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11,000
|
Both energy and heat can be expressed in units of what?
|
[
"A. amperes",
"B. ohms",
"C. joules",
"D. velocities"
] |
C. joules
|
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 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 ยผ 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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 7 ::: 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 answeringโmathematical question generationโhas 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 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 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 ::: 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.
|
11,001
|
In fact, when sitting in the sun, many ectothermic lizards have higher body temperatures than what?
|
[
"A. insects",
"B. primates",
"C. carnivores",
"D. mammals"
] |
D. mammals
|
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 ::: 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 ยผ 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: 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.
|
11,002
|
In binary fission how many times does a cell split?
|
[
"A. six",
"B. two",
"C. four",
"D. one"
] |
B. two
|
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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ยผ 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 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 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 ::: Fission, in biology, is the division of a single entity into two or more parts and the regeneration of those parts to separate entities resembling the original. The object experiencing fission is usually a cell, but the term may also refer to how organisms, bodies, populations, or species split into discrete parts. The fission may be binary fission, in which a single organism produces two parts, or multiple fission, in which a single entity produces multiple parts.
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 ::: Approximately 6,000 students take this first exam, which consists of 25 multiple choice questions to be solved in 75 minutes, focusing on algebra-based mechanics. In the past, a quarter point was deducted for each incorrect answer. From 2015 onwards, no points were deducted for incorrect answers. Prior to 2018, the exam was offered over multiple weeks at the discretion of the exam centers. From 2018 to 2023, the exam was changed to two single-day events with two different exams, F=ma A and F=ma B, to increase exam security. As of 2023, only one F=ma exam is given.
|
11,003
|
What do nonvascular plants reproduce with?
|
[
"A. spores",
"B. vascular plants",
"C. photosynthesis",
"D. toxins"
] |
A. spores
|
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 ::: 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 6 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 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.
|
11,004
|
The most powerful or influential individual in a group is sometimes called what?
|
[
"A. superior",
"B. beta",
"C. dominant",
"D. gamma"
] |
C. dominant
|
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 ยผ 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 ::: 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 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 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 ::: 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 ::: : 24, 43 The first of the Boys to join them was Segrรจ, who had been studying engineering. Segrรจ had got to know Rasetti through mountaineering and then been drawn into physics by their gatecrashing the first Volta Conference on Lake Como together. : 66 Amaldi as a schoolboy already knew Fermi through his father, a mathematician; the families had hiked together in the Dolomites.
|
11,005
|
What is the first stage of cellular respiration?
|
[
"A. amniocentesis",
"B. glycolysis",
"C. hydrolysis",
"D. photosynthesis"
] |
B. glycolysis
|
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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
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 ::: 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 ::: Since many students who apply to graduate programs in biochemistry 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 biochemistry curriculum. A sampling of test item content is given below:
Document 9 ::: 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 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.
|
11,006
|
In which direction does heat always flow through objects?
|
[
"A. from low to high",
"B. from left to right",
"C. from cooler to hotter",
"D. from hotter to cooler"
] |
D. from hotter to cooler
|
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 ยผ 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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: 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 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 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 ::: 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 ::: Multiple Choice and Free Response Sections of the APยฎ 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
|
11,007
|
Like sharks, nearly the entire human skeleton during a specific pre-birth developmental stage is made of what connective tissue?
|
[
"A. chloroplasm",
"B. collagen",
"C. cartilage",
"D. phloem"
] |
C. cartilage
|
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 ::: 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 ::: Hierarchical structures are distinct features seen throughout different length scales. To understand how the hierarchical structure of mineralized tissues contributes to their remarkable properties, those for nacre and bone are described below. Hierarchical structures are characteristic of biology and are seen in all structural materials in biology such as bone and nacre from seashells
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 6 ::: Nearly all materials could be seen as hierarchically structured, since the changes in spatial scale bring about different mechanisms of deformation and damage. However, in biological materials, this hierarchical organization is inherent to the microstructure. One of the first examples of this, in the history of structural biology, is the early X-ray scattering work on the hierarchical structure of hair and wool by Astbury and Woods. In bone, for example, collagen is the building block of the organic matrix, a triple helix with diameter of 1.5 nm.
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 ::: In biology, matrix (PL: matrices) is the material (or tissue) in between an eukaryotic organism's cells. The structure of connective tissues is an extracellular matrix. Fingernails and toenails grow from matrices. It is found in various connective tissues. It serves as a jelly-like structure instead of cytoplasm in connective tissue.
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.
|
11,008
|
When this forms underground, volcanoes rise?
|
[
"A. pumice",
"B. magma",
"C. soil",
"D. CO2"
] |
B. magma
|
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 ::: 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 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 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 ::: 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 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 ::: 1C โ Proved contingent resources 1oo2 โ One out of two voting (instrumentation) 1P โ Proven reserves 2C โ Proved and probable contingent resources 2D โ two-dimensional (geophysics) 2oo2 โ Two out of two voting (instrumentation) 2oo3 โ Two out of three voting (instrumentation) 2P โ proved and probable reserves 3C โ three components seismic acquisition (x, y, and z) 3C โ Proved, probable and possible contingent resources 3D โ three-dimensional (geophysics) 3P โ proved, probable and possible reserves 4D โ multiple 3Ds acquired over time (the 4th D) over the same area with the same parameters (geophysics) 8rd โ eight round (describes the number of revolutions per inch of pipe thread)
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 ::: : 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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
|
11,009
|
Hormones produced by what gland in the neck increase the rate of metabolism in cells throughout the body?
|
[
"A. thymus",
"B. pituitary",
"C. kidney",
"D. thyroid"
] |
D. thyroid
|
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 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 ::: 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 ::: 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 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 ยผ 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 ::: 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 answeringโmathematical question generationโhas 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).
|
11,010
|
When the ventricles begin to contract, pressure within the ventricles rises and blood flows toward the area of lowest pressure, which is initially in the atria. this backflow causes the cusps of the tricuspid and mitral (bicuspid) valves to close. these valves are tied down to the papillary muscles by these?
|
[
"A. chollphyide tendineae",
"B. choanocyte tendineae",
"C. chordae tendineae",
"D. photoreactive tendineae"
] |
C. chordae tendineae
|
Document 1 ::: The parameter of the model are the resistances, the capacitances, the inductances and the elastances. The unknowns of the system are the blood volumes inside each heart chamber, the blood pressures and fluxes inside each compartment of the circulation. The system of ordinary differential equations is solved by means of a numerical method for temporal discretization, e.g., a Runge-Kutta method.The cardiovascular system is split into different compartments: the four heart chambers: left and right atrium and left and right ventricles; the systemic circulation that can be split into arteries, veins and, if needed, in other compartments accounting for different blood vessels; the pulmonary circulation that can be split into arteries, veins and, if needed, in other compartments accounting for different blood vessels.Downstream of the left atrium and ventricle and right atrium and ventricle there are the four cardiac valves: mitral, aorta, tricuspid and pulmonary valves, respectively.The splitting of the pulmonary and systemic circulation is not fixed, for example, if the interest of the study is in systemic capillaries, the compartment accounting for the systemic capillaries can be added to the lumped parameter model.
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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 6 ::: (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.
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 ยผ 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 ::: 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 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.
|
11,011
|
What is the skin of most reptiles covered with?
|
[
"A. cuticle",
"B. hairs",
"C. pores",
"D. scales"
] |
D. scales
|
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 ยผ 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 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 ::: 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 ::: 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.
|
11,012
|
Gasoline, natural gas, fuel oil, diesel fuel, jet fuel, coal, kerosene, and propane are examples of what type of fule?
|
[
"A. hydrocarbon fuel",
"B. polymerization fuel",
"C. nuclear fue",
"D. electrolysis fuel"
] |
A. hydrocarbon fuel
|
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 ::: : 173 Biofuels (and bioenergy in general) are regarded as a renewable energy source. : 11 The two most common types of biofuel are bioethanol and biodiesel. The U.S.
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 ::: 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 ::: An alternative considered likely by some is that oil will be replaced with renewable energy during the first half of the 21st century. The replacement fuel would likely be hydrogen. A hydrogen economy would then replace the current oil-based economy. Another possible replacement fuel is biogas, which is composed of methane.
Document 7 ::: The areas of training offered by the Faculty are extremely diverse. For example, students at the Department of Oil Processing Technologies learn about the technology and processes for the production of petroleum products, explore indicators of quality for oil products and raw materials, develop innovative solutions to improve the energy efficiency of processing plants. The Department of Gas Chemistry looks into the methods for obtaining substances and materials from hydrocarbon gases applying physical and chemical processes. The Department of Chemistry and Technology of Lubricants students master production technologies of motor oils, lubricants and fluids.
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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ยผ 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.
|
11,013
|
Nearly all life processes depend on what substance, which is involved in biochemical reactions?
|
[
"A. food",
"B. air",
"C. hydrocarbons",
"D. water"
] |
D. 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 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 ::: 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 ::: 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 9 ::: 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 10 ::: All types of chemistry are required, with emphasis on biochemistry, organic chemistry and physical chemistry. Basic classes in biology, including microbiology, molecular biology, molecular genetics, cell biology, and genomics, are focused on. Some instruction in experimental techniques and quantification is also part of most curricula.
|
11,014
|
What has increased in the atmosphere throughout the history of the earth?
|
[
"A. wind",
"B. nitrogen",
"C. oxygen",
"D. carbon"
] |
C. 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 ::: 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 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 ยผ 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 ::: : 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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 7 ::: 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 8 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 9 ::: 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 10 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,015
|
Which two states of matter have definite volumes?
|
[
"A. solids and liquids",
"B. GAS AND LIQUIDS",
"C. bacteria and liquids",
"D. contrasts and liquids"
] |
A. solids and liquids
|
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 ยผ 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 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 6 ::: Chemists often use the phrase "standard temperature and pressure" or "STP" to convey that they are working at a temperature of 0 ยฐC 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 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 ::: 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 ::: 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.
|
11,016
|
Tendon, cartilage, and bone are examples of what type of tissue that supports and binds other tissues of the body?
|
[
"A. muscular tissue",
"B. repetitive tissue",
"C. untreated tissue",
"D. connective tissue"
] |
D. connective tissue
|
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 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 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 ::: In biology, matrix (PL: matrices) is the material (or tissue) in between an eukaryotic organism's cells. The structure of connective tissues is an extracellular matrix. Fingernails and toenails grow from matrices. It is found in various connective tissues. It serves as a jelly-like structure instead of cytoplasm in connective tissue.
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 ::: Biomaterials science encompasses elements of medicine, biology, chemistry, tissue engineering and materials science. Note that a biomaterial is different from a biological material, such as bone, that is produced by a biological system. Additionally, care should be exercised in defining a biomaterial as biocompatible, since it is application-specific. A biomaterial that is biocompatible or suitable for one application may not be biocompatible in another.
Document 7 ::: Three separate studies at universities across the United States found that students who modeled body systems out of clay were significantly better at identifying the constituent parts of human anatomy than their classmates who performed animal dissection.Another study found that students preferred using clay modeling over animal dissection and performed just as well as their cohorts who dissected animals.In 2008, the National Association of Biology Teachers (NABT) affirmed its support for classroom animal dissection stating that they "Encourage the presence of live animals in the classroom with appropriate consideration to the age and maturity level of the students โฆNABT urges teachers to be aware that alternatives to dissection have their limitations. NABT supports the use of these materials as adjuncts to the educational process but not as exclusive replacements for the use of actual organisms. "The National Science Teachers Association (NSTA) "supports including live animals as part of instruction in the K-12 science classroom because observing and working with animals firsthand can spark students' interest in science as well as a general respect for life while reinforcing key concepts" of biological sciences.
Document 8 ::: 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 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 ยผ 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.
|
11,017
|
What is the sac-like organ at the end of the esophagus?
|
[
"A. appendix",
"B. stomach",
"C. rectum",
"D. larynx"
] |
B. stomach
|
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 ยผ 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 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 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 ::: 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 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 ::: 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 ::: 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.
|
11,018
|
Which class of acids acetic acid (ch 3 cooh) belongs to?
|
[
"A. organic acids",
"B. strong acids",
"C. anorganic acids",
"D. common acids"
] |
A. organic acids
|
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 ::: 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 ::: 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 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 ::: Organic Chemistry and Inorganic Chemistry questions in the theory are important for choosing the representatives. In the experiment, students solve one Organic Chemistry experiment and one Quantitative Chemistry experiment. Four students who got a high score represents South Korea in IChO. If all the four representatives are the same gender, the student who got a highest score between the other gender who ranked eighth or higher becomes the representative instead of the fourth student.
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 ::: On-line Questions are uploaded again after the Winter School. The leftovers of the Winter School and other people who didn't join the Winter School have to take this test to join the Summer School 2. Second grade students in the high school take this test. In this test, almost half of these questions will be related to Organic Chemistry. 20 well-ranked students can join the Winter School 2.
|
11,019
|
What happens to the total energy of the system when heat is positive?
|
[
"A. it decreases",
"B. it increases",
"C. it remains constant",
"D. nothing"
] |
B. it increases
|
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 ::: 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 ยผ 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 ::: 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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 8 ::: Response times for complex systems can be evaluated with detailed numerical simulation, or a thermal time constant estimated from a lumped system analysis. : 627 A higher value of volumetric heat capacity generally means a longer time for the system to reach equilibrium. Analogies of thermal inertia to the inertial behaviors observed in other disciplines of engineering and physics can sometimes be used with caution.
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 ::: 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.
|
11,020
|
What type of species can alternate between medusa and polyp forms?
|
[
"A. crocodilian",
"B. mollusks",
"C. cnidarian",
"D. chordata"
] |
C. cnidarian
|
Document 1 ::: 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 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 ::: However, the ecology of the polyp life stage is not well understood in most jellyfish species. Many polyps are difficult to sample due to their fragility. There have been calls for future research to focus on the ecology of both the medusae and the polyp life stages to better understand bloom dynamics throughout the organisms' entire lifespans.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ยผ 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 ::: 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 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 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 ::: Cnidarians are the simplest animals in which the cells are organized into tissues. Specialist cells include epithelial cells, neurons, muscle fibres and stem cells, and there is a complex extracellular matrix. Nematostella vectensis is used as a model organism for the study of evolution, genomics, reproductive biology, developmental biology and ecology. It is easy to care for in the laboratory, even in inland locations, and a protocol has been developed for the induction of gametogenesis which can yield large numbers of embryos on a daily basis.
|
11,021
|
Extensive and intensive are categories of properties that apply to what?
|
[
"A. weight",
"B. matter",
"C. volume",
"D. height"
] |
B. matter
|
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 ยผ 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 ::: 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 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 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 ::: 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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.
|
11,022
|
The vertebrate circulatory system enables blood to deliver ________ and remove wastes throughout the body.
|
[
"A. hydrogen and nutrients",
"B. fluid and nutrients",
"C. oxygen and nutrients",
"D. acid and nutrients"
] |
C. oxygen and nutrients
|
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 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 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 ::: blood A body fluid that circulates in humans and other vertebrate animals and is generally responsible for delivering necessary substances such as oxygen and nutrients between the cells and tissues of the body and transporting metabolic waste products away from those same cells and tissues. bloodโbrain barrier A semipermeable membrane separating the blood from the cerebrospinal fluid, and constituting a barrier to the passage of cells, particles, and large molecules. botany The branch of biology that studies plants. building biology A science that leads to natural healthy ecological homes, schools, and workplaces that exist in harmony with the environment.
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 8 ::: Because geology and chemistry have major roles in the study of this process, the recycling of inorganic matter between living organisms and their environment is called a biogeochemical cycle.The six aforementioned elements are used by organisms in a variety of ways. Hydrogen and oxygen are found in water and organic molecules, both of which are essential to life. Carbon is found in all organic molecules, whereas nitrogen is an important component of nucleic acids and proteins.
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 ::: 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 ยผ 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.
|
11,023
|
By what kind of change can a chemical change be reversed?
|
[
"A. another carbon change",
"B. another radioactive change",
"C. another thermal change",
"D. another chemical change"
] |
D. another chemical change
|
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 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 4 ::: Chemical changes occur when a substance combines with another to form a new substance, called chemical synthesis or, alternatively, chemical decomposition into two or more different substances. These processes are called chemical reactions and, in general, are not reversible except by further chemical reactions. Some reactions produce heat and are called exothermic reactions and others may require heat to enable the reaction to occur, which are called endothermic reactions. Understanding chemical changes is a major part of the science of chemistry.
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 ::: 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 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 ::: 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 ::: (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.
Document 10 ::: 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.
|
11,024
|
Earthquakes at convergent plate boundaries mark the location of the what?
|
[
"A. subducting lithosphere",
"B. shorting lithosphere",
"C. speeding lithosphere",
"D. abducting lithosphere"
] |
A. subducting lithosphere
|
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 ::: 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 coreโmantle boundary, is the Dโณ ("D double-prime" or "D prime prime").
Document 3 ::: 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 4 ::: 1C โ Proved contingent resources 1oo2 โ One out of two voting (instrumentation) 1P โ Proven reserves 2C โ Proved and probable contingent resources 2D โ two-dimensional (geophysics) 2oo2 โ Two out of two voting (instrumentation) 2oo3 โ Two out of three voting (instrumentation) 2P โ proved and probable reserves 3C โ three components seismic acquisition (x, y, and z) 3C โ Proved, probable and possible contingent resources 3D โ three-dimensional (geophysics) 3P โ proved, probable and possible reserves 4D โ multiple 3Ds acquired over time (the 4th D) over the same area with the same parameters (geophysics) 8rd โ eight round (describes the number of revolutions per inch of pipe thread)
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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 6 ::: For instance, a hydrogeologist may need to determine if seepage of toxic substances from waste dumps is occurring in a residential area or if salty water is seeping into an aquifer. Plate tectonics is a theory developed during the 1960s which describes the movement of continents by way of the separation and collision of crustal plates. It is in a sense structural geology on a planet scale, and is used throughout structural geology as a framework to analyze and understand global, regional, and local scale features.
Document 7 ::: geodetic north See true north. geodetics See geodesy. geodynamics A subfield of geophysics and Earth science that studies the physical dynamics of the Earth by applying physics, chemistry, and mathematics to the understanding of how mantle convection and other internal processes lead to plate tectonics and geological phenomena such as mountain formation, volcanism, earthquakes, and faulting, among others.
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 ยผ 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 ::: Some sources accept this subject-object construct. Geology makes to subduct into an intransitive verb and a reflexive verb. The lower plate itself is the subject.
Document 10 ::: The new crust is magnetized by the Earth's magnetic field, which undergoes occasional reversals. Formation of new crust then displaces the magnetized crust apart, akin to a conveyor belt โ hence the name.Without workable alternatives to explain the stripes, geophysicists were forced to conclude that Holmes had been right: ocean rifts were sites of perpetual orogeny at the boundaries of convection cells. By 1967, barely two decades after discovery of the mid-oceanic rifts, and a decade after discovery of the striping, plate tectonics had become axiomatic to modern geophysics. In addition, Marie Tharp, in collaboration with Bruce Heezen, who was initially sceptical of Tharp's observations that her maps confirmed continental drift theory, provided essential corroboration, using her skills in cartography and seismographic data, to confirm the theory.
|
11,025
|
New seafloor forms when what object cools?
|
[
"A. ash",
"B. lava",
"C. rain",
"D. debris"
] |
B. lava
|
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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 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 ::: 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 ยผ 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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3โ (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 โ 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 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
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.
|
11,026
|
What are groups of atoms that behave as a single unit called?
|
[
"A. molecules",
"B. ions",
"C. particles",
"D. protons"
] |
A. molecules
|
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 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 ::: 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 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 ยผ 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: 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 annual AP Chemistry examination, which is typically administered in May, is divided into two major sections (multiple-choice questions and free response essays).
Document 10 ::: 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.
|
11,027
|
Hormones cause cellular changes by binding to receptors on these?
|
[
"A. reach cells",
"B. fighter cells",
"C. able cells",
"D. target cells"
] |
D. target cells
|
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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: Tumor biology allows for a number of potential intracellular targets. Many tumors are hormone dependent. The presence of hormone receptors can be used to determine if a tumor is potentially responsive to antihormonal therapy.
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 ::: (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.
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.
|
11,028
|
Food provides what type of energy needed by organisms, which is stored in bonds?
|
[
"A. calories",
"B. chemical energy",
"C. radiation energy",
"D. caffeine"
] |
B. chemical 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 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 ยผ 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 ::: 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 ::: 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 answeringโmathematical question generationโhas 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).
|
11,029
|
Catabolic reactions involve breaking what?
|
[
"A. metals",
"B. bonds",
"C. levels",
"D. molecules"
] |
B. bonds
|
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 ::: 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 annual AP Chemistry examination, which is typically administered in May, is divided into two major sections (multiple-choice questions and free response essays).
Document 9 ::: Structure and Matter, 20% States of Matter, 20% Reactions, 35โ40% Descriptive Chemistry, 10โ15% Laboratory, 5โ10%
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.
|
11,030
|
Scientists explain the world based on what?
|
[
"A. observations",
"B. changes",
"C. theories",
"D. patterns"
] |
A. observations
|
Document 1 ::: 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 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 ยผ 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 ::: 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 ::: 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 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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: 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.
|
11,031
|
What is the general name for saturated hydrocarbons?
|
[
"A. alkanes",
"B. petrolatums",
"C. halides",
"D. enzymes"
] |
A. alkanes
|
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 ::: 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 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 ::: 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.
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 ::: 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 HโCโกCโH), 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 C6H5โCH3), 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 9 ::: As defined by the International Union of Pure and Applied Chemistry's nomenclature of organic chemistry, hydrocarbons are classified as follows: Saturated hydrocarbons, which are the simplest of the hydrocarbon types. They are composed entirely of single bonds and are saturated with hydrogen. The formula for acyclic saturated hydrocarbons (i.e., alkanes) is CnH2n+2. : 623 The most general form of saturated hydrocarbons, (whether linear or branched species, and whether with without one or more rings) is CnH2n+2(1-r), where r is the number of rings.
Document 10 ::: 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.
|
11,032
|
Changing electric and mnagnetic fields radiate outward when?
|
[
"A. charged particles accelerate",
"B. particles lose their charge",
"C. firing particles accelerate",
"D. particles multiply"
] |
A. charged particles accelerate
|
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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ยผ 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 ::: Multiple Choice and Free Response Sections of the APยฎ 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 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 ::: Approximately the top 400 students from the F=ma exam are invited to take a free-response, calculus-based exam covering all topics in introductory physics, including mechanics, electricity and magnetism, thermodynamics, fluids, relativity, waves, and nuclear and atomic physics. There are two parts in the exam, each allotted 90 minutes, and 6 problems in total. Prior to 2017, the exam could be taken at any time during a two-week window in March.
Document 9 ::: AP Physics C: Electricity and Magnetism covers electricity and magnetism, including: Unit 1: Electrostatics Unit 2: Conductors, Capacitors, Dielectrics Unit 3: Electric Circuits Unit 4: Magnetic Fields Unit 5: Electromagnetism
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.
|
11,033
|
What significant part of the cell do prokaryotic cells lack?
|
[
"A. mitochondrial dna",
"B. a nucleus",
"C. a cell wall",
"D. a ribosome"
] |
B. a 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 9 ::: Methods of importance to cellular biology, such as fluorescence probes (e.g., FRAP, FRET and GFP) and imaging, will be covered as appropriate within the context of the content below. A. Cellular Compartments of Prokaryotes and Eukaryotes: Organization, Dynamics and Functions Cellular membrane systems (e.g., structure and transport across membrane) Nucleus (e.g., envelope and matrix) Mitochondria and chloroplasts (e.g., biogenesis and evolution) B. Cell Surface and Communication Extracellular matrix (including cell walls) Cell adhesion and junctions Signal transduction Receptor function Excitable membrane systems C. Cytoskeleton, Motility and Shape Regulation of assembly and disassembly of filament systems Motor function, regulation and diversity D. Protein, Processing, Targeting and Turnover Translocation across membranes Posttranslational modification Intracellular trafficking Secretion and endocytosis Protein turnover (e.g., proteosomes, lysosomes, damaged protein response) E. Cell Division, Differentiation and Development Cell cycle, mitosis and cytokinesis Meiosis and gametogenesis Fertilization and early embryonic development (including positional information, homeotic genes, tissue-specific expression, nuclear and cytoplasmic interactions, growth factors and induction, environment, stem cells and polarity)
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.
|
11,034
|
Where do ectotherms get most of their heat?
|
[
"A. external sources",
"B. metabolism",
"C. internally",
"D. food"
] |
A. external sources
|
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 ::: Because of historical accident, students encounter a source of possible confusion between the terminology of physics and biology. Whereas the thermodynamic terms "exothermic" and "endothermic" respectively refer to processes that give out heat energy and processes that absorb heat energy, in biology the sense is effectively reversed. The metabolic terms "ectotherm" and "endotherm" respectively refer to organisms that rely largely on external heat to achieve a full working temperature, and to organisms that produce heat from within as a major factor in controlling their body temperatures.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 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 ยผ 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.
|
11,035
|
What layer is above the mesosphere?
|
[
"A. ionosphere",
"B. exosphere",
"C. thermosphere",
"D. stratosphere"
] |
C. thermosphere
|
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 Mesosphere, Lower Thermosphere and Ionosphere (MLTI) region of the atmosphere to be studied by TIMED is located between 60 and 180 kilometres (37 and 112 mi) above the Earth's surface, where energy from solar radiation is first deposited into the atmosphere. This can have profound effects on Earth's upper atmospheric regions, particularly during the peak of the Sun's 11-year solar cycle when the greatest amounts of its energy are being released. Understanding these interactions is also important for our understanding of various subjects in geophysics, meteorology, aeronomy, and atmospheric science, as solar radiation is one of the primary driving forces behind atmospheric tides. Changes in the MLT can also affect modern satellite and radio telecommunications.
Document 4 ::: Mesosphere (not to be confused with mesosphere, a layer of the atmosphere) is derived from "mesospheric shell", coined by Reginald Aldworth Daly, a Harvard University geology professor. In the pre-plate tectonics era, Daly (1940) inferred that the outer Earth consisted of three spherical layers: lithosphere (including the crust), asthenosphere, and mesospheric shell. Daly's hypothetical depths to the lithosphere-asthenosphere boundary ranged from 80 to 100 km (50 to 62 mi), and the top of the mesospheric shell (base of the asthenosphere) were from 200 to 480 km (124 to 298 mi).
Document 5 ::: โMesosphereโ (not to be confused with mesosphere, a layer of the atmosphere) is derived from โmesospheric shellโ, coined by Reginald Aldworth Daly, a Harvard University geology professor. In the pre-plate tectonics era, Daly (1940) inferred three spherical layers comprise the outer Earth: lithosphere (including the crust), asthenosphere, and mesospheric shell. Daly's hypothetical depths to the lithosphereโasthenosphere boundary ranged from 80 to 100 km and the top of the mesospheric shell (base of the asthenosphere) from 200 to 480 km. Thus, Daly's asthenosphere was inferred to be 120 to 400 km thick.
Document 6 ::: Atmospheric science initially developed in the late-19th century as a means to forecast the weather through meteorology, the study of weather. Atmospheric chemistry was developed in the 20th century to measure air pollution and expanded in the 1970s in response to acid rain. Climatology studies the climate and climate change.The troposphere, stratosphere, mesosphere, thermosphere, and exosphere are the five layers which make up Earth's atmosphere. 75% of the mass in the atmosphere is located within the troposphere, the lowest layer.
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 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 ยผ 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 ::: Terrestrial aeronomy focuses on the Earth's upper atmosphere, which extends from the stratopause to the atmosphere's boundary with outer space and is defined as consisting of the mesosphere, thermosphere, and exosphere and their ionized component, the ionosphere. Terrestrial aeronomy contrasts with meteorology, which is the scientific study of the Earth's lower atmosphere, defined as the troposphere and stratosphere. Although terrestrial aeronomy and meteorology once were completely separate fields of scientific study, cooperation between terrestrial aeronomers and meteorologists has grown as discoveries made since the early 1990s have demonstrated that the upper and lower atmospheres have an impact on one another's physics, chemistry, and biology.Terrestrial aeronomers study atmospheric tides and upper-atmospheric lightning discharges such as red sprites, sprite halos, blue jets, and ELVES. They also investigate the causes of dissociation and ionization processes in the Earth's upper atmosphere. Terrestrial aeronomers use ground-based telescopes, balloons, satellites, and sounding rockets to gather data from the upper atmosphere.
Document 10 ::: The mass spectrometer experiment on DADE-A was designed to perform composition measurements in the upper thermosphere (approximately 350 km (220 mi)). The instrument was a magnetic mass spectrometer with a Mattauch-Herzog geometry and would have measured the distribution of such atmospheric constituents as oxygen, nitrogen, helium, hydrogen, neon and argon.
|
11,036
|
What is produced by leydig cells in the embryonic testis and stimulates the development of male sexual organs?
|
[
"A. testosterone",
"B. estrogen",
"C. androgen",
"D. insulin"
] |
A. testosterone
|
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 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 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 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 ยผ 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 ::: There are many developmental questions to be considered, but Edelman is able to succinctly summarize the problem in a way that will show a clear explanatory path forward for him. The developmental genetic question defines the problem - and, the theoretical approach for him. "How does a one-dimensional genetic code specify a three-dimensional animal?" โ Gerald M. Edelman, from the glossary of Topobiology By 1984, Edelman would be ready to answer this question and combine it with his earlier ideas on degeneracy and somatic selection in the nervous system. Edelman would revisit this issue in Topobiology and combine it with an evolutionary approach, seeking a comprehensive theory of body plan formation and evolution.
Document 10 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,037
|
What is a continuous flow of electric charges called?
|
[
"A. circuit",
"B. electric current",
"C. magnetic current",
"D. electricity"
] |
B. electric current
|
Document 1 ::: AP Physics C: Electricity and Magnetism covers electricity and magnetism, including: Unit 1: Electrostatics Unit 2: Conductors, Capacitors, Dielectrics Unit 3: Electric Circuits Unit 4: Magnetic Fields Unit 5: Electromagnetism
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 ::: Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
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 ยผ 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 ::: electrodynamics The branch of physics that studies electrical charges and electrical currents. electrolyte A liquid or solid medium that carries electric current in the form of ions. electromagnet A magnet that generates a magnetic field from an electric current.
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 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 ::: 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 ::: 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 ::: earthquake engineering elastic modulus elasticity electric charge electric circuit electric current electric displacement field electric generator electric field electric field gradient electric motor electric potential electrical potential energy electric power electrical and electronics engineering electrical conductor electrical insulator electrical network Any interconnection of electrical components (e.g. batteries, resistors, inductors, capacitors, switches, etc.), or a model of such an interconnection consisting of electrical elements (e.g. voltage sources, current sources, resistances, inductances, and capacitances). electrical resistance electrodynamics electromagnet electromagnetic field electromechanics electronegativity electronics endothermic engine engineering engineering economics engineering ethics environmental engineering engineering physics Also called engineering science. The study of the combined disciplines of physics, mathematics and engineering, particularly computer, nuclear, electrical, electronic, materials or mechanical engineering. By focusing on the scientific method as a rigorous basis, it seeks ways to apply, design, and develop new solutions in engineering. estimator EulerโBernoulli beam equation exothermic
|
11,038
|
What causes high winds and monsoon storms in the desert?
|
[
"A. moderate spring temperature",
"B. and-12 summer temperature",
"C. low winter temperature",
"D. high summer temperature"
] |
D. high summer temperature
|
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 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 ยผ 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 ::: : 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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 4 ::: Climatology considers the past and can help predict future climate change. Phenomena of climatological interest include the atmospheric boundary layer, circulation patterns, heat transfer (radiative, convective and latent), interactions between the atmosphere and the oceans and land surface (particularly vegetation, land use and topography), and the chemical and physical composition of the atmosphere. Related disciplines include astrophysics, atmospheric physics, chemistry, ecology, physical geography, geology, geophysics, glaciology, hydrology, oceanography, and volcanology.
Document 5 ::: Air temperatures may vary much more, and though the water has a moderating effect, the air temperature more variable and may be much more extreme. : Ch 1.4 Seawater and splash zone chemistry: Ch 1.5 Biofouling: Ch 1.5 Currents cause drag loading on structures and equipment.
Document 6 ::: D region (in the atmosphere) Darrieus wind turbine dawn dBZ (meteorology) degree (temperature) deicing dendroclimatology ("extracting past climate information from information in trees") density altitude Denver Convergence Vorticity Zone (DCVZ) deposition (physics) (depression: see) low pressure area derecho (see also List of derecho events) dew dew point (dewpoint, Td) dew point depression disdrometer downwelling drizzle drought dry-bulb temperature dry line (dew point line) dry punch dry season dusk
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 ::: 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 ::: Meteorological phenomena are described and quantified by the variables of Earth's atmosphere: temperature, air pressure, water vapour, mass flow, and the variations and interactions of these variables, and how they change over time. Different spatial scales are used to describe and predict weather on local, regional, and global levels. Meteorology, climatology, atmospheric physics, and atmospheric chemistry are sub-disciplines of the atmospheric sciences.
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.
|
11,039
|
What are the three most common protective devices?
|
[
"A. fuses , fabrication breaks & surge protectors",
"B. fuses , circuit breaks & surge claws",
"C. tranistors, resistors & diodes",
"D. fuses, circuit breaks & surge protectors"
] |
D. fuses, circuit breaks & surge protectors
|
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 ยผ 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: In electronics and electrical engineering, a fuse is an electrical safety device that operates to provide overcurrent protection of an electrical circuit. Its essential component is a metal wire or strip that melts when too much current flows through it, thereby stopping or interrupting the current. It is a sacrificial device; once a fuse has operated it is an open circuit, and must be replaced or rewired, depending on its type. Fuses have been used as essential safety devices from the early days of electrical engineering.
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 ::: ABET-accredited electronics technician programs usually require at least two mathematics and physics courses besides the core competencies. Electronics technician curriculum generally consists of courses in basic electricity and electronics, including Ohm's Law, Parallel and Series Circuits, Magnetism, AC/DC Circuits, Capacitance, Inductance, Transformers, Resonance, Filters, Semiconductors, Transistors, Amplifiers, Integrated Circuits and Digital electronics. In addition to vocational learning outcomes associated with the study of electronics and control systems, graduates of electronics technician programs are also expected to have essential employability skills and meet certain general education learning outcomes.
Document 10 ::: receiver โ Superposition theorem โ Surge arrester โ Surge protection โ Switch โ Switched reluctance motor โ Switched-mode power supply โ Switchgear โ Symbolic circuit analysis โ Symmetrical components โ Synchro โ Synchronization (alternating current) โ Synchronous circuit โ Synchronous motor โ Synchronous rectification โ Synchroscope โ Syncom โ System identification โ System on a chip โ System on module โ Systems analysis โ
|
11,040
|
Which veins return oxygen-rich blood from the lungs to the heart?
|
[
"A. respiratory",
"B. varicose",
"C. jugular",
"D. pulmonary"
] |
D. pulmonary
|
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 ::: 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 ยผ 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 Final FRCR Part A examination comprises single best answers, split into two separate papers for the purposes of delivery. Each paper contains 120 questions and examining candidates on all aspects of clinical radiology and the basic sciences of physics, anatomy and techniques.The main areas examined are: 1. Cardiothoracic and Vascular 2. Musculoskeletal and Trauma 3.
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 7 ::: 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.
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 ::: 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.
|
11,041
|
Makemake and pluto are classified as what type of celestial object?
|
[
"A. black holes",
"B. gas giants",
"C. nebula",
"D. dwarf planets"
] |
D. dwarf planets
|
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 ::: Ask an Astrophysicist โ black holes Ask an Astrophysicist โ neutron stars and pulsars Goddard Space Center's Teachers Corner Archived 2009-01-17 at the Wayback Machine Basics of Radio Astronomy SETI Science Links Planetary Society Article
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 ยผ 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 ::: 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 ::: 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 7 ::: The preliminary round of the Sri Lankan Astronomy and Astrophysics Olympiad competition is a two-hour theory paper on Astronomy and Astrophysics. It usually consists of 20-30 multiple choice questions and five structured essay type questions. The competition is conducted in three languages Sinhala, Tamil and English.
Document 8 ::: 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 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 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.
|
11,042
|
What do you call the entire range of wavelengths of electromagnetic waves?
|
[
"A. electric spectrum",
"B. molecular spectrum",
"C. gaseous spectrum",
"D. electromagnetic spectrum"
] |
D. electromagnetic spectrum
|
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 ::: 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 ยผ 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 6 ::: These rotations and vibrations are quantized; there are discrete energy levels. The smallest energy differences exist between different rotational states, therefore pure rotational spectra are in the far infrared region (about 30 - 150 ยตm wavelength) of the electromagnetic spectrum. Vibrational spectra are in the near infrared (about 1 - 5 ยตm) and spectra resulting from electronic transitions are mostly in the visible and ultraviolet regions. From measuring rotational and vibrational spectra properties of molecules like the distance between the nuclei can be calculated.As with many scientific fields, strict delineation can be highly contrived and atomic physics is often considered in the wider context of atomic, molecular, and optical physics. Physics research groups are usually so classified.
Document 7 ::: Subject coverage encompasses the following: Applied physics, Electromagnetic technology, Microelectronics Atomic physics and Molecular physics Biological physics and Medical physics Classical physics and Quantum physics Condensed matter physics Elementary particle physics General physics, Optics, Acoustics, and Fluid dynamics Geophysics, Astronomy, Astrophysics Materials science Nuclear physics Plasma physics Physical chemistry
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 some laboratory lasers, such as a single pass through a regeneratively amplified Ti:Sapph stage, the physics is directly analogous to an amplified ray in an astrophysical maser.Furthermore, the practical limits of the use of the m to stand for microwave in maser are variously employed. For example, when lasers were initially developed in the visible portion of the spectrum, they were called optical masers. Charles Townes advocated that the m stand for molecule, since energy states of molecules generally provide the masing transition.
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.
|
11,043
|
Joules and calories are the units of what?
|
[
"A. energy and heat",
"B. heat and velocity",
"C. weight and energy",
"D. mass and potential"
] |
A. energy and heat
|
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 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 ยผ 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 ::: 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 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 ::: 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 ::: 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 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 ::: 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 answeringโmathematical question generationโhas 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 ::: Multiple Choice and Free Response Sections of the APยฎ 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
|
11,044
|
The brain and spinal cord are part of what system?
|
[
"A. cardiovascular system",
"B. immune system",
"C. central nervous system",
"D. digestive system"
] |
C. central nervous system
|
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 ::: Questions in systems neuroscience include how neural circuits are formed and used anatomically and physiologically to produce functions such as reflexes, multisensory integration, motor coordination, circadian rhythms, emotional responses, learning, and memory. In other words, they address how these neural circuits function in large-scale brain networks, and the mechanisms through which behaviors are generated. For example, systems level analysis addresses questions concerning specific sensory and motor modalities: how does vision work? How do songbirds learn new songs and bats localize with ultrasound?
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 ยผ 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 ::: (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.
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 ::: 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 9 ::: The study of the anatomy and function of the brain and spinal cord through the use of imaging (including intra-operative, Microscopic, Endoscopic and Multi-Modality imaging), Immunohistochemistry, Molecular & optogenetics, Stem cell and Cellular Biology, Engineering (material, electrical and biomedical), Neurophysiology and Nanotechnology (See Brain Mapping for more information).
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.
|
11,045
|
The two parathyroid glands are located behind what gland?
|
[
"A. hypothalmus",
"B. thyroid",
"C. thymus",
"D. pituitary gland"
] |
B. thyroid
|
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 ::: 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 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 ยผ 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 ::: 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 ::: 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.
|
11,046
|
Fission is a method of what type of reproduction exhibited by some planarians?
|
[
"A. asexual",
"B. propagation",
"C. spawning",
"D. sexual"
] |
A. asexual
|
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 ::: 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 ::: Amphimedon queenslandica, a demosponge from the phylum Porifera used as a model for evolutionary developmental biology and comparative genomics Arbacia punctulata, the purple-spined sea urchin, classical subject of embryological studies Aplysia, a sea slug, whose ink release response serves as a model in neurobiology and whose growth cones serve as a model of cytoskeletal rearrangements Branchiostoma floridae, a species commonly known as amphioxus or lancelet from the subphylum Cephalochordata of the phylum Chordata used as a model for understanding the evolution of nonchordate deuterostomes, invertebrate chordates, and vertebrates Caenorhabditis elegans, a nematode, usually called C. elegans - an excellent model for understanding the genetic control of development and physiology. C.elegans has a fixed number of 1031 cells. C. elegans was the first multicellular organism whose genome was completely sequenced Callosobruchus maculatus, the bruchid beetle, used to study sexual selection and sexual conflict Chorthippus parallelus (the meadow grasshopper), used to study sexual selection and sexual conflict Ciona intestinalis, a sea squirt Daphnia spp., small planktonic crustaceans, highly sensitive to pollution, used for evaluating environmental toxicity of chemicals on aquatic invertebrates. Coelopidae, seaweed flies, used to study sexual selection and sexual conflict Diopsidae, stalk-eyed flies, used to study sexual selection and sexual conflict Drosophila, usually the species Drosophila melanogaster โ a kind of fruit fly, famous as the subject of genetics experiments by Thomas Hunt Morgan and others.
Document 5 ::: 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 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 ::: Biology, being the study of celular life, addresses reproduction in terms of growth and celular division (i.e., binary fission, mitosis and meiosis); however, the science of artificial reproduction is not restricted by the mirroring of these natural processes.The science of artificial reproduction is actually transcending the natural forms, and natural rules, of reproduction. For example, xenobots have redefined the classical conception of reproduction. Although xenobots are made of eukariotic cells they do not reproduce by mitosis, but rather by kinematic replication. Such constructive replication does not involve growing but rather building.
Document 8 ::: Fission, in biology, is the division of a single entity into two or more parts and the regeneration of those parts to separate entities resembling the original. The object experiencing fission is usually a cell, but the term may also refer to how organisms, bodies, populations, or species split into discrete parts. The fission may be binary fission, in which a single organism produces two parts, or multiple fission, in which a single entity produces multiple parts.
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 ::: 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.
|
11,047
|
The best method for preparing pure phosphorous acid is by hydrolyzing what?
|
[
"A. phosphorus trichloride",
"B. dioxide trichloride",
"C. dioxide phosphat",
"D. carbon trichloride"
] |
A. phosphorus trichloride
|
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 ::: 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 ::: Phosphorous acid has a pKa in the range 1.26โ1.3. HP(O)(OH)2 โ HP(O)2(OH)โ + H+ pKa = 1.3It is a diprotic acid, the hydrogenphosphite ion, HP(O)2(OH)โ is a weak acid: HP(O)2(OH)โ โ HPO2โ3 + H+ pKa = 6.7The conjugate base HP(O)2(OH)โ is called hydrogen phosphite, and the second conjugate base, HPO2โ3, is the phosphite ion. (Note that the IUPAC recommendations are hydrogen phosphonate and phosphonate respectively). The hydrogen atom bonded directly to the phosphorus atom is not readily ionizable. Chemistry examinations often test students' appreciation of the fact that not all three hydrogen atoms are acidic under aqueous conditions, in contrast with H3PO4.
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 ::: 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 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 ยผ 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.
|
11,048
|
What bonds result from the overlap of atomic orbitals?
|
[
"A. valent",
"B. hydrogen",
"C. metallic",
"D. covalents"
] |
D. covalents
|
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 ::: 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 5 ::: When atoms interact to form a chemical bond, the atomic orbitals of each atom are said to combine in a process called orbital hybridisation. The two most common types of bonds are sigma bonds (usually formed by hybrid orbitals) and pi bonds (formed by unhybridized p orbitals for atoms of main group elements). The geometry can also be understood by molecular orbital theory where the electrons are delocalised. An understanding of the wavelike behavior of electrons in atoms and molecules is the subject of quantum chemistry.
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 ::: It focuses on how the atomic orbitals of the dissociated atoms combine to give individual chemical bonds when a molecule is formed. In contrast, molecular orbital theory has orbitals that cover the whole molecule. Valence electronIn chemistry and physics, a valence electron is an outer shell electron that is associated with an atom, and that can participate in the formation of a chemical bond if the outer shell is not closed; in a single covalent bond, both atoms in the bond contribute one valence electron in order to form a shared pair.
Document 8 ::: Similarly, theories from classical physics can be used to predict many ionic structures. With more complicated compounds, such as metal complexes, valence bond theory is less applicable and alternative approaches, such as the molecular orbital theory, are generally used. See diagram on electronic orbitals.
Document 9 ::: Under these conditions, the bonds are all single bonds (or multiples of single bonds). Compounds can be constructed by linking carbon and hydrogen atoms with bonds that are all exactly equivalent. Under certain conditions, nitrogen can form three bonds and oxygen two, but since nitrogen and oxygen typically also form hydrogen bonds, the resulting N-H and O-H bonds have valences less than 1.0 vu, leading through the application of Eq. 1, to the C-C and C-H bonds having valences that differ from 1.0 vu. Nevertheless, the simple bonding rules of organic chemistry are still good approximations, though the rules of the bond valence model are better.
Document 10 ::: Because atoms and molecules are three-dimensional, it is difficult to use a single method to indicate orbitals and bonds. In molecular formulas the chemical bonds (binding orbitals) between atoms are indicated in different ways depending on the type of discussion. Sometimes, some details are neglected. For example, in organic chemistry one is sometimes concerned only with the functional group of the molecule.
|
11,049
|
What is a cluster of neuron cell bodies in the pns called?
|
[
"A. groupilion",
"B. gangnem",
"C. ganglion",
"D. crystals"
] |
C. ganglion
|
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 ::: 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 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 ::: 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 ยผ 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 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: (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.
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.
|
11,050
|
Unlike the passive form, the sodium-potassium pump uses what type of transport?
|
[
"A. active",
"B. phase",
"C. High",
"D. Low"
] |
A. active
|
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 ยผ 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 ::: 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 ::: 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 ::: 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
|
11,051
|
On insects, what are the openings on the sides of the abdomen that allows respiration to occur?
|
[
"A. wings",
"B. spiracles",
"C. chloroplasts",
"D. gills"
] |
B. spiracles
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 ::: 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 ยผ 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 ::: 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.
|
11,052
|
Salts of weak acids or bases can affect the acidity or what of their aqueous solution?
|
[
"A. atomicity",
"B. basicity",
"C. compound",
"D. ductility"
] |
B. basicity
|
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 ::: 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 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 ::: Organic Chemistry and Inorganic Chemistry questions in the theory are important for choosing the representatives. In the experiment, students solve one Organic Chemistry experiment and one Quantitative Chemistry experiment. Four students who got a high score represents South Korea in IChO. If all the four representatives are the same gender, the student who got a highest score between the other gender who ranked eighth or higher becomes the representative instead of the fourth student.
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 ยผ 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 ::: 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 10 ::: Several criteria influence the strength of the bonding: the nature of the cation, solvation effects, the nature of the ฯ system, and the geometry of the interaction.
|
11,053
|
Flowers, double fertilization, and fruits are unique features of what life cycle?
|
[
"A. dinoflagellate",
"B. early lifehood",
"C. protozoa",
"D. angiosperm"
] |
D. angiosperm
|
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 ::: 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 ::: 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 ::: 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 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 ::: 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 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,054
|
What is most often the cause of encephalitis?
|
[
"A. bacterial infections",
"B. viruses",
"C. parasites",
"D. calcium buildup"
] |
B. viruses
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ยผ 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 ::: 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 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 8 ::: The cause that directly leads to BAL is unclear. Exposure to radiation, chemical exposure, virus and genetics are the primary reasons proposed by researchers.
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 ::: 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.
|
11,055
|
Why do microwaves have a higher energy than radio waves?
|
[
"A. higher decibel",
"B. higher frequency",
"C. lower frequency",
"D. higher resonance"
] |
B. higher frequency
|
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 ::: This means there is an advantage to using higher frequencies for search radars, as they will be able to resolve a given sized object, like a warhead or booster fragments, from a smaller antenna. However, it is generally less expensive to generate radio power at lower frequencies, offsetting the disadvantage in resolution by allowing the construction of more powerful radars. The tradeoff between these two effects requires careful optimization.Radar blackout further confuses these issues.
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 ::: in Microwaves. In 1976 he received his D.Sc. (Eng.) from the University of London in Microwaves, Computer-aided Design, and Optimization of Circuits and Systems.
Document 5 ::: When bound to atoms and molecules, quantum mechanics causes electrons to naturally assume a set of distinct energy levels. Some of these correspond to photons of different energies, including radio frequencies. In metals the energy levels are so closely spaced that the electrons in them will respond to almost any radio frequency photon, which makes them excellent antenna materials. The same is true for free electrons, but in this case, there are no inherent energy levels at all, and the electrons will react to almost any photon.
Document 6 ::: Microwave-specific effects tend not to be controversial and invoke "conventional" explanations (i.e. kinetic effects) for the observed effects.Non-thermal microwave effects have been proposed in order to explain unusual observations in microwave chemistry. As the name suggests, the effects are supposed not to require the transfer of microwave energy into thermal energy. Such effects are controversial.
Document 7 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 8 ::: Courses and project work are offered leading toward graduate degrees. Specialties include microwave and RF integrated circuit design, antenna engineering, computational electromagnetics, radiowave propagation, radar and remote sensing systems, image processing, and THz imaging.Tufts University offers a Microwave and Wireless Engineering certificate program as part of its graduate studies programs. It can be applied toward a master's degree in electrical engineering.
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 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.
|
11,056
|
What is cytology.
|
[
"A. the study of cancers",
"B. the study of cell structure",
"C. the study of plants",
"D. the study of atomic structure"
] |
B. the study of cell structure
|
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 ::: cytology The study of the morphology, processes, and life history of living cells, particularly by means of light and electron microscopy. The term is also sometimes used as a synonym for the broader field of cell biology. cytolysis See lysis.
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: Most cells are visible only under a microscope. cell biology Also called cytology.
Document 6 ::: Cytopathology โ A branch of pathology that studies and diagnoses diseases on the cellular level. The most common use of cytopathology is the Pap smear, used to detect cervical cancer at an early treatable stage. Genetics โ The science of heredity and variation in living organisms. Biochemistry โ The study of the chemical processes in living organisms.
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 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 ยผ 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 ::: Cytogenetics Histology โ study of the structures of biological tissues by light microscopy, electron microscopy and immunohistochemistry. Immunology โ study of the immune system, which includes the innate and adaptive immune system in humans, for example. Laboratory medical biology Microbiology โ study of microorganisms, including protozoa, bacteria, fungi, and viruses.
Document 10 ::: Cytology is the name given to the branch of biology that deals with the formation, structure and functionality of the cells. Liver cytology specializes in the study of liver cells. The main liver cells are called hepatocytes; however, there are other cells that can be observed in a liver sample such as Kupffer cells (macrophages). The liver is the biggest gland of the body.
|
11,057
|
When solids change to gasses, they generally pass through what other state?
|
[
"A. frozen",
"B. liquid",
"C. carbon",
"D. chemical"
] |
B. liquid
|
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 ::: Chemists often use the phrase "standard temperature and pressure" or "STP" to convey that they are working at a temperature of 0 ยฐC 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 ::: 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 ::: 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 ::: 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 ::: 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 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 ยผ 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 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 ::: 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.
|
11,058
|
What is the structure which hangs from a newly hatched salmon larva?
|
[
"A. air sac",
"B. yolk sac",
"C. liquid sac",
"D. stomach sac"
] |
B. yolk sac
|
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 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ยผ 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 ::: 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 ::: 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 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 ::: 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.
|
11,059
|
What is made up of the pinna, ear canal, and eardrum?
|
[
"A. the epidermis",
"B. the outer ear",
"C. the inner ear",
"D. the nervous system"
] |
B. the outer ear
|
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 ::: Given the simple physics of sound, the anatomy and physiology of hearing can be studied in greater detail.
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 ยผ 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 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 ::: 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 ::: 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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.
|
11,060
|
What type of solvents is glucose insoluble in?
|
[
"A. nonpolar",
"B. alkaline",
"C. polar",
"D. acidic"
] |
A. nonpolar
|
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 ::: 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 ::: 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 ::: 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 6 ::: "I would study weak noncovalent bonds in the most challenging of solvents, water. Therefore, the โsynthetic objectiveโ would be the three-dimensional assembly of multiple specific noncovalent bonds in aqueous media. Biological molecules, such as proteins or nucleic acids, would be my target and small molecule synthesis combined with physical characterization and the methods of biology would provide the experimental foundation.
Document 7 ::: 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 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 ยผ 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 solvents are grouped into nonpolar, polar aprotic, and polar protic solvents, with each group ordered by increasing polarity. The properties of solvents which exceed those of water are bolded. The ACS Green Chemistry Institute maintains a tool for the selection of solvents based on a principal component analysis of solvent properties.
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.
|
11,061
|
What organ is divided into the duodenum, the jejunum, and the ileum?
|
[
"A. small intestine",
"B. kidney",
"C. lung",
"D. large intestine"
] |
A. small intestine
|
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 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 ยผ 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 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 ::: JEE(Advanced) is conducted in two shifts of three hours each - Paper-1 and Paper-2, both the papers consist questions from three major subjects- Physics, Chemistry and Mathematics. Unlike most of the other exams, the type and the number of questions being asked in the paper varies from year to year, with an average of about 36-38 questions asked from each subject across both the shifts, For example, the 2021 JEE Advanced paper had 38 questions (19 questions in Paper-1 and the next 19 in Paper-2) from each of the three subjects. Every subject had questions divided into 4 main sections- 1. Section 1 consisted of 4 Single correct-multiple choice questions with marking scheme of +4 for every correct answer, 0 if question is left unanswered and -1 for every wrong answer.
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 ::: 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 8 ::: 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 9 ::: 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 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.
|
11,062
|
Ectotherms undergo a variety of changes at the cellular level to acclimatize to shifts in what?
|
[
"A. oxygen",
"B. air pressure",
"C. temperature",
"D. precipitation"
] |
C. temperature
|
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 ::: 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 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 7 ::: 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 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,063
|
A comet striking the earth may have caused mass extinction, this would have decreased sunlight, which would have effected what plant process reducing food?
|
[
"A. fertilization",
"B. photosynthesis",
"C. decomposition",
"D. glycolysis"
] |
B. photosynthesis
|
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 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 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 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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
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 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 ::: 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 ::: 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 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 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?
|
11,064
|
Normal body temperature is ideal for most of what type of reactions?
|
[
"A. biochemical",
"B. theoretical",
"C. gas",
"D. plasma"
] |
A. biochemical
|
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 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 9 ::: Chemists often use the phrase "standard temperature and pressure" or "STP" to convey that they are working at a temperature of 0 ยฐC 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 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 ยผ 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.
|
11,065
|
What separates and strongly unites bodies of adjacent vertebrae?
|
[
"A. interstitial fluid",
"B. intervertebral disc",
"C. collagen fibers",
"D. synovial fluid"
] |
B. intervertebral disc
|
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 Final FRCR Part A examination comprises single best answers, split into two separate papers for the purposes of delivery. Each paper contains 120 questions and examining candidates on all aspects of clinical radiology and the basic sciences of physics, anatomy and techniques.The main areas examined are: 1. Cardiothoracic and Vascular 2. Musculoskeletal and Trauma 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 ยผ 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 6 ::: (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.
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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3โ (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 โ 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 ::: "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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
|
11,066
|
About 20 percent of carbon dioxide is bound by hemoglobin and is transported where?
|
[
"A. bones",
"B. intestines",
"C. lungs",
"D. brain tissues"
] |
C. lungs
|
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 ::: 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 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 ยผ 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 7 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3โ (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 โ 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 ::: 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 ::: 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 ::: 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.
|
11,067
|
Which outermost secondary xylem layers transport water?
|
[
"A. the youngest",
"B. the narrowest",
"C. the oldest",
"D. the farthest"
] |
A. the youngest
|
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 ยผ 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 ::: 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3โ (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 โ 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 ::: 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 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 ::: 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.
|
11,068
|
What did volcanic gases help to form on earth?
|
[
"A. water",
"B. plants",
"C. atmosphere",
"D. rocks"
] |
C. atmosphere
|
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 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 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 ::: 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 6 ::: : 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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 7 ::: 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 8 ::: 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 9 ::: 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 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
|
11,069
|
What is formed when the ceiling of an underground cave collapses?
|
[
"A. mountain",
"B. groundwater",
"C. hill",
"D. sinkhole"
] |
D. sinkhole
|
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 ยผ 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 ::: In addition, areas of karst landscapes which reside atop caverns, potential sinkholes, or other collapse features are of particular importance for these scientists. In addition, areas of steep slopes are potential collapse or landslide hazards. Environmental geologists and hydrogeologists need to apply the tenets of structural geology to understand how geologic sites impact (or are impacted by) groundwater flow and penetration.
Document 3 ::: 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 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 ::: : 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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
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 ::: 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 ::: 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 ::: 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 โ not simply right or wrong โ and speed certainly affected the results. No copies of the actual test have been found.
|
11,070
|
What type of muscle makes up most of the heart?
|
[
"A. cardiac muscle",
"B. chest muscles",
"C. respiratory muscle",
"D. heart muscle"
] |
A. cardiac muscle
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 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 ยผ 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 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 ::: 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 ::: 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 ::: 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 ::: 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.
|
11,071
|
What measures the amount of water in the air?
|
[
"A. humidity",
"B. cloud cover",
"C. temperature",
"D. fire index"
] |
A. humidity
|
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 ยผ 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: 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 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 ::: 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 ::: Multiple Choice and Free Response Sections of the APยฎ 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 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 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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.
|
11,072
|
Most terrestrial vertebrates have what type of lungs?
|
[
"A. mechanical",
"B. internal",
"C. external",
"D. extra"
] |
B. internal
|
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 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 ยผ 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: Three separate studies at universities across the United States found that students who modeled body systems out of clay were significantly better at identifying the constituent parts of human anatomy than their classmates who performed animal dissection.Another study found that students preferred using clay modeling over animal dissection and performed just as well as their cohorts who dissected animals.In 2008, the National Association of Biology Teachers (NABT) affirmed its support for classroom animal dissection stating that they "Encourage the presence of live animals in the classroom with appropriate consideration to the age and maturity level of the students โฆNABT urges teachers to be aware that alternatives to dissection have their limitations. NABT supports the use of these materials as adjuncts to the educational process but not as exclusive replacements for the use of actual organisms. "The National Science Teachers Association (NSTA) "supports including live animals as part of instruction in the K-12 science classroom because observing and working with animals firsthand can spark students' interest in science as well as a general respect for life while reinforcing key concepts" of biological sciences.
|
11,073
|
What process joins two haploid gametes into a diploid zygote?
|
[
"A. migration",
"B. fertilization",
"C. embryo",
"D. fusion"
] |
B. fertilization
|
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 chromosomeโone 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 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 ยผ 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 7 ::: 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 8 ::: 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.
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 ::: 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.
|
11,074
|
Planets are held by the force of gravity in elliptical orbits around what?
|
[
"A. mars",
"B. earth",
"C. sun",
"D. jupitor"
] |
C. sun
|
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 ยผ 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 ::: The orbits of the planets are open to long-term variations. Modeling the Solar System is a case of the n-body problem of physics, which is generally unsolvable except by numerical simulation.
Document 6 ::: 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 โalmost full creditโ.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 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 ::: 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 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 ::: : 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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
|
11,075
|
What is the fastest land animal?
|
[
"A. rhino",
"B. greyhound",
"C. ostrich",
"D. cheetah"
] |
D. cheetah
|
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 ยผ 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 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 ::: 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 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 ::: 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.
|
11,076
|
What is the process by which the remains of living things become fossils?
|
[
"A. fossilization",
"B. decomposition",
"C. sublimation",
"D. petrification"
] |
A. fossilization
|
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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3โ (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 โ 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 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 ::: 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 ::: 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 ::: 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 ::: 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 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.
|
11,077
|
Meters, such as those in analog fuel gauges on a car, are a common application of magnetic torque on a current-carrying what?
|
[
"A. circuit",
"B. loop",
"C. arc",
"D. dial"
] |
B. loop
|
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 ยผ 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 ::: 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 ::: Macroscopic โ Machine learning -- Magnet wire โ Magnet โ Magnetic blowout โ Magnetic circuit โ Magnetic constant โ Magnetic core โ Magnetic-core memory โ Magnetic field โ Magnetic flux density โ Magnetic flux โ Magnetic moment โ Magnetics โ Magnetism โ Magnetization โ Magnetization current โ Magnetostatics โ Magnetostriction โ Magnifying transmitter โ Main distribution frame โ Mainframe computer โ Mains electricity โ Mains hum โ Mains power systems โ Manitoba Hydro โ Manufacturing engineering โ Marginal stability โ Marine energy โ Marx generator โ Maser โ Massachusetts Institute of Technology โ Mathematical model โ Mathematics โ Matrix (mathematics) โ Maximum prospective short-circuit current โ Maxwell equations โ Maxwell's equations โ Mead and Conway revolution โ Mean free path โ Measurement โ Mechanical rectifier โ Mechatronics โ Medical equipment โ Memistor โ Mendocino motor โ Mercury-arc rectifier โ Mercury-arc valve โ Mercury-vapor lamp โ Mesh analysis โ Mesh networking โ Mesh โ Metadyne โ Metal detector โ Metal rectifier โ Metalworking โ Micro combined heat and power โ Microcontroller โ Microelectromechanical systems โ Microelectronics โ Microfabrication โ Microgeneration โ Microphone โ Microprocessor โ Microprocessors โ Microwave oven โ Microwave radio โ Microwave โ Millman's theorem โ Mineral-insulated copper-clad cable โ Mobile phone โ Modbus โ Model predictive control โ Modem โ Modulation transformer โ Modulation โ Monoscope โ Moon landing โ Moore's law โ Morse code โ MOSFET โ Motion control โ Motor controller โ Motor soft starter โ Mp3 โ MRI โ Multics โ Multimeter โ Multisim โ
Document 5 ::: On complex geometry, like a crankshaft, the operator needs to visualize the changing direction of the current and magnetic field created. The current starts at 0 degrees then 45 degrees to 90 degree back to 45 degrees to 0 then -45 to -90 to -45 to 0 and this is repeated for each crankpin. Thus, it can be time consuming to find indications that are only 45 to 90 degrees from the magnetic field.
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 ::: 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 โ not simply right or wrong โ and speed certainly affected the results. No copies of the actual test have been found.
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 ::: 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 10 ::: Exploring the physics and engineering behind this design, requires looking at basic magnetism. A standard bar magnet has two magnetic poles: north and south. (The north will read positive on a gauss meter and the south will read negative.) Magnetic field are mapped using magnetic flux lines.
|
11,078
|
What causes reduction of elasticity in all organs?
|
[
"A. age",
"B. radiation",
"C. weight gain",
"D. low vitamin D"
] |
A. age
|
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 ยผ 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: (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.
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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: 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.
|
11,079
|
How many protons and electrons each do carbon atoms have?
|
[
"A. five",
"B. nine",
"C. six",
"D. two"
] |
C. six
|
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 ยผ 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 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 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 ::: 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 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 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.
|
11,080
|
What thickens the cortex around the inner edge of a cell?
|
[
"A. mitochondria",
"B. plasma membrane",
"C. vacuoles",
"D. microfilaments"
] |
D. microfilaments
|
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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3โ (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 โ 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 3 ::: (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 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: Methods of importance to cellular biology, such as fluorescence probes (e.g., FRAP, FRET and GFP) and imaging, will be covered as appropriate within the context of the content below. A. Cellular Compartments of Prokaryotes and Eukaryotes: Organization, Dynamics and Functions Cellular membrane systems (e.g., structure and transport across membrane) Nucleus (e.g., envelope and matrix) Mitochondria and chloroplasts (e.g., biogenesis and evolution) B. Cell Surface and Communication Extracellular matrix (including cell walls) Cell adhesion and junctions Signal transduction Receptor function Excitable membrane systems C. Cytoskeleton, Motility and Shape Regulation of assembly and disassembly of filament systems Motor function, regulation and diversity D. Protein, Processing, Targeting and Turnover Translocation across membranes Posttranslational modification Intracellular trafficking Secretion and endocytosis Protein turnover (e.g., proteosomes, lysosomes, damaged protein response) E. Cell Division, Differentiation and Development Cell cycle, mitosis and cytokinesis Meiosis and gametogenesis Fertilization and early embryonic development (including positional information, homeotic genes, tissue-specific expression, nuclear and cytoplasmic interactions, growth factors and induction, environment, stem cells and polarity)
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 ::: For the basic problem of identifying organelles, very high accuracy values can be obtained, including better than ? results. These methods are useful in basic cell biology research, but have also been applied to the discovery of proteins whose location changes in cancer cells.However, classification into organelles is a limited form of the problem as many proteins will localize to multiple locations simultaneously (mixed patterns) and many patterns can be distinguished even though they are not different membrane-bound components. There are several unsolved problems in this area and research is ongoing.
|
11,081
|
What value of dissolved substances is higher than that of their corresponding precipitate?
|
[
"A. binary",
"B. negentropy",
"C. ordiny",
"D. entropy"
] |
D. entropy
|
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 ยผ 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 ::: 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 ::: 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 ::: 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 ::: 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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.
|
11,082
|
Is an acid lower or higher than 7 on the ph scale?
|
[
"A. lower than 7",
"B. higher than 7",
"C. twice as much as 7",
"D. exactly 7"
] |
A. lower than 7
|
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 ยผ 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 ::: 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: Scores on this exam are sometimes required for entrance to chemistry Ph.D. programs in the United States. Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 940 (corresponding to the 99 percentile) and 460 (1 percentile) respectively.
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 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 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.
|
11,083
|
Although what biochemicals circulate throughout the body and come into contact with many different cell types, they only affect cells that possess the necessary receptors?
|
[
"A. Cells",
"B. hormones",
"C. enzymes",
"D. organs"
] |
B. hormones
|
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 ::: 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 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 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 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 ยผ 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) 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.
|
11,084
|
The right atrium receives all of the systemic venous return. most of the blood flows into either the superior vena cava or this?
|
[
"A. exterior vena cava",
"B. identical vena cava",
"C. inferior vena cava",
"D. resulted vena cava"
] |
C. inferior vena cava
|
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 ยผ 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 Final FRCR Part A examination comprises single best answers, split into two separate papers for the purposes of delivery. Each paper contains 120 questions and examining candidates on all aspects of clinical radiology and the basic sciences of physics, anatomy and techniques.The main areas examined are: 1. Cardiothoracic and Vascular 2. Musculoskeletal and Trauma 3.
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 ::: 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 ::: 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 ::: 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 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 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
|
11,085
|
Tissue is made up of layers of tightly packed cells that line the surfaces of the body, such as skin.
|
[
"A. resultant tissue",
"B. epithelial tissue",
"C. neural tissue",
"D. weak tissue"
] |
B. epithelial tissue
|
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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
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 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 ยผ 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 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 second product is a set of tissue blocks, typically postage stamp-sized portions of tissue sealed in plastic cassettes, which will be processed into slides for microscopic examination. Since only a minority of the tissue from a large specimen can reasonably be subject to microscopic examination, the success of the final histological diagnosis is highly dependent on the skill of the professional performing the gross examination. The gross examiner may sample portions of the specimen for other types of ancillary tests as diagnostically indicated; these include microbiological culture, flow cytometry, cytogenetics, or electron microscopy.
Document 10 ::: Most cells are visible only under a microscope. cell biology Also called cytology.
|
11,086
|
Most lipid hormones are derived from what?
|
[
"A. cholesterol",
"B. fat",
"C. tissue",
"D. protein"
] |
A. cholesterol
|
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 ::: 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 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 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 ยผ 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
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 ::: 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 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.
|
11,087
|
A fact or question is only considered science if it has what property?
|
[
"A. it is believable",
"B. it is interesting",
"C. it is mineral",
"D. it is testable"
] |
D. it is testable
|
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 ยผ 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 ::: 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 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 ::: 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 ::: 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 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 ::: 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 ::: 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 ::: 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.
|
11,088
|
Which branch of science is the study of energy, matter, and their interactions?
|
[
"A. physics",
"B. biology",
"C. geology",
"D. meteorology"
] |
A. physics
|
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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 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 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 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 ยผ 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 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 8 ::: Science is a universal subject that spans the branch of knowledge that examines the structure and behavior of the physical and natural world through observation and experiment. Science education is most commonly broken down into the following three fields: Biology, chemistry, and physics. Additionally there is a large body of scientific literature that advocates the inclusion of teaching the Nature of Science, which is slowly being adopted into the national curricula.
Document 9 ::: According to the College Board web site, the Physics B course provided "a foundation in physics for students in the life sciences, a pre medical career path, and some applied sciences, as well as other fields not directly related to science."
Document 10 ::: Multiple Choice and Free Response Sections of the APยฎ 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
|
11,089
|
What is the smallest unit capable of life known as?
|
[
"A. insect",
"B. living thing",
"C. a cell",
"D. organism"
] |
C. a cell
|
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 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ยผ 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 ::: 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 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 ::: 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 ::: 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.
|
11,090
|
Making associations between experiences is often a part of what activity?
|
[
"A. sleeping",
"B. dying",
"C. learning",
"D. eating"
] |
C. learning
|
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 ยผ 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 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 ::: 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 ::: 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 ::: 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 ::: 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 ::: Then, in class, the instructor engages students by posing prepared conceptual questions or ConcepTests that are based on student difficulties. The questioning procedure outlined by Eric Mazur is as follows: Instructor poses question based on students' responses to their pre-class reading Students reflect on the question Students commit to an individual answer Instructor reviews student responses Students discuss their thinking and answers with their peers Students then commit again to an individual answer The instructor again reviews responses and decides whether more explanation is needed before moving on to the next concept.Peer instruction is now used in a range of educational institutions around the globe and in many other disciplines, including philosophy, psychology, geology, mathematics, computer science and engineering. == References ==
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 ::: 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.
|
11,091
|
The spectrum is made up of discrete lines representing transitions of the hydrogen electron between specific energy levels within what?
|
[
"A. a rainbow",
"B. an element",
"C. the atom",
"D. the molecule"
] |
C. the atom
|
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 ::: 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 ::: Spectra of atoms and molecules often consist of a series of spectral lines, each one representing a resonance between two different quantum states. The explanation of these series, and the spectral patterns associated with them, were one of the experimental enigmas that drove the development and acceptance of quantum mechanics. The hydrogen spectral series in particular was first successfully explained by the RutherfordโBohr quantum model of the hydrogen atom. In some cases spectral lines are well separated and distinguishable, but spectral lines can also overlap and appear to be a single transition if the density of energy states is high enough. Named series of lines include the principal, sharp, diffuse and fundamental series.
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 ::: These rotations and vibrations are quantized; there are discrete energy levels. The smallest energy differences exist between different rotational states, therefore pure rotational spectra are in the far infrared region (about 30 - 150 ยตm wavelength) of the electromagnetic spectrum. Vibrational spectra are in the near infrared (about 1 - 5 ยตm) and spectra resulting from electronic transitions are mostly in the visible and ultraviolet regions. From measuring rotational and vibrational spectra properties of molecules like the distance between the nuclei can be calculated.As with many scientific fields, strict delineation can be highly contrived and atomic physics is often considered in the wider context of atomic, molecular, and optical physics. Physics research groups are usually so classified.
Document 6 ::: Spectroscopic studies were central to the development of quantum mechanics, because the first useful atomic models described the spectra of Hydrogen which models include the Bohr model, the Schrรถdinger equation, and Matrix mechanics which all can produce the spectral lines of Hydrogen, therefore, providing the basis for discrete quantum jumps to match the discrete hydrogen spectrum. Also, Max Planck's explanation of blackbody radiation involved spectroscopy because he was comparing the wavelength of light using a photometer to the temperature of a Black Body. Spectroscopy is used in physical and analytical chemistry because atoms and molecules have unique spectra.
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 ::: 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 ::: Alternatively, a vibrational transition transfers quanta of energy to (or from) vibrations of molecular bonds, producing signatures in the mid- or far-infrared. Gas-phase molecules also have quantised rotational levels, leading to transitions at microwave or radio wavelengths.Sometimes a transition can involve more than one of these types of energy level e.g. ro-vibrational spectroscopy changes both the rotational and vibrational energy level. Occasionally all three occur together, as in the Phillips band of C2 (diatomic carbon), in which an electronic transition produces a line in the near-infrared, which is then split into several vibronic bands by a simultaneous change in vibrational level, which in turn are split again into rotational branches.The spectrum of a particular molecule is governed by the selection rules of quantum chemistry and by its molecular symmetry.
Document 10 ::: For example, students are typically taught to "solve" the hydrogen atom by a laborious process which begins by inserting the Coulomb potential into the Schrรถdinger equation. After a considerable amount of work using many differential equations, the analysis produces a recursion relation for the Laguerre polynomials. The final outcome is the spectrum of hydrogen-atom energy states (labeled by quantum numbers n and l).
|
11,092
|
In the field of biodiversity, "richness" and "abundance" are used to describe different what?
|
[
"A. nutrients",
"B. water sources",
"C. species",
"D. densities"
] |
C. 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 ::: 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 ยผ 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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 ::: 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 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: biodegradable Capable of decaying through the action of living organisms. biodiversity Diversity among and within plant and animal species in a given environment. biogeochemistry The science that studies the effects of biota on global chemistry and on the cycles of matter and energy that transport Earth's chemical components in time and space.
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.
|
11,093
|
Nitrogen is an important macronutrient because it is part of nucleic acids and proteins. atmospheric nitrogen, which is the diatomic molecule n2, or dinitrogen, is the largest pool of nitrogen in these?
|
[
"A. terrestrial ecosystems",
"B. gas planets",
"C. aquatic ecosytems",
"D. desert biomes"
] |
A. terrestrial ecosystems
|
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 ::: Because geology and chemistry have major roles in the study of this process, the recycling of inorganic matter between living organisms and their environment is called a biogeochemical cycle.The six aforementioned elements are used by organisms in a variety of ways. Hydrogen and oxygen are found in water and organic molecules, both of which are essential to life. Carbon is found in all organic molecules, whereas nitrogen is an important component of nucleic acids and proteins.
Document 5 ::: 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 6 ::: 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 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 ::: Nitrogen, as a macronutrient and a biogeochemical cycle, also affects the ecology. Through the nitrogen cycle, it breaks down into the chemical form that allows plants to absorb as nutrients. There are certain regions in the world that most plants cannot live due to harsh environments as well as lack of nutrients such as nitrogen. That means that in some regions, the biogeochemical cycle (including nitrogen cycle and carbon cycle) is unlikely to run smoothly.
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 extremely strong triple bond in elemental nitrogen (NโกN), the second strongest bond in any diatomic molecule after carbon monoxide (CO), dominates nitrogen chemistry. This causes difficulty for both organisms and industry in converting N2 into useful compounds, but at the same time it means that burning, exploding, or decomposing nitrogen compounds to form nitrogen gas releases large amounts of often useful energy. Synthetically produced ammonia and nitrates are key industrial fertilisers, and fertiliser nitrates are key pollutants in the eutrophication of water systems.
|
11,094
|
What is the term for rotation of a bone toward the midline of the body?
|
[
"A. lateral rotation",
"B. medial rotation",
"C. visual rotation",
"D. interior rotation"
] |
B. medial rotation
|
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 ยผ 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 ::: Despite the small dimension, we actually have considerable freedom in the sequence of axis pairs we use; and we also have some freedom in the choice of angles. Thus we find many different conventions employed when three-dimensional rotations are parameterized for physics, or medicine, or chemistry, or other disciplines. When we include the option of world axes or body axes, 24 different sequences are possible.
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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: Geometric terms of location describe directions or positions relative to the shape of an object. These terms are used in descriptions of engineering, physics, and other sciences, as well as ordinary day to day discourse. Though these terms by themselves may be somewhat ambiguous, they are usually used in a context in which their meaning is clear. For example, when referring to a drive shaft it is clear what is meant by axial or radial directions. Or, in a free body diagram, one may similarly infer a sense of orientation by the forces or other vectors represented.
Document 7 ::: These conventions depend on the axes about which the rotations are carried out, and their sequence (since rotations are not commutative). The convention being used is usually indicated by specifying the axes about which the consecutive rotations (before being composed) take place, referring to them by index (1, 2, 3) or letter (X, Y, Z). The engineering and robotics communities typically use 3-1-3 Euler angles.
Document 8 ::: The Final FRCR Part A examination comprises single best answers, split into two separate papers for the purposes of delivery. Each paper contains 120 questions and examining candidates on all aspects of clinical radiology and the basic sciences of physics, anatomy and techniques.The main areas examined are: 1. Cardiothoracic and Vascular 2. Musculoskeletal and Trauma 3.
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 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.
|
11,095
|
What cause rabies, measles, diarrheal diseases, hepatitis, polio, and cold sores?
|
[
"A. contaminants",
"B. parasites",
"C. bacteria",
"D. viruses"
] |
D. viruses
|
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 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 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 ยผ 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. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
Document 8 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 9 ::: Cap screws 60 Biotechnology 61 Medical sciences 611/612 Human biology 613 Hygiene generally. Personal health and hygiene 614 Public health and hygiene. Accident prevention 615 Pharmacology.
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.
|
11,096
|
What are the two methods in which mutations arise in dna?
|
[
"A. accelerated or spontaneous",
"B. accelerated or random",
"C. produced or spontaneous",
"D. induced or spontaneous"
] |
D. induced or spontaneous
|
Document 1 ::: 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 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 ::: : 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. : 160โ167: 111 The mutation theory of evolution was proposed by a Dutch botanist, Hugo de Vries, one of the first geneticists.
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 ยผ 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 ::: 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 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 ::: Early approaches to mutagenesis relied on methods which produced entirely random mutations. In such methods, cells or organisms are exposed to mutagens such as UV radiation or mutagenic chemicals, and mutants with desired characteristics are then selected. Hermann Muller discovered in 1927 that X-rays can cause genetic mutations in fruit flies, and went on to use the mutants he created for his studies in genetics. For Escherichia coli, mutants may be selected first by exposure to UV radiation, then plated onto an agar medium.
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
|
11,097
|
Water follows where sodium ions lead, due to what process?
|
[
"A. hydration",
"B. electrolysis",
"C. osmosis",
"D. absorption"
] |
C. osmosis
|
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 ::: 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 ::: 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 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 ::: Water molecules in the first hydration shell exchange with molecules in the second solvation shell and molecules in the bulk liquid. The residence time of a molecule in the first shell varies among the chemical elements from about 100 picoseconds to more than 200 years. Aqua ions are prominent in electrochemistry.
Document 9 ::: 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 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 ยผ 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.
|
11,098
|
What group of simple organisms recycles nutrients and has been on earth since long before multicellular life appeared?
|
[
"A. bacteria",
"B. prokaryotes",
"C. protists",
"D. eukaryotes"
] |
B. prokaryotes
|
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 ::: Multicellularity has evolved independently at least 25 times in eukaryotes, and also in some prokaryotes, like cyanobacteria, myxobacteria, actinomycetes, Magnetoglobus multicellularis or Methanosarcina. However, complex multicellular organisms evolved only in six eukaryotic groups: animals, symbiomycotan fungi, brown algae, red algae, green algae, and land plants. It evolved repeatedly for Chloroplastida (green algae and land plants), once for animals, once for brown algae, three times in the fungi (chytrids, ascomycetes, and basidiomycetes) and perhaps several times for slime molds and red algae. The first evidence of multicellular organization, which is when unicellular organisms coordinate behaviors and may be an evolutionary precursor to true multicellularity, is from cyanobacteria-like organisms that lived 3.0โ3.5 billion years ago. To reproduce, true multicellular organisms must solve the problem of regenerating a whole organism from germ cells (i.e., sperm and egg cells), an issue that is studied in evolutionary developmental biology. Animals have evolved a considerable diversity of cell types in a multicellular body (100โ150 different cell types), compared with 10โ20 in plants and fungi.
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 ::: Specifically, it asks questions about where microbes live, their local and global abundance, their structural and functional biochemistry, how they have evolved, biomineralization, and their preservation potential and presence in the rock record. In many ways, GMG appears to be equivalent to geobiology, but differs in scope: geobiology focuses on the role of all life, while GMG is strictly microbial. Regardless, it is these tiniest creatures that dominated to history of life integrated over time and seem to have had the most far-reaching effects.
Document 7 ::: Life arose on Earth once it had cooled enough for oceans to form. The last universal common ancestor (LUCA) was an organism which had ribosomes and the genetic code; it lived some 4 billion years ago. It gave rise to two main branches of prokaryotic life, the bacteria and the archaea. From among these small-celled, rapidly-dividing ancestors arose the Eukaryotes, with much larger cells, nuclei, and distinctive biochemistry. The eukaryotes form a domain that contains all complex cells and most types of multicellular organism, including the animals, plants, and fungi.
Document 8 ::: 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.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1โ100 were standard multiple-choice bubbles and 101โ115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96โ100; questions 1โ60 were common to both the E and M tests, in addition, the E used 61โ80, and the M used 81โ100.
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.
|
11,099
|
What is the term for dry climate regions at higher altitudes that have short grasses and low bushes?
|
[
"A. steppes",
"B. deserts",
"C. fringes",
"D. prairie"
] |
A. steppes
|
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 ยผ 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 ::: He recognizes 11 major vegetation types: tropical forests, tropical savannas, arid regions (deserts), Mediterranean ecosystems, temperate forest ecosystems, temperate grasslands, coniferous forests, tundra (both polar and high mountain), terrestrial wetlands, freshwater ecosystems and coastal/marine systems. This breadth of topics shows the complexity of plant ecology, since it includes plants from floating single-celled algae up to large canopy forming trees. One feature that defines plants is photosynthesis.
Document 4 ::: D region (in the atmosphere) Darrieus wind turbine dawn dBZ (meteorology) degree (temperature) deicing dendroclimatology ("extracting past climate information from information in trees") density altitude Denver Convergence Vorticity Zone (DCVZ) deposition (physics) (depression: see) low pressure area derecho (see also List of derecho events) dew dew point (dewpoint, Td) dew point depression disdrometer downwelling drizzle drought dry-bulb temperature dry line (dew point line) dry punch dry season dusk
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 ::: 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 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: : 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". : 717โ718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
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.
|
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