::: In biology, polyspermy describes the fertilization of an egg by more than one sperm. Diploid organisms normally contain two copies of each chromosome, one from each parent. The cell resulting from polyspermy, on the other hand, contains three or more copies of each chromosome—one from the egg and one each from multiple sperm.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: The biology of T. vaginalis has implications for understanding the origin of sexual reproduction in eukaryotes. T. vaginalis is not known to undergo meiosis, a key stage of the eukaryotic sexual cycle. However, when Malik et al. examined T. vaginalis for the presence of 29 genes known to function in meiosis, they found 27 such genes, including eight of nine genes that are specific to meiosis in model organisms.
Document 6 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 7 ::: Sporogenesis is the production of spores in biology. The term is also used to refer to the process of reproduction via spores. Reproductive spores were found to be formed in eukaryotic organisms, such as plants, algae and fungi, during their normal reproductive life cycle. Dormant spores are formed, for example by certain fungi and algae, primarily in response to unfavorable growing conditions. Most eukaryotic spores are haploid and form through cell division, though some types are diploid or dikaryons and form through cell fusion.
Document 8 ::: Reproduction is a defining characteristic of all life, and every individual organism exists as the result of a reproductive event. There are two general methods by which reproduction takes place: sexual or asexual. reproductive biology The branch of biology that studies the various types and mechanisms of reproduction used by living organisms, typically with special emphasis on cell division, fertility, endocrinology, and/or the tissues, organs, and systems involved in reproduction.
Document 9 ::: This scheme of diploid somatic cells and haploid gametes is widely used in the animal kingdom and is the simplest to illustrate in diagrams of genetics concepts. But this definition also allows for haploid gametes with more than one set of chromosomes. As given above, gametes are by definition haploid, regardless of the actual number of sets of chromosomes they contain.
Document 10 ::: Most animals and some plants have paired chromosomes, and are described as diploid. They have two versions of each chromosome, one contributed by the mother's ovum, and the other by the father's sperm, known as gametes, described as haploid, and created through meiosis. These gametes then fuse during fertilization during sexual reproduction, into a new single cell zygote, which divides multiple times, resulting in a new organism with the same number of pairs of chromosomes in each (non-gamete) cell as its parents. In mammalian genetics, autosomal dominant disorders have pedigrees that demonstrate a vertical pattern of inheritance.
|
91
|
All alkanes are composed of carbon and hydrogen atoms, and have similar bonds, structures, and formulas; noncyclic alkanes all have a formula of cnh2n+2. the number of carbon atoms present in an alkane has what?
|
[
"A. done limit",
"B. such limit",
"C. no limit",
"D. crippling limit"
] |
C. no limit
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: In organic chemistry, an acyclic saturated hydrocarbon. In other words, an alkane consists of hydrogen and carbon atoms arranged in a tree structure in which all the carbon–carbon bonds are single. Alkanes have the general chemical formula CnH2n+2.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 7 ::: The International Union of Pure and Applied Chemistry (IUPAC) defines alkanes as "acyclic branched or unbranched hydrocarbons having the general formula CnH2n+2, and therefore consisting entirely of hydrogen atoms and saturated carbon atoms". However, some sources use the term to denote any saturated hydrocarbon, including those that are either monocyclic (i.e. the cycloalkanes) or polycyclic, despite their having a distinct general formula (i.e. cycloalkanes are CnH2n). In an alkane, each carbon atom is sp3-hybridized with 4 sigma bonds (either C–C or C–H), and each hydrogen atom is joined to one of the carbon atoms (in a C–H bond).
Document 8 ::: In organic chemistry, an alkane, or paraffin (a historical trivial name that also has other meanings), is an acyclic saturated hydrocarbon. In other words, an alkane consists of hydrogen and carbon atoms arranged in a tree structure in which all the carbon–carbon bonds are single. Alkanes have the general chemical formula CnH2n+2. The alkanes range in complexity from the simplest case of methane (CH4), where n = 1 (sometimes called the parent molecule), to arbitrarily large and complex molecules, like pentacontane (C50H102) or 6-ethyl-2-methyl-5-(1-methylethyl) octane, an isomer of tetradecane (C14H30).
Document 9 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 10 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
92
|
What percentage of men suffer from some form of erectile dysfunction by age 40?
|
[
"A. approximately 60 percent",
"B. approximately 40 percent",
"C. approximately 80 percent",
"D. approximately 10 percent"
] |
B. approximately 40 percent
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 6 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 7 ::: The questions are divided into four categories: arithmetic, algebra, geometry and problem solving, and the number of questions that the student answered correctly for each category is listed along with the regional mean. Every school receives a more comprehensive analysis, with a complete record of answers given by all students, as well as the percentage of students choosing any given answer for a given question, and a comparison to the percentage of students choosing any given answer for a given question in the whole region. Schools also receive an analysis of their students by mathematical topic, compared to the entire region.
Document 8 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: There was a hard, universally used pass-fail criterion for the Eddy Test, and a second chance was normally never allowed. Eddy described the test as having questions with multiple-choice answers, with each of the answers giving some indication of the test-taker's mathematics/physics knowledge, creativity, reasoning ability, and general aptitude. Most answers were weighted – not simply right or wrong – and speed certainly affected the results. No copies of the actual test have been found.
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
93
|
What secures together immovable joints and prevents them from moving?
|
[
"A. dense cartilage",
"B. light collagen",
"C. light cartilage",
"D. dense collagen"
] |
D. dense collagen
|
Document 1 ::: The solid phase is made up of porous ECM. The proteoglycans and interstitial fluids interact to give compressive force to the cartilage through negative electrostatic repulsive forces. The ion concentration difference between the extracellular and intracellular ions composition of chondrocytes result in hydrostatic pressure. During development, mechanical environment of joint determines surface and topology of the joint. In adult, moderate mechanical loading is required to maintain cartilage; immobilization of joint leads to loss of proteoglycans and cartilage atrophy while excess mechanical loading results in degeneration of joint.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: The study of biomaterials is called biomaterials science. It has experienced steady and strong growth over its history, with many companies investing large amounts of money into the development of new products. Biomaterials science encompasses elements of medicine, biology, chemistry, tissue engineering and materials science.
Document 8 ::: A biomaterial is any matter, surface, or construct that interacts with living systems. As a science, biomaterials is about fifty years old. The study of biomaterials is called biomaterials science or biomaterials engineering. It has experienced steady and strong growth over its history, with many companies investing large amounts of money into the development of new products. Biomaterials science encompasses elements of medicine, biology, chemistry, tissue engineering and materials science.
Document 9 ::: "In Physics II.3 and Metaphysics V.2, Aristotle holds that there are four kinds of answers to "why" questions: Matter The material cause of a change or movement. This is the aspect of the change or movement that is determined by the material that composes the moving or changing things. For a table, this might be wood; for a statue, it might be bronze or marble.
Document 10 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
|
94
|
Transform faults are the site of massive what?
|
[
"A. vibrations",
"B. earthquakes",
"C. storms",
"D. tornadoes"
] |
B. earthquakes
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 4 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 5 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 10 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
|
95
|
When water goes above and below its freezing point, what rock-breaking phenomenon is common?
|
[
"A. ice locking",
"B. ice wedging",
"C. ice crushing",
"D. ice inverting"
] |
B. ice wedging
|
Document 1 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 2 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 5 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 6 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 7 ::: Urban Hjärne described frost effects in soil in 1694. By 1930, Stephen Taber, head of the Department of Geology at the University of South Carolina, had disproved the hypothesis that frost heaving results from molar volume expansion with freezing of water already present in the soil prior to the onset of subzero temperatures, i.e. with little contribution from the migration of water within the soil. Since the molar volume of water expands by about 9% as it changes phase from water to ice at its bulk freezing point, 9% would be the maximum expansion possible owing to molar volume expansion, and even then only if the ice were rigidly constrained laterally in the soil so that the entire volume expansion had to occur vertically. Ice is unusual among compounds because it increases in molar volume from its liquid state, water.
Document 8 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 9 ::: 1C – Proved contingent resources 1oo2 – One out of two voting (instrumentation) 1P – Proven reserves 2C – Proved and probable contingent resources 2D – two-dimensional (geophysics) 2oo2 – Two out of two voting (instrumentation) 2oo3 – Two out of three voting (instrumentation) 2P – proved and probable reserves 3C – three components seismic acquisition (x, y, and z) 3C – Proved, probable and possible contingent resources 3D – three-dimensional (geophysics) 3P – proved, probable and possible reserves 4D – multiple 3Ds acquired over time (the 4th D) over the same area with the same parameters (geophysics) 8rd – eight round (describes the number of revolutions per inch of pipe thread)
Document 10 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
|
96
|
The diatoms are unicellular photosynthetic protists that encase themselves in intricately patterned, glassy cell walls composed of silicon dioxide in a matrix of organic particles. these protists are a component of freshwater and these?
|
[
"A. waste plankton",
"B. marine plankton",
"C. source plankton",
"D. land plankton"
] |
B. marine plankton
|
Document 1 ::: Naegleria gruberi, freshwater non-pathogenic amoeboflagellate sometimes used in eukaryotic cell biology experiments. Emiliania huxleyi, unicellular marine coccolithophore alga, extensively studied as a model phytoplankton species. Thalassiosira pseudonana, unicellular marine diatom alga, extensively studied as a model marine diatom since its genome was published in 2004.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 6 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 7 ::: (B) Metabolic processes include the synthesis of CAPs (gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 8 ::: In microbiology and planktology, a theca is a subcellular structural component out of which the frustules of diatoms and dinoflagellates are constructed.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: The organisms have been better understood as improvements in microscopy facilitated the study of their fine structure, and it has been suggested that they represent either the eggs or juvenile stage of a marine animal. However, recent research has suggested that they represent the test of a group of protists with uncertain affinities.The ecology of chitinozoa is also open to speculation; some may have floated in the water column, where others may have attached themselves to other organisms. Most species were particular about their living conditions, and tend to be most common in specific paleoenvironments. Their abundance also varied with the seasons.
|
97
|
What type of reactions form compounds?
|
[
"A. mineral reactions",
"B. chemical reactions",
"C. physical reactions",
"D. consumption reactions"
] |
B. chemical reactions
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 7 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 8 ::: After the on-line questions, students will take a test about what they have learned while solving the on-line questions. First grade students in high school take this test. The questions are based on basic chemistry. The test can determine how much the students understand basic chemistry.
Document 9 ::: Structure and Matter, 20% States of Matter, 20% Reactions, 35–40% Descriptive Chemistry, 10–15% Laboratory, 5–10%
Document 10 ::: The annual AP Chemistry examination, which is typically administered in May, is divided into two major sections (multiple-choice questions and free response essays).
|
98
|
Millions of years ago, plants used energy from the sun to form what?
|
[
"A. evolution",
"B. fossil fuels",
"C. greenhouse gases",
"D. carbon compounds"
] |
D. carbon compounds
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 5 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 6 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
|
99
|
What is the term for the process in which living things with beneficial traits produce more offspring than others do?
|
[
"A. natural selection",
"B. natural survival",
"C. natural process",
"D. natural variety"
] |
A. natural selection
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: natural selection A process in nature in which organisms possessing certain genotypic characteristics that make them better adjusted to an environment tend to survive, reproduce, increase in number or frequency, and therefore, are able to transmit and perpetuate their essential genotypic qualities to succeeding generations. neurobiology Also called neuroscience. The scientific study of the nervous system.
Document 3 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 4 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 5 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 6 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: 1.) Natural selection has resulted in an evolved motivational disposition to attempt to gain access to and control of the resources that have covaried with survival and reproductive outcomes during human evolution. 2.) These resources fall into three broad categories: social, biological, and physical which correspond to the respective domains of folk psychology, folk biology, and folk physics.
Document 9 ::: natural selection – natural genetic engineering – nature versus nurture – Neo-Darwinism – neutral theory of molecular evolution – Baron Franz Nopcsa – "Nothing in Biology Makes Sense Except in the Light of Evolution"
Document 10 ::: The GRE subject test in biology was a standardized test in the United States created by the Educational Testing Service, and is designed to assess a candidate's potential for graduate or post-graduate study in the field of biology. The test is comprehensive and covers—in equal proportions—molecular biology, organismal biology, and ecology and evolution.This exam, like all the GRE subject tests, is paper-based, as opposed to the GRE general test which is usually computer-based. It contains 194 questions, which are to be answered within 2 hours and 50 minutes. Scores on this exam are required for entrance to some biology Ph.D.
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.