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11,100
|
Changing the frequency of sound waves, will change the _________ of the sound of a musical instrument?
|
[
"A. direction",
"B. velocity",
"C. pitch",
"D. distance"
] |
C. pitch
|
Document 1 ::: This relates to an understanding of the nature of the sound waves, how they vary and how they will interact with the environment. Mathematics of the environment. Materials science, surface friction, distance and areas familiar to a mechanical engineer.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 4 ::: The physics of musical instruments Frequency range of music Fourier analysis Computer analysis of musical structure Synthesis of musical sounds Music cognition, based on physics (also known as psychoacoustics)
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 ::: However, this required precise tuning of the distance between the transmitter and the reflector as the distance between source and reflector needed to be an exact multiple of the wavelength. This is more difficult than it sounds as the wavelength varies with the speed of sound, which varies with environmental factors such as temperature and altitude. Significant studies have been made with such devices including into contactless chemistry and the levitation of small animals.
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 ::: Questions are answered with on-screen interfaces (staff, piano, guitar, bass, violin, cello, banjo and other stringed instruments), a functional keyboard with scale degrees and solfege syllables, multiple-choice buttons, a MIDI instrument, or through a microphone (voice, clapping or acoustic instruments). The user can choose between several note-naming systems to complete the exercises: Letters (A, B, C, etc.), Scale degrees, Fixed-Do Solfege, or Relative-Do Solfege, which makes it compatible with the Kodály method. The results of each lesson are recorded and analyzed in a statistics window.
Document 9 ::: The frequency of sound produced by an organ pipe depends on its geometry and the speed of sound in the air within it. These change slightly with temperature and humidity, so the pitch of an organ pipe will change slightly as the environment changes. The pitch of the electronic portion of a hybrid instrument must be re-tuned as needed. The simplest method is a manual control that the organist can adjust, but some recent digital models can make such adjustments automatically.
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.
|
11,101
|
What does the term porifera means?
|
[
"A. poreless",
"B. pore-bearing",
"C. pore-clogging",
"D. pore - signifying"
] |
B. pore-bearing
|
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 ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 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 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 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.
|
11,102
|
What zone is the narrow strip along the coastline that is covered by water at high tide and exposed to air at low tide?
|
[
"A. aquifer zone",
"B. astrolabe zone",
"C. disturbance zone",
"D. intertidal zone"
] |
D. intertidal zone
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 3 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: It is assumed that the aquifers below are homogeneous in the different models so that the hydraulic conductivity of each aquifer is uniform. The above figures simulate possible coastal aquifers. In reality, it is complex. Due to complex geology - non-uniform rock layers and weathering, both confined and unconfined aquifers can be found within a coast. It is possible to have multiple confined aquifers at the bottom and an unconfined aquifers at the top of a coast.
Document 6 ::: 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 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 ::: 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 ocean is a complex three-dimensional world covering approximately 71% of the Earth's surface. The habitats studied in marine biology include everything from the tiny layers of surface water in which organisms and abiotic items may be trapped in surface tension between the ocean and atmosphere, to the depths of the oceanic trenches, sometimes 10,000 meters or more beneath the surface of the ocean. Specific habitats include estuaries, coral reefs, kelp forests, seagrass meadows, the surrounds of seamounts and thermal vents, tidepools, muddy, sandy and rocky bottoms, and the open ocean (pelagic) zone, where solid objects are rare and the surface of the water is the only visible boundary.
Document 10 ::: For numerical modelling, students have access to a variety of scientific software in different areas (fluid mechanics, hydrodynamics, structures). Practicals at sea enable the students to become familiar with modern methods of measurement. This training leads to numerous job opportunities at the national and international levels in such varied domains as offshore engineering, the protection of the seashore and offshore structures, undersea robotics, and oceanography.
|
11,103
|
Integral and peripheral proteins are associated with what fatty bilayer?
|
[
"A. carbohydrate",
"B. cartilage",
"C. lipid",
"D. protein"
] |
C. lipid
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The 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 ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: Structural biology – Ångstrom-resolution structures of proteins, nucleic acids, lipids, carbohydrates, and complexes thereof. Biochemistry and chemistry – biomolecular structure, siRNA, nucleic acid structure, structure-activity relationships. Computer science – Neural networks, biomolecular and drug databases.
Document 8 ::: Fatty acids and fatty acid derivatives are another group of carboxylic acids that play a significant role in biology. These contain long hydrocarbon chains and a carboxylic acid group on one end. The cell membrane of nearly all organisms is primarily made up of a phospholipid bilayer, a micelle of hydrophobic fatty acid esters with polar, hydrophilic phosphate "head" groups.
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 ::: Biological bilayers are usually composed of amphiphilic phospholipids that have a hydrophilic phosphate head and a hydrophobic tail consisting of two fatty acid chains. Phospholipids with certain head groups can alter the surface chemistry of a bilayer and can, for example, serve as signals as well as "anchors" for other molecules in the membranes of cells. Just like the heads, the tails of lipids can also affect membrane properties, for instance by determining the phase of the bilayer.
|
11,104
|
What effect describes how earth’s rotation steers winds and surface ocean currents?
|
[
"A. dorsalis",
"B. Big Bang theory",
"C. coriolis",
"D. centripetal force"
] |
C. coriolis
|
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 ::: 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 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 ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: 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 ::: 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 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 8 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: The teacher can steer the students either through careful design of the questions (this rules out barometer questions), or through guiding the students to the desired choices. In case of the original barometer question, the examiner may explicitly say that the problem has more than one solution, insist on applying the laws of physics, or give them the "ending point" of the solution: "How did I discover that the building was 410 feet in height with only a barometer? "Herson used the Calandra account as an illustration of the difference between academic tests and assessment in education. Tests, even the ones designed for reliability and validity, are useful, but they are not sufficient in real-world education.Sanders interpreted Calandra's story as a conflict between perfection and optimal solutions: "We struggle to determine a 'best' answer, when a simple call to a building superintendent (the resource man) would quickly provide adequate information."
Document 10 ::: There was a hard, universally used pass-fail criterion for the Eddy Test, and a second chance was normally never allowed. Eddy described the test as having questions with multiple-choice answers, with each of the answers giving some indication of the test-taker's mathematics/physics knowledge, creativity, reasoning ability, and general aptitude. Most answers were weighted – not simply right or wrong – and speed certainly affected the results. No copies of the actual test have been found.
|
11,105
|
What type of shape does sodium chloride have?
|
[
"A. round",
"B. oblong",
"C. cubic",
"D. trianguler"
] |
C. cubic
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 6 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 7 ::: 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 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 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
11,106
|
In what form of matter is hydrogen at room temperature?
|
[
"A. solid",
"B. dissolved",
"C. gas",
"D. liquid"
] |
C. gas
|
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 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: The 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 ::: Chemists often use the phrase "standard temperature and pressure" or "STP" to convey that they are working at a temperature of 0 °C and one atmosphere of pressure (International Union of Pure and Applied Chemistry). There are three states of matter under these conditions: solids, liquids, and gases. Although all three are distinct states, both solids and gases can dissolve (or disperse) in liquids. The most commonly occurring liquid in the biosphere is water.
Document 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 10 ::: The 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.
|
11,107
|
What is the smallest contractile portion of a muscle?
|
[
"A. cell",
"B. sarcomere",
"C. capillary",
"D. filaments"
] |
B. sarcomere
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: The 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 ::: multicellular Having or consisting of more than one cell, as opposed to being unicellular. mycology The branch of biology concerned with the study of fungi, including their genetic and biochemical properties, their taxonomy and their use to humans as a source for tinder, medicine, food, and entheogens, as well as their dangers, such as poisoning or infection. myofibril A basic rod-like unit of a muscle cell. myosin A superfamily of motor proteins best known for their roles in muscle contraction and in a wide range of other motility processes in eukaryotes.
|
11,108
|
Which is the fourth planet from the sun?
|
[
"A. mars",
"B. mars",
"C. jupiter",
"D. earth"
] |
A. mars
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The 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 ::: An elementary physics professor was teaching about how close you could get to the sun. He laid the foundation of heat and distance, and said that is as close as you can get FAPP. A boy asked, "what does that mean?"
Document 6 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 8 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 10 ::: 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.
|
11,109
|
What type of sti is characterized by blisters?
|
[
"A. syphilis",
"B. genital herpes",
"C. chlamydia",
"D. gonorrhea"
] |
B. genital herpes
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: 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 ::: 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 ::: 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 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 ::: 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 ::: 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.
|
11,110
|
Radioactive isotopes are characterized by an unstable what?
|
[
"A. proton",
"B. nuclei",
"C. electrons",
"D. shell"
] |
B. nuclei
|
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 ::: 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 closure of the stable shells predicts unusually stable configurations, analogous to the noble group of nearly-inert gases in chemistry. An example is the stability of the closed shell of 50 protons, which allows tin to have 10 stable isotopes, more than any other element. Similarly, the distance from shell-closure explains the unusual instability of isotopes which have far from stable numbers of these particles, such as the radioactive elements 43 (technetium) and 61 (promethium), each of which is preceded and followed by 17 or more stable elements.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: Instead, nuclides are studied within nuclear physics, which studies nucleons and their interactions by approximations and models, such as the nuclear shell model. These models can successfully describe nuclide properties, as for example, whether or not a particular nuclide undergoes radioactive decay. The proton and neutron are in a scheme of categories being at once fermions, hadrons and baryons.
Document 8 ::: Understanding the structure of the atomic nucleus is one of the central challenges in nuclear physics.
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 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.
|
11,111
|
What exposure risk comes with aerobic respiration?
|
[
"A. helium toxicity",
"B. nitrogen toxicity",
"C. oxygen toxicity",
"D. carbon toxicity"
] |
C. oxygen toxicity
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: 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 ::: 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 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.
|
11,112
|
What are mammals called that reproduce by laying eggs?
|
[
"A. Fish",
"B. marsupials",
"C. amphibians",
"D. monotremes"
] |
D. monotremes
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: zoology The branch of biology that studies the animal kingdom, including the structure, embryology, evolution, classification, habits, and geographical distribution of all animals, both living and extinct, and how they interact with their ecosystems. zooplankton A type of heterotrophic (sometimes detritivorous) plankton, as opposed to phytoplankton, which instead obtain energy from photosynthesis. Individual zooplankton are usually microscopic, but some (such as jellyfish) are larger and visible to the naked eye. zygospore A diploid reproductive stage in the life cycle of many fungi and protists. zygote A eukaryotic cell formed by a fertilization event between two gametes.
Document 7 ::: To this day, embryo drawings are made in undergraduate developmental biology lessons. Comparing different embryonic stages of different animals is a tool that can be used to infer relationships between species, and thus biological evolution. This has been a source of quite some controversy, both now and in the past.
Document 8 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: Although the question is typically used metaphorically, evolutionary biology provides literal answers, made possible by the Darwinian principle that species evolve over time, and thus that chickens had ancestors that were not chickens, similar to a view expressed by the Greek philosopher Anaximander when addressing the paradox.If the question refers to eggs in general, the egg came first. The first amniote egg—that is, a hard-shelled egg that could be laid on land, rather than remaining in water like the eggs of fish or amphibians—appeared around 312 million years ago. In contrast, chickens are domesticated descendants of red junglefowl and probably arose little more than eight thousand years ago, at most.If the question refers to chicken eggs specifically, the answer is still the egg, but the explanation is more complicated.
Document 10 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,113
|
In multicellular organisms, only mutations in cell lines that produce gametes can be passed to what?
|
[
"A. cells",
"B. clones",
"C. proteins",
"D. offspring"
] |
D. offspring
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: : 110 For example, Jean-Baptiste Lamarck was a French naturalist who said the changes an organism makes as it adapts to its environment can be passed down to subsequent generations through gene expression (which genes get turned off). This has been taken up by the new field of epigenetics. : 160–167: 111 The mutation theory of evolution was proposed by a Dutch botanist, Hugo de Vries, one of the first geneticists.
Document 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 ::: 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.
|
11,114
|
What type of invertebrates are jellyfish and corals known as?
|
[
"A. nautilus",
"B. sponges",
"C. cnidarians",
"D. cephalopods"
] |
C. cnidarians
|
Document 1 ::: 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 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 ::: 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 ::: 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.
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 10 ::: 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 – a kind of fruit fly, famous as the subject of genetics experiments by Thomas Hunt Morgan and others.
|
11,115
|
Living things are highly organized following a hierarchy that includes atoms, molecules, organelles, cells, tissues, organs, and organ systems. organisms, in turn, are grouped as populations, communities, ecosystems, and this?
|
[
"A. bionicsphere",
"B. hydrosphere",
"C. endosphere",
"D. biosphere"
] |
D. biosphere
|
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 ::: 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 5 ::: Biological organisation is the organisation of complex biological structures and systems that define life using a reductionistic approach. The traditional hierarchy, as detailed below, extends from atoms to biospheres. The higher levels of this scheme are often referred to as an ecological organisation concept, or as the field, hierarchical ecology. Each level in the hierarchy represents an increase in organisational complexity, with each "object" being primarily composed of the previous level's basic unit.
Document 6 ::: Learning steps often follow a hierarchical scheme—to master differential equations one must first learn calculus; to learn calculus one must first learn elementary algebra; and so on. Nature offers hierarchical structures, as numerous schemes such as Linnaean taxonomy, the organization of life, and biomass pyramids attempt to document. Hierarchies are so infused into daily life that they are viewed as trivial.While the above examples are often clearly depicted in a hierarchical form and are classic examples, hierarchies exist in numerous systems where this branching structure is not immediately apparent.
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 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 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.
|
11,116
|
Carbonic acid can dissociate into hydrogen carbonate ions and what?
|
[
"A. protons",
"B. atoms",
"C. protons",
"D. electrons"
] |
A. protons
|
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 ::: Dissociation in chemistry is a general process in which molecules (or ionic compounds such as salts, or complexes) separate or split into other things such as atoms, ions, or radicals, usually in a reversible manner. For instance, when an acid dissolves in water, a covalent bond between an electronegative atom and a hydrogen atom is broken by heterolytic fission, which gives a proton (H+) and a negative ion. Dissociation is the opposite of association or recombination.
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 ::: 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 ::: Carbon dioxide reacts with water to form carbonic acid, bicarbonate, carbonate, and acidic protons via the following equilibria: CO2 (aq) + H2O ⇌ H2CO3 ⇌ HCO3− + H+ ⇌ CO32− + 2 H+ Dissociation of carbonic acid decreases the pH of the solution. The degree of dissociation is controlled by the overall chemistry of the solution; in particular, alkalinity and temperature are primary controlling factors. There has been a clear increase of pCO2 in some freshwater ecosystems in the last century due to anthropogenic influence that is contributing to freshwater acidification.
Document 9 ::: The net result is an exchange of electrons. Electron exchange can occur indirectly as well, e.g., in batteries, a key concept in electrochemistry. When one reactant contains hydrogen atoms, a reaction can take place by exchanging protons in acid-base chemistry.
Document 10 ::: The resulting materials are referred to as "carbon alloys". Carbon can form ionic salts, including a hydrogen sulfate, perchlorate, and nitrate (C+24X−.2HX, where X = HSO4, ClO4; and C+24NO–3.3HNO3). In organic chemistry, carbon can form complex cations – termed carbocations – in which the positive charge is on the carbon atom; examples are CH+3 and CH+5, and their derivatives.Carbon is brittle, and behaves as a semiconductor in a direction perpendicular to its planes.
|
11,117
|
Respiration cycles the organic carbon into which gas?
|
[
"A. oxygen",
"B. liquid dioxide",
"C. phosphorus dioxide",
"D. carbon dioxide"
] |
D. carbon dioxide
|
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 molecules that an organism uses as its carbon source for generating biomass are referred to as "carbon sources" in biology. It is possible for organic or inorganic sources of carbon. Heterotrophs must use organic molecules as both are a source of carbon and energy, in contrast to autotrophs, which can use inorganic materials as both a source of carbon and an abiotic source of energy, such as, for instance, inorganic chemical energy or light (photoautotrophs) (chemolithotrophs). The carbon cycle, which begins with a carbon source that is inorganic, such as carbon dioxide and progresses through the carbon fixation process, includes the biological use of carbon as one of its components.
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 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 ::: 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 ::: CO₂ can be chemically transformed through organic chemistry into different products such as fertilizers, cement, biofuels, vodka, carbon nanotubes, material coatings, plastics, methanol, diamonds, clothing, foam, and detergents.CO₂ is also transformed into other forms of energy like synthetic fuels. Synthetic hydrocarbon fuels are of importance in the aviation industry due to few low-carbon alternatives available.
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 ::: 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 ::: 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.
|
11,118
|
What type of bonds between the bases at the center of the dna double helix hold the helix together?
|
[
"A. hydrogen bonds",
"B. electron bonds",
"C. helium bonds",
"D. ionic bonds"
] |
A. hydrogen bonds
|
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 ::: In DNA, the four bases present are adenine (A), cytosine (C), guanine (G), and thymine (T). Nucleic acids have the property that two molecules will only bind to each other to form a double helix if the two sequences are complementary, meaning that they form matching sequences of base pairs, with A only binding to T, and C only to G. Because the formation of correctly matched base pairs is energetically favorable, nucleic acid strands are expected in most cases to bind to each other in the conformation that maximizes the number of correctly paired bases. The sequences of bases in a system of strands thus determine the pattern of binding and the overall structure in an easily controllable way. In DNA nanotechnology, the base sequences of strands are rationally designed by researchers so that the base pairing interactions cause the strands to assemble in the desired conformation. While DNA is the dominant material used, structures incorporating other nucleic acids such as RNA and peptide nucleic acid (PNA) have also been constructed.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The classic DNA duplexes structure was initially described by Watson and Crick (and contributions of Rosalind Franklin). The DNA molecule is composed of three substances: a phosphate group, a pentose, and a nitrogen base (adenine, thymine, cytosine, or guanine). The DNA double helix structure is stabilized by hydrogen bonds formed between base pairs: adenine with thymine (A-T) and cytosine with guanine (C-G). Many structural bioinformatics studies have focused on understanding interactions between DNA and small molecules, which has been the target of several drug design studies.
Document 6 ::: In molecular biology, two nucleotides on opposite complementary DNA or RNA strands that are connected via hydrogen bonds are called a base pair (often abbreviated bp). In the canonical Watson-Crick base pairing, adenine (A) forms a base pair with thymine (T) and guanine (G) forms one with cytosine (C) in DNA. In RNA, thymine is replaced by uracil (U). Alternate hydrogen bonding patterns, such as the wobble base pair and Hoogsteen base pair, also occur—particularly in RNA—giving rise to complex and functional tertiary structures.
Document 7 ::: In biology, parts of the DNA double helix that need to separate easily, such as the TATAAT Pribnow box in some promoters, tend to have a high AT content, making the strands easier to pull apart.In the laboratory, the strength of this interaction can be measured by finding the melting temperature Tm necessary to break half of the hydrogen bonds. When all the base pairs in a DNA double helix melt, the strands separate and exist in solution as two entirely independent molecules. These single-stranded DNA molecules have no single common shape, but some conformations are more stable than others.
Document 8 ::: This consequently attaches itself to the lone electron pair of an oxygen atom in a water molecule, thereby forming the basis of acid-base chemistry. A hydrogen atom in a molecule can form a second, weaker, bond with an atom or group of atoms in another molecule. According to Cressey such bonding, "helps give snowflakes their hexagonal symmetry, binds DNA into a double helix; shapes the three-dimensional forms of proteins; and even raises water's boiling point high enough to make a decent cup of tea.
Document 9 ::: Nucleic acid secondary structure is the basepairing interactions within a single nucleic acid polymer or between two polymers. It can be represented as a list of bases which are paired in a nucleic acid molecule. The secondary structures of biological DNAs and RNAs tend to be different: biological DNA mostly exists as fully base paired double helices, while biological RNA is single stranded and often forms complex and intricate base-pairing interactions due to its increased ability to form hydrogen bonds stemming from the extra hydroxyl group in the ribose sugar. In a non-biological context, secondary structure is a vital consideration in the nucleic acid design of nucleic acid structures for DNA nanotechnology and DNA computing, since the pattern of basepairing ultimately determines the overall structure of the molecules.
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.
|
11,119
|
What are changes in makeup and chemical properties of matter called?
|
[
"A. mineral changes",
"B. radical changes",
"C. chemical changes",
"D. carbonate changes"
] |
C. chemical changes
|
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 ::: 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 annual AP Chemistry examination, which is typically administered in May, is divided into two major sections (multiple-choice questions and free response essays).
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: 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 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 ::: 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.
|
11,120
|
Mammals generate heat primarily by maintaining a high rate of what?
|
[
"A. metabolism",
"B. reproduction",
"C. respiration",
"D. movement"
] |
A. metabolism
|
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 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: 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 ::: 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 8 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: 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.
|
11,121
|
The fossil record indicates that anthropoids began diverging from other primates about how many million years ago?
|
[
"A. 60",
"B. 50",
"C. 40",
"D. 70"
] |
B. 50
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: 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 ::: Paleontology (), also spelled palaeontology or palæontology, is the scientific study of life that existed prior to, and sometimes including, the start of the Holocene epoch (roughly 11,700 years before present). It includes the study of fossils to classify organisms and study their interactions with each other and their environments (their paleoecology). Paleontological observations have been documented as far back as the 5th century BC. The science became established in the 18th century as a result of Georges Cuvier's work on comparative anatomy, and developed rapidly in the 19th century.
Document 5 ::: 7000–7019 Natural science in general 7020–7099 Mathematics 7100–7199 Astronomy 7200–7299 Physics 7300–7399 Chemistry 7400–7499 Geological science 7500–7599 Natural history 7600–7699 Botany 7700–7799 Zoology 7800–7869 Anthropology (Physical) 7870–7899 Psychology 7900–7999 Medical science
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 9 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
Document 10 ::: Students reconstructed a chain of events in the Dr. Biology laboratory and field site, writing their own narrative for the story. Early in 2007, Ask A Biologist became one of the early content channels on iTunes U with its audio podcast of the same name. Hosted by Dr. Biology, the program was soon listed as one of five great courses by Macworld.
|
11,122
|
What is the oxygen carrying component of red blood cells called?
|
[
"A. mitochondria",
"B. molecule",
"C. platlet",
"D. hemoglobin"
] |
D. hemoglobin
|
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 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. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: Aerobic life make extensive use of metals such as iron, copper, and manganese. Heme is utilized by red blood cells in the form of hemoglobin for oxygen transport and is perhaps the most recognized metal system in biology. Other oxygen transport systems include myoglobin, hemocyanin, and hemerythrin. Oxidases and oxygenases are metal systems found throughout nature that take advantage of oxygen to carry out important reactions such as energy generation in cytochrome c oxidase or small molecule oxidation in cytochrome P450 oxidases or methane monooxygenase.
Document 7 ::: For this work he shared the 1962 Nobel Prize in Chemistry with John Kendrew, who sequenced the globular protein myoglobin.The role of hemoglobin in the blood was elucidated by French physiologist Claude Bernard. The name hemoglobin is derived from the words heme and globin, reflecting the fact that each subunit of hemoglobin is a globular protein with an embedded heme group. Each heme group contains one iron atom, that can bind one oxygen molecule through ion-induced dipole forces. The most common type of hemoglobin in mammals contains four such subunits.
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 ::: 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 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.
|
11,123
|
What is a disease in which the immune system makes an inflammatory response to a harmless antigen?
|
[
"A. cancer",
"B. an allergy",
"C. heartburn",
"D. bronchitis"
] |
B. an allergy
|
Document 1 ::: ": 46 She also contended that the two studies that had failed to replicate the Uhlmann paper's results were flawed for two reasons: because they looked at cells of children with autism rather than in their GI tract, and because they did not test children with autism with gastrointestinal dysfunction. : 629A Immunologist Vera Byers testified that Michelle Cedillo had a dysregulated immune system, which allowed the measles virus to persist in her system, and that her malfunctioning immune system was in part a result of the virus itself. : 32 She also stated that this dysregulation was caused by "a combination of genetics and the measles virus vaccination and the thimerosal-containing vaccines that she had received.
Document 2 ::: 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 first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The 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 ::: 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: 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.
|
11,124
|
The umbilical cord connects the fetus to what structure?
|
[
"A. uterus",
"B. cell",
"C. placenta",
"D. Ovaries"
] |
C. placenta
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 5 ::: 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 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 7 ::: The 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 9 ::: The 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 ::: 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?" – 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.
|
11,125
|
The vector of what organism is significant on a map showing the location of malaria?
|
[
"A. worm",
"B. mosquito",
"C. virus",
"D. fungi"
] |
B. mosquito
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: In 2013, pgEd created a mobile educational quiz called Map-Ed. Map-Ed invites players to work their way through five questions that address key concepts in genetics and then pin themselves on a world map. Within weeks of its launch, Map-Ed gained over 1,000 pins around the world, spanning across all 7 continents. Translations and new maps linked to questions on topics broadly related to genetics are in development.
Document 7 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 8 ::: The 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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.
|
11,126
|
What is the smallest particle of an element that still has the properties of that element is called?
|
[
"A. proton",
"B. neutron",
"C. atom",
"D. nucleus"
] |
C. 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 ::: The idea that matter consists of smaller particles and that there exists a limited number of sorts of primary, smallest particles in nature has existed in natural philosophy at least since the 6th century BC. Such ideas gained physical credibility beginning in the 19th century, but the concept of "elementary particle" underwent some changes in its meaning: notably, modern physics no longer deems elementary particles indestructible. Even elementary particles can decay or collide destructively; they can cease to exist and create (other) particles in result. Increasingly small particles have been discovered and researched: they include molecules, which are constructed of atoms, that in turn consist of subatomic particles, namely atomic nuclei and electrons.
Document 3 ::: The smallest constituents of all normal matter are known as atoms. Atoms are extremely small, being about one ten-billionth of a meter across; thus their internal structure is governed by quantum mechanics. Atoms consist of a small positively charged nucleus, made of positively charged protons and uncharged neutrons, surrounded by a cloud of negatively charged electrons; the charges cancel out, so atoms are neutral. Electrons participate in chemical reactions, but the nucleus does not.
Document 4 ::: 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 5 ::: Atoms are so small that accurately predicting their behavior using classical physics is not possible due to quantum effects. More than 99.94% of an atom's mass is in the nucleus. Each proton has a positive electric charge, while each electron has a negative charge, and the neutrons, if any are present, have no electric charge.
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 ::: Many more types of subatomic particles have been found. Most such particles (but not electrons) were eventually found to be composed of even smaller particles such as quarks. Particle physics studies these smallest particles and their behaviour under high energies, whereas nuclear physics studies atomic nuclei and their (immediate) constituents: protons and neutrons.
Document 8 ::: The God Particle: If the Universe Is the Answer, What Is the Question? is a 1993 popular science book by Nobel Prize-winning physicist Leon M. Lederman and science writer Dick Teresi. This book was very popular, a New York Times, bestseller, which introduced the public to an overview of the science of Particle physics.It provides a brief history of particle physics, starting with the Pre-Socratic Greek philosopher Democritus, and continuing through Isaac Newton, Roger J. Boscovich, Michael Faraday, and Ernest Rutherford. This leads into a discussion of the development of quantum physics in the 20th century. In a nod to the philosophy of atomism, Lederman follows the convention of using the word "atom" to refer to atoms in their modern sense as the smallest unit of any chemical element, and "a-tom" to refer to the actual basic indivisible particles of matter, the quarks and leptons.
Document 9 ::: In chemistry, atoms are often classified as elements and, more specifically, isotopes. The glass of water one last drank has many hydrogen atoms, each of which is an instance of hydrogen. Hydrogen itself, a class of atoms, is an instance of nuclide. Nuclide is a class of classes, hence a metaclass.
Document 10 ::: Almost all of the mass of an atom is located in the nucleus, with a very small contribution from the electron cloud. Protons and neutrons are bound together to form a nucleus by the nuclear force. The diameter of the nucleus is in the range of 1.70 fm (1.70×10−15 m) for hydrogen (the diameter of a single proton) to about 11.7 fm for uranium. These dimensions are much smaller than the diameter of the atom itself (nucleus + electron cloud), by a factor of about 26,634 (uranium atomic radius is about 156 pm (156×10−12 m)) to about 60,250 (hydrogen atomic radius is about 52.92 pm).The branch of physics concerned with the study and understanding of the atomic nucleus, including its composition and the forces that bind it together, is called nuclear physics.
|
11,127
|
What is already causing food and water shortages and species extinctions?
|
[
"A. global warming",
"B. urbanization",
"C. zero population growth",
"D. immigration"
] |
A. global warming
|
Document 1 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 2 ::: The 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 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: The following topics make up a typical curriculum in environmental engineering: Mass and Energy transfer Environmental chemistry Inorganic chemistry Organic Chemistry Nuclear Chemistry Growth models Resource consumption Population growth Economic growth Risk assessment Hazard identification Dose-response Assessment Exposure assessment Risk characterization Comparative risk analysis Water pollution Water resources and pollutants Oxygen demand Pollutant transport Water and waste water treatment Air pollution Industry, transportation, commercial and residential emissions Criteria and toxic air pollutants Pollution modelling (e.g. Atmospheric dispersion modeling) Pollution control Air pollution and meteorology Global change Greenhouse effect and global temperature Carbon, nitrogen, and oxygen cycle IPCC emissions scenarios Oceanic changes (ocean acidification, other effects of global warming on oceans) and changes in the stratosphere (see Physical impacts of climate change) Solid waste management and resource recovery Life cycle assessment Source reduction Collection and transfer operations Recycling Waste-to-energy conversion Landfill
Document 8 ::: Many people worry about human impacts on the environment. These include impacts on the atmosphere, land, and water resources. : 21 Human activities now have an impact on Earth's geology and ecosystems. This led Paul Crutzen to call the current geological epoch the Anthropocene. For example, the impact of human activity on ecosystems can reach tipping points in the climate system.
Document 9 ::: Q00 General Q01 Sustainable Development Q02 Commodity MarketsQ1 Agriculture Q10 General Q11 Aggregate Supply and Demand Analysis • Prices Q12 Micro Analysis of Farm Firms, Farm Households, and Farm Input Markets Q13 Agricultural Markets and Marketing • Cooperatives • Agribusiness Q14 Agricultural Finance Q15 Land Ownership and Tenure • Land Reform • Land Use • Irrigation • Agriculture and Environment Q16 R&D • Agricultural Technology • Biofuels • Agricultural Extension Services Q17 Agriculture in International Trade Q18 Agricultural Policy • Food Policy Q19 OtherQ2 Renewable Resources and Conservation Q20 General Q21 Demand and Supply • Prices Q22 Fishery • Aquaculture Q23 Forestry Q24 Land Q25 Water Q26 Recreational Aspects of Natural Resources Q27 Issues in International Trade Q28 Government Policy Q29 OtherQ3 Nonrenewable Resources and Conservation Q30 General Q31 Demand and Supply • Prices Q32 Exhaustible Resources and Economic Development Q33 Resource Booms Q34 Natural Resources and Domestic and International Conflicts Q35 Hydrocarbon Resources Q37 Issues in International Trade Q38 Government Policy Q39 OtherQ4 Energy Q40 General Q41 Demand and Supply • Prices Q42 Alternative Energy Sources Q43 Energy and the Macroeconomy Q47 Energy Forecasting Q48 Government Policy Q49 OtherQ5 Environmental Economics Q50 General Q51 Valuation of Environmental Effects Q52 Pollution Control Adoption and Costs • Distributional Effects • Employment Effects Q53 Air Pollution • Water Pollution • Noise • Hazardous Waste • Solid Waste • Recycling Q54 Climate • Natural Disasters and Their Management • Global Warming Q55 Technological Innovation Q56 Environment and Development • Environment and Trade • Sustainability • Environmental Accounts and Accounting • Environmental Equity • Population Growth Q57 Ecological Economics: Ecosystem Services • Biodiversity Conservation • Bioeconomics • Industrial Ecology Q58 Government Policy Q59 Other
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.
|
11,128
|
What is the foundation species of coral reef ecosystems?
|
[
"A. anemones",
"B. molluscs",
"C. crystals",
"D. coral"
] |
D. coral
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 3 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: 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 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.
|
11,129
|
When the ph of precipitation is lowered because of air pollution, what results?
|
[
"A. acid rain",
"B. sleet",
"C. climate change",
"D. abnormal rain"
] |
A. acid rain
|
Document 1 ::: The composition of the Earth's atmosphere changes as result of natural processes such as volcano emissions, lightning and bombardment by solar particles from corona. It has also been changed by human activity and some of these changes are harmful to human health, crops and ecosystems. Examples of problems which have been addressed by atmospheric chemistry include acid rain, ozone depletion, photochemical smog, greenhouse gases and global warming. Atmospheric chemists seek to understand the causes of these problems, and by obtaining a theoretical understanding of them, allow possible solutions to be tested and the effects of changes in government policy evaluated.
Document 2 ::: The composition and chemistry of the atmosphere is of importance for several reasons, but primarily because of the interactions between the atmosphere and living organisms. The composition of the Earth's atmosphere has been changed by human activity and some of these changes are harmful to human health, crops and ecosystems. Examples of problems which have been addressed by atmospheric chemistry include acid rain, photochemical smog and global warming. Atmospheric chemistry seeks to understand the causes of these problems, and by obtaining a theoretical understanding of them, allow possible solutions to be tested and the effects of changes in government policy evaluated.
Document 3 ::: Development of dose-response function with respect to soils, soil organisms, aquatic and amphibious organisms, crop plants, and forest plants;8. Establishing and carrying out system studies with respect to plant physiology, aquatic ecosystems, soil chemistry systems, soil microbial system, and forest ecosystems; and9. Economic assessments of (a) the environmental impacts caused by acidic precipitation on crops, forests, fisheries, recreational and aesthetic resources, and structures, and (b) alternative technologies to remedy or otherwise ameliorate the harmful effects which may result from acid precipitation.
Document 4 ::: The hydronium ions of acid rain also mobilize toxins, such as aluminium, and leach away essential nutrients and minerals such as magnesium. 2 H+ (aq) + Mg2+ (clay) ⇌ 2 H+ (clay) + Mg2+ (aq)Soil chemistry can be dramatically changed when base cations, such as calcium and magnesium, are leached by acid rain, thereby affecting sensitive species, such as sugar maple (Acer saccharum).Soil acidification Impacts of acidic water and soil acidification on plants could be minor or in most cases major. Most minor cases which do not result in fatality of plant life can be attributed to the plants being less susceptible to acidic conditions and/or the acid rain being less potent.
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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: The 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 following topics make up a typical curriculum in environmental engineering: Mass and Energy transfer Environmental chemistry Inorganic chemistry Organic Chemistry Nuclear Chemistry Growth models Resource consumption Population growth Economic growth Risk assessment Hazard identification Dose-response Assessment Exposure assessment Risk characterization Comparative risk analysis Water pollution Water resources and pollutants Oxygen demand Pollutant transport Water and waste water treatment Air pollution Industry, transportation, commercial and residential emissions Criteria and toxic air pollutants Pollution modelling (e.g. Atmospheric dispersion modeling) Pollution control Air pollution and meteorology Global change Greenhouse effect and global temperature Carbon, nitrogen, and oxygen cycle IPCC emissions scenarios Oceanic changes (ocean acidification, other effects of global warming on oceans) and changes in the stratosphere (see Physical impacts of climate change) Solid waste management and resource recovery Life cycle assessment Source reduction Collection and transfer operations Recycling Waste-to-energy conversion Landfill
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 ::: Development and application of atmospheric transport models to enable prediction of long range transport of substances causing acidic precipitation;5. Defining geographic areas of impact through deposition monitoring, identification of sensitive areas, and identification of areas at risk;6. Broadening of impact data bases through collection of existing data on water and soil chemistry and through temporal trend analysis;7.
|
11,130
|
What type of barrier physically blocks pathogens from entering the body?
|
[
"A. Solid",
"B. molecular",
"C. potential",
"D. mechanical"
] |
D. mechanical
|
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 first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: 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 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 ::: → To enter the Second year, students can have access at the ECPM having an interview, with a Master M1 in Physics with a speciality in Polymers or materials. → Admission to the CP2i class in the ECPM, after the Baccalaureate, or an equivalent foreign degree for the international students. There is no competitive exam, but every student should submit their school results.
|
11,131
|
In what do a roundworm's eggs pass from host to the environment?
|
[
"A. skin",
"B. arms",
"C. feces",
"D. mouth"
] |
C. feces
|
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 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: 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 ::: 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.
|
11,132
|
What is the name of the command center of the cell?
|
[
"A. mitochondria",
"B. vacuole",
"C. molecules",
"D. nucleus"
] |
D. nucleus
|
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 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 ::: 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.
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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: 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 ::: 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)
|
11,133
|
What does the ending 'ology' refer to?
|
[
"A. theory of",
"B. focus of",
"C. Application Of",
"D. study of"
] |
D. study of
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 5 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 6 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 7 ::: 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 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 9 ::: 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 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.
|
11,134
|
What is the only natural phenomenon that causes more damage than earthquakes?
|
[
"A. hurricanes",
"B. volcanos",
"C. blizzards",
"D. landslides"
] |
A. hurricanes
|
Document 1 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The 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 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: Structural geology and climatology use probabilistic models to predict the risk of natural catastrophes. Similarly, meteorology, oceanography, and planetology also use mathematics due to their heavy use of models.
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 ::: 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 ::: 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.
|
11,135
|
What is the hypothesis that states that the biosphere is its own living organism?
|
[
"A. Geiger theory",
"B. Big Bang theory",
"C. gaia hypothesis",
"D. Pascal's hypothesis"
] |
C. gaia hypothesis
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: 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 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 7 ::: 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: The 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.
|
11,136
|
The kinetic energy of molecules is generally proportionate to what other property that they have?
|
[
"A. temperature",
"B. mass",
"C. precipitation",
"D. variation"
] |
A. temperature
|
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 ::: 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 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 6 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: 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 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 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 10 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
|
11,137
|
Several neuropeptides, relatively short chains of amino acids, serve as neurotransmitters that operate via metabotropic what?
|
[
"A. organelles",
"B. lipids",
"C. membranes",
"D. receptors"
] |
D. receptors
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: Primary systems of study include the chemistry of condensed phases (solids, liquids, polymers) and interfaces between different phases. Neurochemistry is the study of neurochemicals; including transmitters, peptides, proteins, lipids, sugars, and nucleic acids; their interactions, and the roles they play in forming, maintaining, and modifying the nervous system. Nuclear chemistry is the study of how subatomic particles come together and make nuclei.
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 ::: To identify neurotransmitters, the following criteria are typically considered: Synthesis: The chemical must be produced within the neuron or be present in it as a precursor molecule. Release and Response: When the neuron is activated, the chemical must be released and elicit a response in target cells or neurons. Experimental Response: Application of the chemical directly to the target cells should produce the same response observed when the chemical is naturally released from neurons. Removal Mechanism: There must be a mechanism in place to remove the neurotransmitter from its site of action once its signaling role is complete.However, given advances in pharmacology, genetics, and chemical neuroanatomy, the term "neurotransmitter" can be applied to chemicals that: Carry messages between neurons via influence on the postsynaptic membrane.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: The 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 ::: Amines are ubiquitous in biology. The breakdown of amino acids releases amines, famously in the case of decaying fish which smell of trimethylamine. Many neurotransmitters are amines, including epinephrine, norepinephrine, dopamine, serotonin, and histamine. Protonated amino groups (–NH+3) are the most common positively charged moieties in proteins, specifically in the amino acid lysine. The anionic polymer DNA is typically bound to various amine-rich proteins. Additionally, the terminal charged primary ammonium on lysine forms salt bridges with carboxylate groups of other amino acids in polypeptides, which is one of the primary influences on the three-dimensional structures of proteins.
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
11,138
|
What kind of process is boiling?
|
[
"A. cavitation",
"B. spheroidal",
"C. isothermal",
"D. chemical"
] |
C. isothermal
|
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 ::: 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 ::: 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 ::: 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 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 9 ::: Task 1: "Answer retrieval" matching old post answers to newly posed questions, and Task 2: "Formula retrieval" matching old post formulae to new questions. Starting with the domain of mathematics, which involves formula language, the goal is to later extend the task to other domains (e.g., STEM disciplines, such as chemistry, biology, etc.), which employ other types of special notation (e.g., chemical formulae).The inverse of mathematical question answering—mathematical question generation—has also been researched. The PhysWikiQuiz physics question generation and test engine retrieves mathematical formulae from Wikidata together with semantic information about their constituting identifiers (names and values of variables).
Document 10 ::: F. Chemical vessels/tanks/containers design will be impacted by many considerations, heat, cold, vacuum, pressure, exothermic reactivity and the inherent aggressive nature of the chemical (acids - caustic, etc). Consideration in design, of these physics and chemical effects will impact the tank/vessels viability as an appropriate container. (Example: Loss of the heating system required to prevent a liquid chemical from freezing: this failure removes access to the process use of the chemical, thus shutting down your process, back-up design considerations should be integrated where economics allow.)
|
11,139
|
In science, what is constantly tested, sometimes revised, sometimes thrown out and sometimes well-established?
|
[
"A. a theory",
"B. a variable",
"C. a technique",
"D. a study"
] |
A. a theory
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: 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 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 ::: 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 ::: 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 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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 9 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
11,140
|
What is the name of the process in which both the system and its environment can return to exactly the states they were in by following the reverse path?
|
[
"A. Different Process",
"B. Remote process",
"C. reversible process",
"D. conductive process"
] |
C. reversible process
|
Document 1 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 2 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 3 ::: Task 1: "Answer retrieval" matching old post answers to newly posed questions, and Task 2: "Formula retrieval" matching old post formulae to new questions. Starting with the domain of mathematics, which involves formula language, the goal is to later extend the task to other domains (e.g., STEM disciplines, such as chemistry, biology, etc.), which employ other types of special notation (e.g., chemical formulae).The inverse of mathematical question answering—mathematical question generation—has also been researched. The PhysWikiQuiz physics question generation and test engine retrieves mathematical formulae from Wikidata together with semantic information about their constituting identifiers (names and values of variables).
Document 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 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 ::: 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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.
|
11,141
|
What must be present on a plant where ladybugs will lay their eggs?
|
[
"A. butterflies",
"B. dew drops",
"C. mites",
"D. aphids"
] |
D. aphids
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 4 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The 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 7 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: 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.
|
11,142
|
In birds, lightweight air-filled bones and a large four-chambered heart are examples of adaptations for what purpose?
|
[
"A. flight",
"B. speed",
"C. mating",
"D. long lifespan"
] |
A. flight
|
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 ::: Features evolved for one purpose may be co-opted for a different one, as when the insulating feathers of dinosaurs were co-opted for bird flight. Adaptation is a major topic in the philosophy of biology, as it concerns function and purpose (teleology). Some biologists try to avoid terms which imply purpose in adaptation, not least because it suggests a deity's intentions, but others note that adaptation is necessarily purposeful.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 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 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
|
11,143
|
Chemical and solar cells are devices that change chemical or light energy to what?
|
[
"A. occurring energy",
"B. electrical energy",
"C. temperature energy",
"D. cellular"
] |
B. electrical 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 ::: 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 ::: 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 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: 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 identity of ions and the electrical conductivity of materials. Surface science and electrochemistry of cell membranes. Interaction of one body with another in terms of quantities of heat and work called thermodynamics.
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 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.
|
11,144
|
Stoichiometric coefficients are used in chemical equations to indicate the amounts of reactants and what?
|
[
"A. fuels",
"B. products",
"C. consumers",
"D. imports"
] |
B. products
|
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 ::: 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 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: 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 ::: 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 ::: 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.
|
11,145
|
Like acetic acid, pentanoic acid is what kind of acid?
|
[
"A. carbonic",
"B. carboxylic",
"C. amino",
"D. hydroxyl"
] |
B. carboxylic
|
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 ::: 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 ::: 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 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 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: 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 10 ::: The speciality is chosen in the second year. Students have four possibilities: Chemistry: Organic Chemistry: With this speciality, students attain a high level in synthesis and characterization of organic chemistry. Analytical Chemistry: Students are trained in techniques of analysis within the context of quality control. Polymers: Students are trained to become flexible engineers in the polymer industry. Materials: Students are trained in physics and chemistry of functional materials. Students become engineers specializing in conception and development of materials with an added value.
|
11,146
|
A solute generally has what effect on the boiling point of a solvent?
|
[
"A. raises",
"B. none",
"C. randomizes",
"D. lowers"
] |
A. raises
|
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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: 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 ::: 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 7 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 10 ::: 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.
|
11,147
|
What type of climates are found around the equator?
|
[
"A. tropical",
"B. arid",
"C. arctics",
"D. tundras"
] |
A. tropical
|
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 ::: Earth's surface can be subdivided into specific latitudinal belts of approximately homogeneous climate. Ranging from the equator to the polar regions, these are the tropical (or equatorial), subtropical, temperate and polar climates.Further factors that affect a location's climates are its proximity to oceans, the oceanic and atmospheric circulation, and topology. Places close to oceans typically have colder summers and warmer winters, due to the fact that oceans can store large amounts of heat.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: Arctic ecology – Study of the relationships between biotic and abiotic factors in the arctic – Polar ecology – Relationship between plants and animals and a polar environment – Tropical ecology – Study of the relationships between the biotic and abiotic components of the tropics.
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 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 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 ::: There are three main types of abiotic factors: climatic factors consist of sunlight, atmosphere, humidity, temperature, and salinity; edaphic factors are abiotic factors regarding soil, such as the coarseness of soil, local geology, soil pH, and aeration; and social factors include land use and water availability.An example of the effects of abiotic factors on species distribution can be seen in drier areas, where most individuals of a species will gather around water sources, forming a clumped distribution. Researchers from the Arctic Ocean Diversity (ARCOD) project have documented rising numbers of warm-water crustaceans in the seas around Norway's Svalbard Islands. Arcod is part of the Census of Marine Life, a huge 10-year project involving researchers in more than 80 nations that aims to chart the diversity, distribution and abundance of life in the oceans.
Document 10 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
|
11,148
|
What kind of planet do we consider ceres to be?
|
[
"A. minor planet",
"B. binary planet",
"C. dwarf planet",
"D. gas planet"
] |
C. dwarf planet
|
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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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 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 ::: What is the nature of its atmosphere? How can Triton's geophysics and composition expand our knowledge of dwarf planets like Pluto? What are the connections between Neptune's rings, arcs, surface weathering, and small moons?
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 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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.
|
11,149
|
How many pairs of legs does a millipede have per body segment?
|
[
"A. eight",
"B. four",
"C. two",
"D. one"
] |
C. two
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: 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 ::: 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 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 ::: 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 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 DAT comprises four sections: survey of the natural sciences (90 minutes), perceptual ability (often called the PAT, 60 minutes), reading comprehension (60 minutes), and quantitative reasoning (45 minutes). The mathematics of the quantitative exam is similar to that of the SAT. The first section is divided into questions about biology (40 questions), general chemistry (30 questions), and organic chemistry (30 questions). The second section is divided into six different problem sets designed to test perceptual ability, specifically in the areas of three-dimensional manipulation and spatial reasoning.
Document 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.
|
11,150
|
What is the fertilization step in the sexual reproduction of plants?
|
[
"A. evolution",
"B. pollination",
"C. hibernation",
"D. Fornications"
] |
B. pollination
|
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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 5 ::: The 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 ::: The GRE subject test in biology was a standardized test in the United States created by the Educational Testing Service, and is designed to assess a candidate's potential for graduate or post-graduate study in the field of biology. The test is comprehensive and covers—in equal proportions—molecular biology, organismal biology, and ecology and evolution.This exam, like all the GRE subject tests, is paper-based, as opposed to the GRE general test which is usually computer-based. It contains 194 questions, which are to be answered within 2 hours and 50 minutes. Scores on this exam are required for entrance to some biology Ph.D.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: 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 10 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
11,151
|
How do you add two dimensional vectors?
|
[
"A. geometrically",
"B. graphically",
"C. topologically",
"D. linearly"
] |
A. geometrically
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: 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 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 ::: Although four- and higher-dimensional spaces are difficult to visualize, the algebra of Cartesian coordinates can be extended relatively easily to four or more variables, so that certain calculations involving many variables can be done. (This sort of algebraic extension is what is used to define the geometry of higher-dimensional spaces.) Conversely, it is often helpful to use the geometry of Cartesian coordinates in two or three dimensions to visualize algebraic relationships between two or three of many non-spatial variables.
Document 5 ::: 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 6 ::: 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 7 ::: Various techniques and tools are used in solid geometry. Among them, analytic geometry and vector techniques have a major impact by allowing the systematic use of linear equations and matrix algebra, which are important for higher dimensions.
Document 8 ::: Vectors have many uses in physics and other sciences.
Document 9 ::: Comment: The proof of Euler's four-square identity is by simple algebraic evaluation. Quaternions derive from the four-square identity, which can be written as the product of two inner products of 4-dimensional vectors, yielding again an inner product of 4-dimensional vectors: (a·a)(b·b) = (a×b)·(a×b). This defines the quaternion multiplication rule a×b, which simply reflects Euler's identity, and some mathematics of quaternions. Quaternions are, so to say, the "square root" of the four-square identity.
Document 10 ::: Parametrization of planar curves is introduced, mainly focusing on lines, circles and parabolas. The plotting of cubic equations and solution of specific cases through polynomial long division and the remainder theorem enable a deeper understanding of polynomials. Mathematics Extension 2 (Must be studied concurrently with Mathematics Advanced and Mathematics Extension 1): A highly advanced mathematics course containing an introduction to complex numbers, advanced calculus, motion, and further work with vectors.
|
11,152
|
The fact that all living things share the same biochemical building blocks is molecular evidence of what theorized process?
|
[
"A. emergence",
"B. evolution",
"C. generation",
"D. creation"
] |
B. evolution
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: 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 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 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 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: The current scientific consensus is that the complex biochemistry that makes up life came from simpler chemical reactions. The beginning of life may have included self-replicating molecules such as RNA and the assembly of simple cells. In 2016 scientists reported a set of 355 genes from the last universal common ancestor (LUCA) of all life, including microorganisms, living on Earth.Current species are a stage in the process of evolution, with their diversity the product of a long series of speciation and extinction events.
Document 10 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
11,153
|
When the monocilia are defective, what is disrupted?
|
[
"A. predicting",
"B. signaling",
"C. inhibiting",
"D. triggering"
] |
B. signaling
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: The 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 ::: 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 ::: ": 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 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.
|
11,154
|
What is a copy of an object that is formed by reflected light?
|
[
"A. image",
"B. deflection",
"C. example",
"D. instance"
] |
A. image
|
Document 1 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: 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 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 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 10 ::: 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.
|
11,155
|
Hypoxia is a condition of the reduced supply of what?
|
[
"A. methane",
"B. nitrogen",
"C. oxygen",
"D. food"
] |
C. oxygen
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The 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 ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 8 ::: 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". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
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.
|
11,156
|
What part of an atom is positive due to the presence of positively charged protons?
|
[
"A. Electron",
"B. nucleus",
"C. Proton",
"D. Neutron"
] |
B. nucleus
|
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 ::: Atoms are so small that accurately predicting their behavior using classical physics is not possible due to quantum effects. More than 99.94% of an atom's mass is in the nucleus. Each proton has a positive electric charge, while each electron has a negative charge, and the neutrons, if any are present, have no electric charge.
Document 4 ::: Chemistry concerns itself with how electron sharing binds atoms into structures such as crystals and molecules. The subatomic particles considered important in the understanding of chemistry are the electron, the proton, and the neutron. Nuclear physics deals with how protons and neutrons arrange themselves in nuclei.
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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: Before 1971, physicists were uncertain as to how the atomic nucleus was bound together. It was known that the nucleus was composed of protons and neutrons and that protons possessed positive electric charge, while neutrons were electrically neutral. By the understanding of physics at that time, positive charges would repel one another and the positively charged protons should cause the nucleus to fly apart. However, this was never observed.
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 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 10 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
|
11,157
|
Organs of what male biological system include the penis, testes, and epididymis?
|
[
"A. immune system",
"B. reproductive system",
"C. romantic system",
"D. circulatory system"
] |
B. reproductive 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 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: 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 ::: Sexual medicine addresses issues of sexual dysfunction, sex education, disorders of sex development, sexually transmitted infections, puberty, and diseases of the reproductive system. The field connects to multiple medical disciplines with varying degrees of overlap including reproductive medicine, urology, psychiatry, genetics, gynaecology, andrology, endocrinology, and primary care.However, sexual medicine differs from reproductive medicine in that sexual medicine addresses disorders of the sexual organs or psyche as it relates to sexual pleasure, mental health, and well-being, while reproductive medicine addresses disorders of organs that affect reproductive potential.
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.
|
11,158
|
At certain times of year, a stream or river may overflow its banks. what is the area of land that is flooded called?
|
[
"A. floodplain",
"B. lowland",
"C. run off",
"D. inlet"
] |
A. floodplain
|
Document 1 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: Fluvial geomorphology is the cumulation of a number of sciences including open channel hydraulics, sediment transport, hydrology, physical geology, and riparian ecology. River engineering practitioners attempt to understand fluvial geomorphology, implement a physical alteration, and maintain public safety. : 3–13ff
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 ::: 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 ::: Patch context: The freshwater ecosystem is embedded in a complex terrestrial mosaic (e.g., soils, geology, and land use/cover) that has been shown to drive many within-ecosystem features and processes such as water chemistry, species richness, and primary and secondary productivity. Patch connectivity and directionality: The complex freshwater mosaic is connected to the particular patch of interest and defines the degree to which materials and organisms move across the landscape through freshwater connections. For freshwater ecosystems, these connections often display a strong directionality component that must be explicitly considered.
Document 7 ::: Fluvial geomorphologists focus on rivers, how they transport sediment, migrate across the landscape, cut into bedrock, respond to environmental and tectonic changes, and interact with humans. Soils geomorphologists investigate soil profiles and chemistry to learn about the history of a particular landscape and understand how climate, biota, and rock interact. Other geomorphologists study how hillslopes form and change.
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 ::: For example: a) Things would be different if Microsoft were located in Georgia.In sentence (a), a shallow information extraction system might infer wrongly that Microsoft's headquarters was located in Georgia. While as humans, we understand from the sentence that Microsoft office was never in Georgia. b) The National Institute for Psychology in Israel was established in May 1971 as the Israel Center for Psychobiology by Prof. Joel.In sentence (b), a shallow system could wrongly infer that Israel was established in May 1971.
Document 10 ::: For example, a watershed model could be represented using tributaries as boxes with arrows pointing toward a box that represents the main river. The conceptual model would then specify the important watershed features (e.g., land use, land cover, soils, subsoils, geology, wetlands, lakes), atmospheric exchanges (e.g., precipitation, evapotranspiration), human uses (e.g., agricultural, municipal, industrial, navigation, thermo- and hydro-electric power generation), flow processes (e.g., overland, interflow, baseflow, channel flow), transport processes (e.g., sediments, nutrients, pathogens), and events (e.g., low-, flood-, and mean-flow conditions). Model scope and complexity is dependent on modeling objectives, with greater detail required if human or environmental systems are subject to greater risk.
|
11,159
|
What are the major types anchoring proteins?
|
[
"A. semimetals and occludins",
"B. claudins and occludins",
"C. amino and fatty acids",
"D. claudins and semimetals"
] |
B. claudins and occludins
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The 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 ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: 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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 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.
|
11,160
|
The process where an atomic nucleus breaks apart into two less massive nuclei is known as ______.
|
[
"A. fusion",
"B. fission",
"C. collision",
"D. diffusion"
] |
B. fission
|
Document 1 ::: In nuclear physics, atoms may react together to fuse where several atomic nuclei may fuse into one nucleus. In nuclear computation, several computational threads fuse into one processing thread.
Document 2 ::: FIRSTFor Inspiration and Recognition of Science and Technology – is an organization founded by inventor Dean Kamen in 1989 to develop ways to inspire students in engineering and technology fields. FissionIn nuclear physics and nuclear chemistry, nuclear fission is a nuclear reaction or a radioactive decay process in which the nucleus of an atom splits into two or more smaller, lighter nuclei. The fission process often produces gamma photons, and releases a very large amount of energy even by the energetic standards of radioactive decay.
Document 3 ::: In nuclear physics, atoms decay or react where the atom's nucleus splits, producing several atoms. In nuclear computation, a computational thread splits into several processing threads.
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 ::: This difference in mass arises due to the difference in atomic binding energy between the nuclei before and after the reaction. Fusion is the process that powers active or main sequence stars and other high-magnitude stars, where large amounts of energy are released. Nuclear physicsThe science that describes the components of atoms. Nuclear potential energyThe energy that is given up in decay of an unstable nucleus. Nuclear powerThe use of energy derived from nuclear chain reactions for electricity production or ship propulsion.
Document 6 ::: Condensed matter physics (solid-state physics, nanoscience, superconductivity) Bose–Einstein condensation and Superfluids Quantum chemistry (computational chemistry, molecular physics) Atomic physics Molecular physics Nuclear physics (Nuclear structure, nuclear reactions, nuclear matter) Quantum chromodynamics (Lattice QCD, hadron spectroscopy, QCD matter, quark–gluon plasma)
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 term atomic physics can be associated with nuclear power and nuclear weapons, due to the synonymous use of atomic and nuclear in standard English. Physicists distinguish between atomic physics—which deals with the atom as a system consisting of a nucleus and electrons—and nuclear physics, which studies nuclear reactions and special properties of atomic nuclei. 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 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 heavier elements produced after the Big Bang range in atomic numbers from Z = 6 (carbon) to Z = 94 (plutonium). Synthesis of these elements occurred through nuclear reactions involving the strong and weak interactions among nuclei, and called nuclear fusion (including both rapid and slow multiple neutron capture), and include also nuclear fission and radioactive decays such as beta decay. The stability of atomic nuclei of different sizes and composition (i.e. numbers of neutrons and protons) plays an important role in the possible reactions among nuclei. Cosmic nucleosynthesis, therefore, is studied among researchers of astrophysics and nuclear physics ("nuclear astrophysics").
|
11,161
|
Sugar and starch are examples of what type of nutrient?
|
[
"A. proteins",
"B. fat",
"C. carbohydrates",
"D. vitamins"
] |
C. carbohydrates
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: Nutritional science as a subject is taught at universities around the world. At the beginning of the programs, the basic subjects of biology, chemistry, mathematics and physics are part of the curriculum. Later, a focus is on inorganic chemistry, functional biology, biochemistry and genetics. At most universities, students can specialize in certain areas, this involves subjects such as special food chemistry, nutritional physiology, food law and nutritional medicine. Students who are more interested in the economic aspect usually specialize in the field of food economics. Laboratory exercises are also on the curriculum at most universities.
Document 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 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 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 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.
|
11,162
|
What term describes a property of a liquid based on the strength of its intermolecular forces?
|
[
"A. cellular pressure",
"B. vapor pressure",
"C. analogous pressure",
"D. tissue pressure"
] |
B. vapor pressure
|
Document 1 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 2 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 3 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: 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 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,163
|
What do a river and all its tributaries make up?
|
[
"A. food system",
"B. abundance system",
"C. water system",
"D. river system"
] |
D. river system
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 6 ::: The 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 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 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: 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.
|
11,164
|
What structure is the site of all of the basic biochemical processes that keep organisms alive?
|
[
"A. Element",
"B. Atom",
"C. particle",
"D. cell"
] |
D. cell
|
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 ::: 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 6 ::: 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 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 ::: 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 ::: 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.
|
11,165
|
How does the magnetic field produced by a current in a wire move?
|
[
"A. in concentric circles",
"B. counterclockwise",
"C. intermittently",
"D. slowly"
] |
A. in concentric circles
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 3 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: Solutions Manual to Accompany Electricity and Magnetism: Berkeley Physics Course, Volume 2, Second Edition. McGraw-Hill. Purcell, Edward M.; Morin, David J.
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 ::: 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 ::: 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 ::: Solutions Manual to Accompany Electricity and Magnetism: Berkeley Physics Course, Volume 2, First Edition. McGraw-Hill. Purcell, Edward M.
|
11,166
|
What are the 3 types of volcanoes?
|
[
"A. composite, seismic, fault",
"B. composite, shield, cinder cones",
"C. composite , atop , cinder cones",
"D. crude , shield , cinder cones"
] |
B. composite, shield, cinder cones
|
Document 1 ::: 1C – Proved contingent resources 1oo2 – One out of two voting (instrumentation) 1P – Proven reserves 2C – Proved and probable contingent resources 2D – two-dimensional (geophysics) 2oo2 – Two out of two voting (instrumentation) 2oo3 – Two out of three voting (instrumentation) 2P – proved and probable reserves 3C – three components seismic acquisition (x, y, and z) 3C – Proved, probable and possible contingent resources 3D – three-dimensional (geophysics) 3P – proved, probable and possible reserves 4D – multiple 3Ds acquired over time (the 4th D) over the same area with the same parameters (geophysics) 8rd – eight round (describes the number of revolutions per inch of pipe thread)
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The 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 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 7 ::: 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 ::: Geology Mineralogy – the study of chemistry, crystal structure, and physical (including optical) properties of minerals. Petrophysics – The study of the origin, structure, and composition of rocks. Volcanology – the study of volcanoes, volcanic features (hot springs, geysers, fumaroles), volcanic rock, and heat flow related to volcanoes.
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 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
|
11,167
|
The fast motion of gas particles gives them a relatively large amount of what energy?
|
[
"A. kinetic energy",
"B. Potential energy",
"C. residual energy",
"D. Chemical energy"
] |
A. kinetic energy
|
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 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 3 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 4 ::: 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: The 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: The 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 ::: Task 1: "Answer retrieval" matching old post answers to newly posed questions, and Task 2: "Formula retrieval" matching old post formulae to new questions. Starting with the domain of mathematics, which involves formula language, the goal is to later extend the task to other domains (e.g., STEM disciplines, such as chemistry, biology, etc.), which employ other types of special notation (e.g., chemical formulae).The inverse of mathematical question answering—mathematical question generation—has also been researched. The PhysWikiQuiz physics question generation and test engine retrieves mathematical formulae from Wikidata together with semantic information about their constituting identifiers (names and values of variables).
Document 10 ::: Chemical energy – energy contained in molecules Electrical energy – energy from electric fields Electro-centric energy – energy sustaining the continuous motion of free electrons. Gravitational energy – energy from gravitational fields Ionization energy – energy that binds an electron to its atom or molecule Kinetic energy – (≥0), energy of the motion of a body Magnetic energy – energy from magnetic fields Mechanical energy – The sum of (usually macroscopic) kinetic and potential energies Mechanical wave – (≥0), a form of mechanical energy propagated by a material's oscillations Nuclear binding energy – energy that binds nucleons to form the atomic nucleus Potential energy – energy possessed by a body by virtue of its position relative to others, stresses within itself, electric charge, and other factors.Elastic energy – energy of deformation of a material (or its container) exhibiting a restorative force Gravitational energy – potential energy associated with a gravitational field. Nuclear potential energy Radiant energy – (≥0), energy of electromagnetic radiation including light and of gravitational radiation Rest energy – (≥0) given by E = mc2, where m is an object's rest mass Surface energy Thermal energy – a microscopic, disordered equivalent of mechanical energy Heat – an amount of thermal energy being transferred (in a given process) in the direction of decreasing temperature Work (physics) – an amount of energy being energy transferred in a given process due to displacement in the direction of an applied force
|
11,168
|
When do alkane reactions usually occur?
|
[
"A. in cold climates",
"B. underwater",
"C. under extreme conditions",
"D. at high altitudes"
] |
C. under extreme conditions
|
Document 1 ::: 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 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 ::: On-line Questions are uploaded again after the Summer School. The leftovers of the Summer School and other people who didn't join the Summer School have to take this test to join the Winter School 1. First grade students in the high school take this test. In this test, Organic Chemistry questions will appear more often than the test 1. 25 well-ranked students can join the Winter School 1.
Document 5 ::: 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.
Document 6 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 7 ::: The annual AP Chemistry examination, which is typically administered in May, is divided into two major sections (multiple-choice questions and free response essays).
Document 8 ::: Also, the water molecule's tendency to form strong hydrogen bonds can interfere with internal hydrogen bonding in complex organic molecules. Life with a hydrocarbon solvent could make more use of hydrogen bonds within its biomolecules. Moreover, the strength of hydrogen bonds within biomolecules would be appropriate to a low-temperature biochemistry.Astrobiologist Chris McKay has argued, on thermodynamic grounds, that if life does exist on Titan's surface, using hydrocarbons as a solvent, it is likely also to use the more complex hydrocarbons as an energy source by reacting them with hydrogen, reducing ethane and acetylene to methane.
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 ::: 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.
|
11,169
|
What do you call scientists that study the weather, specifically?
|
[
"A. geologists",
"B. meteorologists",
"C. hydrologists",
"D. forecasters"
] |
B. meteorologists
|
Document 1 ::: Meteorologists study the Earth's atmosphere and its interactions with the Earth's surface, the oceans and the biosphere. Their knowledge of applied mathematics and physics allows them to understand the full range of atmospheric phenomena, from snowflake formation to the Earth's general climate. Research meteorologists are specialized in areas like: Climatology to estimate the various components of the climate and their variability to determine, for example, the wind potential of a given region or global warming. Air quality where they are interested in the phenomena of transport, transformation and dispersion of atmospheric pollutants and may be called upon to design scenarios for the reduction of polluting emissions.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: Agrarian Science, Architecture, Astronomy, Atmospheric Sciences, Biology, Chemistry, Engineering, Geology, Geophysics, Information Technology, Mathematics, Medicine, Multidisciplinaries, Oceanography, Physics and Veterinary Medicine
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 ::: Earth science – the science of the planet Earth, as of 2018 the only identified life-bearing planet. Its studies include the following: The water cycle and the process of transpiration Freshwater Oceanography Weathering and erosion Rocks Agrophysics Soil science Pedogenesis Soil fertility Earth's tectonic structure Geomorphology and geophysics Physical geography Seismology: stress, strain, and earthquakes Characteristics of mountains and volcanoes Characteristics and formation of fossils Atmospheric sciences – the branches of science that study the atmosphere, its processes, the effects other systems have on the atmosphere, and the effects of the atmosphere on these other systems. Atmosphere of Earth Atmospheric pressure and winds Evaporation, condensation, and humidity Fog and clouds Meteorology, weather, climatology, and climate Hydrology, clouds and precipitation Air masses and weather fronts Major storms: thunderstorms, tornadoes, and hurricanes Major climate groups Speleology Cave
Document 6 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
Document 7 ::: 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 8 ::: 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 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 ::: Hydrology, oceanography and limnology are studies which focus on the movement, distribution, and quality of the water and involves all the components of the hydrologic cycle on the Earth and its atmosphere (or hydrosphere). "Sub-disciplines of hydrology include hydrometeorology, surface water hydrology, hydrogeology, watershed science, forest hydrology, and water chemistry." Glaciology covers the icy parts of the Earth (or cryosphere). Atmospheric sciences cover the gaseous parts of the Earth (or atmosphere) between the surface and the exosphere (about 1000 km). Major subdisciplines include meteorology, climatology, atmospheric chemistry, and atmospheric physics.
|
11,170
|
What replicates in the s phase of interphase, resulting in chromosomes composed of two linked sister chromatids?
|
[
"A. dna",
"B. protein",
"C. hormones",
"D. RNA"
] |
A. dna
|
Document 1 ::: metabolism metamorphosis metaphase The third phase of mitosis, in which duplicated genetic material carried in the nucleus of a parent cell is separated into two identical daughter cells. During metaphase, the cell's chromosomes align themselves in the middle of the cell through a type of cellular "tug of war". microbiology The study of microscopic organisms, such as bacteria, viruses, archaea, fungi and protozoa.
Document 2 ::: 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 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 5 ::: Replication of DNA and transcription from DNA to mRNA occurs in the nucleus while translation from RNA to proteins occurs in the ribosome. The genetic code is made of four base pairs: adenine, cytosine, uracil, and guanine and is redundant meaning multiple combinations of these base pairs (which are read in triplicate) produce the same amino acid. Proteomics and genomics are fields in biology that come out of the study of molecular genetics and the Central Dogma.
Document 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 ::: Even once the DNA duplex structure was solved, it was initially an open question whether additional DNA structures were needed to explain its overall topology. there were initially questions about how it might affect DNA replication. In 1963, autoradiographs of the E. coli chromosome demonstrated that it was a single circular molecule that is replicated at a pair of replication forks at which both new DNA strands are being synthesized. The two daughter chromosomes after replication would therefore be topologically linked.
Document 8 ::: Outlining the central dogma of molecular biology, Francis Crick succinctly stated, "DNA is held in a configuration by histone so that it can act as a passive template for the simultaneous synthesis of RNA and protein. None of the detailed 'information' is in the histone." However, he closes the article stating, "this scheme explains the majority of the present experimental results!"
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 ::: central dogma of molecular biology A generalized framework for understanding the flow of genetic information between macromolecules within biological systems. The central dogma outlines the fundamental principle that the sequence information encoded in the three major classes of biopolymer—DNA, RNA, and protein—can only be transferred between these three classes in certain ways, and not in others: specifically, information transfer between the nucleic acids and from nucleic acid to protein is possible, but transfer from protein to protein, or from protein back to either type of nucleic acid, is impossible and does not occur naturally. centromere A specialized DNA sequence within a chromosome that links a pair of sister chromatids.
|
11,171
|
What is located beneath the lithosphere?
|
[
"A. magnetosphere",
"B. hydropshere",
"C. troposphere",
"D. asthenosphere"
] |
D. asthenosphere
|
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 ::: This stable configuration is responsible for the geometry of plate motions at the surface due as well as mantle convection. Another name for the degree two structure, a roughly 200 kilometers (120 miles) thick layer of the lower mantle directly above the core–mantle boundary, is the D″ ("D double-prime" or "D prime prime").
Document 4 ::: 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 5 ::: Earth science generally recognizes four spheres, the lithosphere, the hydrosphere, the atmosphere, and the biosphere; these correspond to rocks, water, air and life. Also included by some are the cryosphere (corresponding to ice) as a distinct portion of the hydrosphere and the pedosphere (corresponding to soil) as an active and intermixed sphere. The following fields of science are generally categorized within the Earth sciences: Geology describes the rocky parts of the Earth's crust (or lithosphere) and its historic development. Major subdisciplines are mineralogy and petrology, geomorphology, paleontology, stratigraphy, structural geology, engineering geology, and sedimentology.
Document 6 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: If a planet's magnetic field is sufficiently strong, its interaction with the solar wind forms a magnetosphere around a planet. Early space probes discovered the gross dimensions of the terrestrial magnetic field, which extends about 10 Earth radii towards the Sun. The solar wind, a stream of charged particles, streams out and around the terrestrial magnetic field, and continues behind the magnetic tail, hundreds of Earth radii downstream. Inside the magnetosphere, there are relatively dense regions of solar wind particles, the Van Allen radiation belts. Planetary geophysics includes, but is not limited to, seismology and tectonophysics, geophysical fluid dynamics, mineral physics, geodynamics, mathematical geophysics, and geophysical surveying.
Document 9 ::: Earth science generally recognizes four spheres, the lithosphere, the hydrosphere, the atmosphere, and the biosphere as correspondent to rocks, water, air, and life respectively. Some scientists include as part of the spheres of the Earth, the cryosphere (corresponding to ice) as a distinct portion of the hydrosphere, as well as the pedosphere (to soil) as an active and intermixed sphere. Earth science (also known as geoscience, the geographical sciences or the Earth Sciences), is an all-embracing term for the sciences related to the planet Earth. There are four major disciplines in earth sciences, namely geography, geology, geophysics and geodesy. These major disciplines use physics, chemistry, biology, chronology and mathematics to build a qualitative and quantitative understanding of the principal areas or spheres of Earth.
Document 10 ::: 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?
|
11,172
|
What travels 9.5 trillion kilometers a year?
|
[
"A. light",
"B. Sound",
"C. electricity",
"D. air"
] |
A. light
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 5 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: The 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 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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.
|
11,173
|
What population on earth is already harming the environment due to less resources to go around?
|
[
"A. humans",
"B. insects",
"C. rats",
"D. whales"
] |
A. humans
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: Each participant was identified as having well or poorly defined prior attitudes toward being an environmentalist or conservationist. Participants then completed one of two versions of a questionnaire designed to bring to mind either past pro-ecology behaviors or past anti-ecology behaviors. For example, questions such as "Have you ever recycled?"
Document 7 ::: 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 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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.
|
11,174
|
What is the female reproductive structure of a flower called?
|
[
"A. the stigma",
"B. the pollinator",
"C. the pistil",
"D. the stamen"
] |
C. the pistil
|
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 ::: Evolutionary developmental biology investigates such developmental processes that arise or change during evolution. If the hypanthium is absent, the flower is hypogynous, and the stamens, petals, and sepals are all attached to the receptacle below the gynoecium. Hypogynous flowers are often referred to as having a superior ovary.
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 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. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: 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 ::: To accomplish this, flowers have specific designs which encourage the transfer of pollen from one plant to another of the same species. The period of time during which this process can take place (when the flower is fully expanded and functional) is called anthesis, hence the study of pollination biology is called anthecology.Flowering plants usually face evolutionary pressure to optimize the transfer of their pollen, and this is typically reflected in the morphology of the flowers and the behavior of the plants. Pollen may be transferred between plants via a number of 'vectors,' or methods. Around 80% of flowering plants make use of biotic, or living vectors. Others use abiotic, or non-living, vectors and some plants make use of multiple vectors, but most are highly specialised.Though some fit between or outside of these groups, most flowers can be divided between the following two broad groups of pollination methods:
|
11,175
|
Red giants are stars that fuse what element into larger atoms?
|
[
"A. oxygen",
"B. hydrogen",
"C. carbon",
"D. helium"
] |
D. helium
|
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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The 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 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 ::: All observed red dwarfs contain "metals", which in astronomy are elements heavier than hydrogen and helium. The Big Bang model predicts that the first generation of stars should have only hydrogen, helium, and trace amounts of lithium, and hence would be of low metallicity. With their extreme lifespans, any red dwarfs that were a part of that first generation (population III stars) should still exist today.
Document 6 ::: In this sense the first four "metals" collecting in stellar cores through nucleosynthesis are carbon, nitrogen, oxygen, and neon, all of which are strictly non-metals in chemistry. A star fuses lighter atoms, mostly hydrogen and helium, into heavier atoms over its lifetime. Used in that sense, the metallicity of an astronomical object is the proportion of its matter made up of the heavier chemical elements.Metals, as chemical elements, comprise 25% of the Earth's crust and are present in many aspects of modern life.
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 ::: Matter is made up by atoms (formed by protons and other subatomic particles). When the environment is right, atoms can join together and form molecules, which give rise to most materials studied in materials science. But certain environments, such as high temperatures, don't allow atoms to form molecules. Stars have very high temperatures, primarily in their interior, and therefore there are few molecules formed in stars. For this reason, a typical chemist (who studies atoms and molecules) would not have much to study in a star, so stars are better explained by astrophysicists or astrochemists. However, low abundance of molecules in stars is not equated with no molecules at all.By the mid-18th century, scientists surmised that the source of the Sun's light was incandescence, rather than combustion.
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 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
11,176
|
What normal bodily occurrence can cause skeletal muscles to involuntarily contract?
|
[
"A. respiration",
"B. thinking",
"C. movement",
"D. reflexes"
] |
D. reflexes
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: 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 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: 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 ::: 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 ::: 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.
|
11,177
|
What is the outer layer of the adrenal gland called?
|
[
"A. adrenal skin",
"B. adrenal cortex",
"C. medulla",
"D. zona reticularis"
] |
B. adrenal cortex
|
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 ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 7 ::: 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 ::: 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.
|
11,178
|
Why would prokaryotes be chemotrophs instead of phototrophs in a deep-sea hydrothermal vent?
|
[
"A. too much heat",
"B. too cold",
"C. lack of light",
"D. too much light"
] |
C. lack of light
|
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 ::: This enables marine prokaryotes to thrive as extremophiles in harsh environments as cold as the ice surface of Antarctica, studied in cryobiology, as hot as undersea hydrothermal vents, or in high saline conditions as (halophiles). Some marine prokaryotes live symbiotically in or on the bodies of other marine organisms. Phototrophy is a particularly significant marker that should always play a primary role in bacterial classification.
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 ::: Prokaryotes have diversified greatly throughout their long existence. The metabolism of prokaryotes is far more varied than that of eukaryotes, leading to many highly distinct prokaryotic types. For example, in addition to using photosynthesis or organic compounds for energy, as eukaryotes do, prokaryotes may obtain energy from inorganic compounds such as hydrogen sulfide. This enables prokaryotes to thrive in harsh environments as cold as the snow surface of Antarctica, studied in cryobiology, or as hot as undersea hydrothermal vents and land-based hot springs.
Document 6 ::: Catalytic FeS and NiS walls at alkaline hydrothermal vents has also been suggested to have promoted polymerization. It has been considered by other researchers that life originating in hydrothermal volcanic ponds exposed to UV radiation, zinc sulfide photocatalysis, and occurrence of continuous wet-dry cycling would not resemble biochemistry.
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 ::: This chemosynthesis revolutionized the study of biology and astrobiology by revealing that life need not be sunlight-dependent; it only requires water and an energy gradient in order to exist. Biologists have found extremophiles that thrive in ice, boiling water, acid, alkali, the water core of nuclear reactors, salt crystals, toxic waste and in a range of other extreme habitats that were previously thought to be inhospitable for life. This opened up a new avenue in astrobiology by massively expanding the number of possible extraterrestrial habitats.
Document 9 ::: Biological research in cold seeps and hydrothermal vents has been mostly focused on the microbiology and the prominent macro-invertebrates thriving on chemosynthetic microorganisms. Much less research has been done on the smaller benthic fraction at the size of the meiofauna (<1 mm).Community composition's orderly shift from one set of species to another is called ecological succession:The first type of organism to take advantage of this deep-sea energy source is bacteria. Aggregating into bacterial mats at cold seeps, these bacteria metabolize methane and hydrogen sulfide (another gas that emerges from seeps) for energy. This process of obtaining energy from chemicals is known as chemosynthesis.
Document 10 ::: Can these capabilities be exploited in biotechnology? How do the chemical and biological processes at the black smoker vent fields affect the global flux of chemical species in and out of the ocean? Are the nutrient levels of the oceans partly controlled from the mid-ocean ridges?
|
11,179
|
How do wolves learn to hunt as a group?
|
[
"A. primordial learning",
"B. observational learning",
"C. trial and error",
"D. mirroring"
] |
B. observational learning
|
Document 1 ::: Tactical decisions of a different type are done by Cordillera (a tutorial DS for teaching physics, built using TuTalk). In many points during the lesson, the DM should decide: Whether to Tell the pupil some fact, or try to Elicit this fact from him by asking guiding questions. Whether to ask the pupil to Justify his answer, or just Skip the justification and continue.These decisions affect the overall quality of learning, which can be measured by comparing pre- and post-learning exams.
Document 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 ::: 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 4 ::: The principle is that the player thinks of something and the 20Q artificial intelligence asks a series of questions before guessing what the player is thinking. This artificial intelligence learns on its own with the information relayed back to the players who interact with it, and is not programmed. The player can answer these questions with: Yes, No, Unknown, and Sometimes. The experiment is based on the classic word game of Twenty Questions, and on the computer game "Animals," popular in the early 1970s, which used a somewhat simpler method to guess an animal.The 20Q AI uses an artificial neural network to pick the questions and to guess.
Document 5 ::: The premises of evolutionary educational psychology state there are: (a) aspects of mind and brain that have evolved to draw the individuals’ attention to and facilitate the processing of social (folk psychology), biological (folk biology), physical (folk physics) information patterns that facilitated survival or reproductive outcomes during human evolution (Cosmides & Tooby, 1994; Geary, 2005; Gelman, 1990; Pinker, 1997; Shepard, 1994; Simon, 1956); (b) although plastic to some degree, these primary abilities are inherently constrained to the extent associated information patterns tended to be consistent across generations and within lifetimes (e.g., Caramazza & Shelton, 1998; Geary & Huffman, 2002); (c) other aspects of mind and brain evolved to enable the mental generation of potential future social, ecological, or climatic conditions and enable rehearsal of behaviors to cope with variation in these conditions, and are now known as general fluid intelligence, or gF (including skill at everyday reasoning/problem solving; Chiappe & MacDonald, 2005; Geary, 2005; Mithen, 1996); and (d) children are inherently motivated to learn in folk domains, with the associated attentional and behavioral biases resulting in experiences that automatically and implicitly flesh out and adapt these systems to local conditions (Gelman, 1990; Gelman & Williams, 1998; Gelman, 2003).
Document 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: 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 ::: 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 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 10 ::: 1.) Scientific, technological, and academic advances initially emerged from the cognitive and motivational systems that support folk psychology, folk biology, and folk physics. Innovations that enabled better control of ecologies or social dynamics or resulted in a coherent (though not necessarily scientifically accurate) understanding of these dynamics are likely to be retained across generations as cultural artifacts (e.g., books) and traditions (e.g. apprenticeships). These advances result in an ever growing gap between folk knowledge and the theories and knowledge base of the associated sciences and other disciplines (e.g., literature).
|
11,180
|
What is the common term for water in its solid state?
|
[
"A. sea",
"B. precipitation",
"C. ice",
"D. vapor"
] |
C. ice
|
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 ::: 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 coarse-grain models, each site can represent several water molecules. Many-body models. Water models built using training-set configurations solved quantum mechanically, which then use machine learning protocols to extract potential-energy surfaces. These potential-energy surfaces are fed into MD simulations for an unprecedented degree of accuracy in computing physical properties of condensed phase systems.Another classification of many body models is on the basis of the expansion of the underlying electrostatics, e.g., the SCME (Single Center Multipole Expansion) model
Document 5 ::: A principal difference between solid phases is the crystal structure, or arrangement, of the atoms. Another phase commonly encountered in the study of chemistry is the aqueous phase, which is the state of substances dissolved in aqueous solution (that is, in water). Less familiar phases include plasmas, Bose–Einstein condensates and fermionic condensates and the paramagnetic and ferromagnetic phases of magnetic materials. While most familiar phases deal with three-dimensional systems, it is also possible to define analogs in two-dimensional systems, which has received attention for its relevance to systems in biology.
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 ::: Chemists often use the phrase "standard temperature and pressure" or "STP" to convey that they are working at a temperature of 0 °C and one atmosphere of pressure (International Union of Pure and Applied Chemistry). There are three states of matter under these conditions: solids, liquids, and gases. Although all three are distinct states, both solids and gases can dissolve (or disperse) in liquids. The most commonly occurring liquid in the biosphere is water.
Document 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 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 10 ::: In chemistry, water(s) of crystallization or water(s) of hydration are water molecules that are present inside crystals. Water is often incorporated in the formation of crystals from aqueous solutions. In some contexts, water of crystallization is the total mass of water in a substance at a given temperature and is mostly present in a definite (stoichiometric) ratio. Classically, "water of crystallization" refers to water that is found in the crystalline framework of a metal complex or a salt, which is not directly bonded to the metal cation.
|
11,181
|
If an air mass forms over an ocean it is called what type of air mass?
|
[
"A. tropical",
"B. maritime",
"C. cumulus",
"D. hurricane"
] |
B. maritime
|
Document 1 ::: advection aeroacoustics aerobiology aerography (meteorology) aerology air parcel (in meteorology) air quality index (AQI) airshed (in meteorology) American Geophysical Union (AGU) American Meteorological Society (AMS) anabatic wind anemometer annular hurricane anticyclone (in meteorology) apparent wind Atlantic Oceanographic and Meteorological Laboratory (AOML) Atlantic hurricane season atmometer atmosphere Atmospheric Model Intercomparison Project (AMIP) Atmospheric Radiation Measurement (ARM) (atmospheric boundary layer ) planetary boundary layer (PBL) atmospheric chemistry atmospheric circulation atmospheric convection atmospheric dispersion modeling atmospheric electricity atmospheric icing atmospheric physics atmospheric pressure atmospheric sciences atmospheric stratification atmospheric thermodynamics atmospheric window (see under Threats)
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 ::: 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 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The 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 ::: Several layers can be distinguished in the atmosphere, based on characteristics such as temperature and composition. The study of Earth's atmosphere and its processes is called atmospheric science (aerology), and includes multiple subfields, such as climatology and atmospheric physics. Early pioneers in the field include Léon Teisserenc de Bort and Richard Assmann. The study of historic atmosphere is called paleoclimatology.
Document 7 ::: The most recognizable cloud system in the tropics is the hurricane. In addition to the important climatic effects of tropical weather systems, hurricanes possess enough energy to cause massive death and destruction. Therefore, their accurate prediction is of utmost importance. Cloud microphysics describe the structure and properties of clouds on the microscopic scale.
Document 8 ::: 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 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 ::: 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.
|
11,182
|
What is the middle layer that hair pass through before exiting at the surface of the skin?
|
[
"A. epidermis",
"B. dermis",
"C. cuticle",
"D. epithelial tissue"
] |
A. epidermis
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: 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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: The 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,183
|
High per capita use of what means the ecological footprint of the united states is large?
|
[
"A. money",
"B. resources",
"C. green energy",
"D. food"
] |
B. resources
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: 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 ::: 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 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 ::: 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 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 ::: Q00 General Q01 Sustainable Development Q02 Commodity MarketsQ1 Agriculture Q10 General Q11 Aggregate Supply and Demand Analysis • Prices Q12 Micro Analysis of Farm Firms, Farm Households, and Farm Input Markets Q13 Agricultural Markets and Marketing • Cooperatives • Agribusiness Q14 Agricultural Finance Q15 Land Ownership and Tenure • Land Reform • Land Use • Irrigation • Agriculture and Environment Q16 R&D • Agricultural Technology • Biofuels • Agricultural Extension Services Q17 Agriculture in International Trade Q18 Agricultural Policy • Food Policy Q19 OtherQ2 Renewable Resources and Conservation Q20 General Q21 Demand and Supply • Prices Q22 Fishery • Aquaculture Q23 Forestry Q24 Land Q25 Water Q26 Recreational Aspects of Natural Resources Q27 Issues in International Trade Q28 Government Policy Q29 OtherQ3 Nonrenewable Resources and Conservation Q30 General Q31 Demand and Supply • Prices Q32 Exhaustible Resources and Economic Development Q33 Resource Booms Q34 Natural Resources and Domestic and International Conflicts Q35 Hydrocarbon Resources Q37 Issues in International Trade Q38 Government Policy Q39 OtherQ4 Energy Q40 General Q41 Demand and Supply • Prices Q42 Alternative Energy Sources Q43 Energy and the Macroeconomy Q47 Energy Forecasting Q48 Government Policy Q49 OtherQ5 Environmental Economics Q50 General Q51 Valuation of Environmental Effects Q52 Pollution Control Adoption and Costs • Distributional Effects • Employment Effects Q53 Air Pollution • Water Pollution • Noise • Hazardous Waste • Solid Waste • Recycling Q54 Climate • Natural Disasters and Their Management • Global Warming Q55 Technological Innovation Q56 Environment and Development • Environment and Trade • Sustainability • Environmental Accounts and Accounting • Environmental Equity • Population Growth Q57 Ecological Economics: Ecosystem Services • Biodiversity Conservation • Bioeconomics • Industrial Ecology Q58 Government Policy Q59 Other
|
11,184
|
Lakes, ponds, streams, springs, and wetlands are?
|
[
"A. man-made structures",
"B. salt water bodies",
"C. land formations",
"D. fresh water bodies"
] |
D. fresh water bodies
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: 11 Land (geology) 12 Relief 13 Freshwater 14 The oceans and seas 15 The climates and vegetation 16 Heaven (astronomy) 17 Nature and Life (ecology)
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: There are three basic types of freshwater ecosystems: Lentic (slow moving water, including pools, ponds, and lakes), lotic (faster moving water, for example streams and rivers) and wetlands (areas where the soil is saturated or inundated for at least part of the time). Limnology (and its branch freshwater biology) is a study about freshwater ecosystems.
Document 7 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 8 ::: Hydrology – Science of the movement, distribution, and quality of water on Earth and other planets Hydrography – Applied science of measurement and description of physical features of bodies of water Limnology – Science of inland aquatic ecosystems Marine biology – Scientific study of organisms that live in the ocean Marine chemistry – Chemistry of oceans and seas Marine ecology – The study of the interactions between organisms and environment in the sea Marine geology – Study of the history and structure of the ocean floor Oceanography – Study of physical, chemical, and biological processes in the ocean Potamology – study of rivers; branch of geographyPages displaying wikidata descriptions as a fallback – The study of rivers Underwater archaeology – Archaeological techniques practiced at underwater sites
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 ::: Patch context: The freshwater ecosystem is embedded in a complex terrestrial mosaic (e.g., soils, geology, and land use/cover) that has been shown to drive many within-ecosystem features and processes such as water chemistry, species richness, and primary and secondary productivity. Patch connectivity and directionality: The complex freshwater mosaic is connected to the particular patch of interest and defines the degree to which materials and organisms move across the landscape through freshwater connections. For freshwater ecosystems, these connections often display a strong directionality component that must be explicitly considered.
|
11,185
|
What is the the force of attraction that holds together ions?
|
[
"A. ionic bond",
"B. covalent bond",
"C. soluble bond",
"D. magnetic bond"
] |
A. ionic bond
|
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 ::: Several criteria influence the strength of the bonding: the nature of the cation, solvation effects, the nature of the π system, and the geometry of the interaction.
Document 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 ::: 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 ::: To obtain a full understanding of the material structure and how it relates to its properties, the materials scientist must study how the different atoms, ions and molecules are arranged and bonded to each other. This involves the study and use of quantum chemistry or quantum physics. Solid-state physics, solid-state chemistry and physical chemistry are also involved in the study of bonding and structure.
Document 7 ::: intermolecular force Any force that mediates interaction between molecules, e.g. electromagnetic forces of attraction or repulsion, hydrogen bonding, and the van der Waals force, all of which act between the atoms of one molecule and the atoms or ions of nearby molecules. Intermolecular forces are weak compared to intramolecular forces such as covalent bonds, which hold individual molecules together. International System of Units (SI) International Union of Pure and Applied Chemistry (IUPAC) An international federation of chemists that is recognized as the world authority in developing standards for chemical nomenclature and other methodologies in chemistry.
Document 8 ::: In chemistry, the intimate ion pair concept, introduced by Saul Winstein, describes the interactions between a cation, anion and surrounding solvent molecules. In ordinary aqueous solutions of inorganic salts, an ion is completely solvated and shielded from the counterion. In less polar solvents, two ions can still be connected to some extent.
Document 9 ::: In the (unrealistic) limit of "pure" ionic bonding, electrons are perfectly localized on one of the two atoms in the bond. Such bonds can be understood by classical physics. The forces between the atoms are characterized by isotropic continuum electrostatic potentials. Their magnitude is in simple proportion to the charge difference.Covalent bonds are better understood by valence bond (VB) theory or molecular orbital (MO) theory.
Document 10 ::: In chemistry, a salt bridge is a combination of two non-covalent interactions: hydrogen bonding and ionic bonding (Figure 1). Ion pairing is one of the most important noncovalent forces in chemistry, in biological systems, in different materials and in many applications such as ion pair chromatography. It is a most commonly observed contribution to the stability to the entropically unfavorable folded conformation of proteins. Although non-covalent interactions are known to be relatively weak interactions, small stabilizing interactions can add up to make an important contribution to the overall stability of a conformer. Not only are salt bridges found in proteins, but they can also be found in supramolecular chemistry. The thermodynamics of each are explored through experimental procedures to access the free energy contribution of the salt bridge to the overall free energy of the state.
|
11,186
|
What is the ability of a material to return to its original shape after being stretched or compressed?
|
[
"A. viscosity",
"B. solubility",
"C. acidity",
"D. elasticity"
] |
D. elasticity
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: 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 ::: 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 ::: In physics and materials science, elasticity is the ability of a body to resist a distorting influence and to return to its original size and shape when that influence or force is removed. Solid objects will deform when adequate loads are applied to them; if the material is elastic, the object will return to its initial shape and size after removal. This is in contrast to plasticity, in which the object fails to do so and instead remains in its deformed state. The physical reasons for elastic behavior can be quite different for different materials.
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 ::: Deformation in the plastic range is non-linear, and is described by the stress-strain curve. This response produces the observed properties of scratch and indentation hardness, as described and measured in materials science. Some materials exhibit both elasticity and viscosity when undergoing plastic deformation; this is called viscoelasticity.
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.
|
11,187
|
How much of the soil is made of pieces of rock and minerals?
|
[
"A. one third",
"B. about half",
"C. two third",
"D. three fourth"
] |
B. about half
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: 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 ::: 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 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 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 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 ::: 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 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.
|
11,188
|
Comprised mainly of collagen and associated with long bones and the skull, hyaline is the most widespread type of what?
|
[
"A. collagen",
"B. cytoplasm",
"C. enzymes",
"D. tissue"
] |
A. collagen
|
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 ::: 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 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: 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 10 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,189
|
Bacterial dna is contained in one circular chromosome, located where?
|
[
"A. neuron",
"B. cerebellum",
"C. mucus",
"D. cytoplasm"
] |
D. cytoplasm
|
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 ::: 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 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
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 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 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.
|
11,190
|
During which phase is the moon more than half lit but not full?
|
[
"A. waxing",
"B. crescent",
"C. new",
"D. gibbous phase"
] |
D. gibbous phase
|
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 ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The 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 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: The 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: 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 ::: 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.
|
11,191
|
What force is caused by microscopic bumps, lumps, and imperfections colliding?
|
[
"A. motion",
"B. tension",
"C. friction",
"D. gravitational"
] |
C. friction
|
Document 1 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 4 ::: "In 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 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 ::: 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: 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 ::: AP Physics 1 is an algebra-based, introductory college-level physics course that includes mechanics topics such as motion, force, momentum, energy, harmonic motion, and rotation; The College Board published a curriculum framework that includes seven big ideas on which the AP Physics 1 and 2 courses are based, along with "enduring understandings" students are expected to acquire within each of the big ideas. :Questions for the exam are constructed with direct reference to items in the curriculum framework. Student understanding of each topic is tested with reference to multiple skills—that is, questions require students to use quantitative, semi-quantitative, qualitative, and experimental reasoning in each content area.
Document 10 ::: Advanced Placement (AP) Physics C: Mechanics (also known as AP Mechanics) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester calculus-based university course in mechanics. The content of Physics C: Mechanics overlaps with that of AP Physics 1, but Physics 1 is algebra-based, while Physics C is calculus-based. Physics C: Mechanics may be combined with its electricity and magnetism counterpart to form a year-long course that prepares for both exams.
|
11,192
|
What is the period during which humans become sexually mature called?
|
[
"A. puberty",
"B. adulthood",
"C. adolescence",
"D. maturity"
] |
A. puberty
|
Document 1 ::: 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 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 ::: 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 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: Reproductive biology includes both sexual and asexual reproduction.Reproductive biology includes a wide number of fields: Reproductive systems Endocrinology Sexual development (Puberty) Sexual maturity Reproduction Fertility
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 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 ::: In developed nations, the psychosocial period of adolescence is extended both by an earlier start, as the onset of puberty begins earlier, and a later end, as patients require more years of education or training before they reach economic independence from their parents.Medicine is often categorized most simply as pediatric and adult, with the pediatric category covering from infancy through both childhood and adolescence. However, such categorization is further divided in some contexts, such that adolescent medicine can be a more specific focus within pediatrics and geriatrics can be a more specific focus within adult medicine. Issues with a high prevalence during adolescence are frequently addressed by providers. These include: Sexually transmitted disease (working with specialists in pediatric endocrinology, adolescent obstetrics and gynecology, immunology infectious diseases, and urology and reproductive medicine) Unintended pregnancy (working with specialists in adolescent obstetrics and gynecology, especially in neonatology and maternal-fetal medicine; many – though not all – are medically risky or high-risk cases or to those with psychosocial, environmental, and socioeconomic challenges) Birth control (access to prescription or non-prescription contraceptive methods) Sexual activity (such as masturbation, sexual intercourse and sexual abuse) Substance abuse Menstrual disorders (such as amenorrhea, dysmenorrhea and dysfunctional uterine bleeding) Acne (working with specialists in dermatology who treat adolescents) Eating disorders like anorexia nervosa and bulimia nervosa (working with nutritionists and dieticians, and also specialists in pediatric mental health counseling, clinical psychology, and pediatric psychiatry, who work with adolescents) Certain mental illnesses (especially personality disorders, anxiety disorders, major depression and suicide, bipolar disorder, and certain types of schizophrenia; in concert with mental health counselors, clinical psychologists, and pediatric psychiatrists specializing in adolescent health care) Delayed or precocious puberty (often working with specialists in adolescent pediatric endocrinology, urology, and andrology)
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.
|
11,193
|
What is another word for brooding- keeping eggs warm while the embryos develop?
|
[
"A. hibernation",
"B. spawning",
"C. incubation",
"D. fertilization"
] |
C. incubation
|
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 ::: 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 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: 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 8 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 9 ::: The 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 ::: To this day, embryo drawings are made in undergraduate developmental biology lessons. Comparing different embryonic stages of different animals is a tool that can be used to infer relationships between species, and thus biological evolution. This has been a source of quite some controversy, both now and in the past.
|
11,194
|
Which type of natural disturbance in temperate grasslands, can be caused by a lightning strike?
|
[
"A. avalanche",
"B. drought",
"C. fire",
"D. mass extinction"
] |
C. fire
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: "At least in Midwestern America, the balance of nature idea was shown to be widely held by both science majors and the general student population. In a study at the University of Patras, educational sciences students were asked to reason about the future of ecosystems which suffered human-driven disturbances. Subjects agreed that it was very likely for the ecosystems to fully recover their initial state, referring to either a 'recovery process' which restores the initial 'balance', or specific 'recovery mechanisms' as an ecosystem's inherent characteristic. In a 2017 study, Ampatzidis and Ergazaki discuss the learning objectives and design criteria that a learning environment for non-biology major students should meet to support them challenge the balance of nature concept. In a 2018 study, the same authors report on the theoretical output of a design research study, which concerns the design of a learning environment for helping students challenge their beliefs regarding the balance of nature and reach an up-to-date understanding about ecosystems' contingency.
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 ::: 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 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.
|
11,195
|
What is another name for mother of pearl?
|
[
"A. pigment",
"B. calcium",
"C. enamel",
"D. nacre"
] |
D. nacre
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The 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 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 ::: 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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 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.
|
11,196
|
What type of salts are secreted into the small intestine to aid in the digestion of fats?
|
[
"A. bile",
"B. Table Salt",
"C. zinc",
"D. sodium"
] |
A. bile
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: The experiments described in the instruction manual typically require a number of chemicals not shipped with the chemistry set, because they are common household chemicals: Acetic acid (in vinegar) Ammonium carbonate ("baker's ammonia" or "salts of hartshorn") Citric acid (in lemons) Ethanol (in denatured alcohol) Sodium bicarbonate (baking soda) Sodium chloride ("table salt")Other chemicals, including strong acids, bases and oxidizers cannot be safely shipped with the set and others having a limited shelf life have to be purchased separately from a drug store: Hydrochloric acid Hydrogen peroxide Silver nitrate Sodium hydroxide
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 10 ::: 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.
|
11,197
|
Lavas that cool underwater are called what?
|
[
"A. water lavas",
"B. pillow lavas",
"C. bed lavas",
"D. sea lavas"
] |
B. pillow lavas
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: The 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 8 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 9 ::: 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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
|
11,198
|
What is oceanography the study of?
|
[
"A. seas",
"B. waters",
"C. bodies of water",
"D. oceans"
] |
D. oceans
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: Hydrology – Science of the movement, distribution, and quality of water on Earth and other planets Hydrography – Applied science of measurement and description of physical features of bodies of water Limnology – Science of inland aquatic ecosystems Marine biology – Scientific study of organisms that live in the ocean Marine chemistry – Chemistry of oceans and seas Marine ecology – The study of the interactions between organisms and environment in the sea Marine geology – Study of the history and structure of the ocean floor Oceanography – Study of physical, chemical, and biological processes in the ocean Potamology – study of rivers; branch of geographyPages displaying wikidata descriptions as a fallback – The study of rivers Underwater archaeology – Archaeological techniques practiced at underwater sites
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 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 ::: Oceanography – studies a wide range of topics about oceans, including marine organisms and ecosystem dynamics; ocean currents, waves, and geophysical fluid dynamics; plate tectonics and the geology of the sea floor; and fluxes of various chemical substances and physical properties within the ocean and across its boundaries. Biogeography – study of the distribution of species spatially and temporally.
Document 8 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
Document 9 ::: Ocean Biology DAAC (OB.DAAC): ocean biology, ocean color, ocean biogeochemistry, sea surface temperature. Physical Oceanography DAAC (PO DAAC): sea surface temperature, ocean winds, circulation and currents, topography and gravity. Socioeconomic Data and Applications Data Center (SEDAC): human interactions, land use, environmental sustainability, geospatial data, multilateral environmental agreements.
Document 10 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
|
11,199
|
What tissue system has neither dermal nor vascular tissues?
|
[
"A. work tissue system",
"B. ground tissue system",
"C. external tissue system",
"D. internal tissue system"
] |
B. ground tissue 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
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 ::: 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 ::: For example, the Fundamentals of Engineering exam in the U.S. does not include a biomedical engineering section, though it does cover biology. Biomedical engineers often simply possess a university degree as their qualification.
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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
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