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11,400
|
The desire to understand how and why things happen is shared by all branches of what?
|
[
"A. society",
"B. government",
"C. science",
"D. population"
] |
C. science
|
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 6 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 7 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 8 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
Document 9 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 10 ::: The 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.
|
11,401
|
The scientific revolution took place where starting in the 1500s?
|
[
"A. africa",
"B. europe",
"C. south america",
"D. north america"
] |
B. europe
|
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 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
Document 3 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: The 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 ::: 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 ::: 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).
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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 10 ::: Due to the collapse of the Western Roman Empire, the 5th century saw an intellectual decline and knowledge of Greek conceptions of the world deteriorated in Western Europe. : 194 During the period, Latin encyclopedists such as Isidore of Seville preserved the majority of general ancient knowledge. In contrast, because the Byzantine Empire resisted attacks from invaders, they were able to preserve and improve prior learning. : 159 John Philoponus, a Byzantine scholar in the 500s, started to question Aristotle's teaching of physics, introducing the theory of impetus.
|
11,402
|
Ionic bonds are electrostatic attractions between two oppositely charged what?
|
[
"A. molecules",
"B. gasses",
"C. compounds",
"D. ions"
] |
D. ions
|
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 ::: 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 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 5 ::: This relaxes the requirement that a molecule contains two or more atoms, since the noble gases are individual atoms. Atoms and complexes connected by non-covalent interactions, such as hydrogen bonds or ionic bonds, are typically not considered single molecules.Concepts similar to molecules have been discussed since ancient times, but modern investigation into the nature of molecules and their bonds began in the 17th century. Refined over time by scientists such as Robert Boyle, Amedeo Avogadro, Jean Perrin, and Linus Pauling, the study of molecules is today known as molecular physics or molecular chemistry.
Document 6 ::: The study of molecules by molecular physics and theoretical chemistry is largely based on quantum mechanics and is essential for the understanding of the chemical bond. The simplest of molecules is the hydrogen molecule-ion, H2+, and the simplest of all the chemical bonds is the one-electron bond. H2+ is composed of two positively charged protons and one negatively charged electron, which means that the Schrödinger equation for the system can be solved more easily due to the lack of electron–electron repulsion. With the development of fast digital computers, approximate solutions for more complicated molecules became possible and are one of the main aspects of computational chemistry.
Document 7 ::: Chemists use the study of intramolecular and intermolecular non-covalent bonding/interactions in molecules to evaluate reactivity. Such interactions include, but are not limited to, hydrogen bonding, electrostatic interactions between charged molecules, dipole-dipole interactions, polar-π and cation-π interactions, π-stacking, donor-acceptor chemistry, and halogen bonding. In addition, the hydrophobic effect—the association of organic compounds in water—is an electrostatic, non-covalent interaction of interest to chemists.
Document 8 ::: Similarly, theories from classical physics can be used to predict many ionic structures. With more complicated compounds, such as metal complexes, valence bond theory is less applicable and alternative approaches, such as the molecular orbital theory, are generally used. See diagram on electronic orbitals.
Document 9 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 10 ::: In organic chemistry, covalent bonding is much more common than ionic bonding. Covalent bonding also includes many kinds of interactions, including σ-bonding, π-bonding, metal-to-metal bonding, agostic interactions, bent bonds, three-center two-electron bonds and three-center four-electron bonds. The term covalent bond dates from 1939.
|
11,403
|
What is the theoretical event that began the universe often called?
|
[
"A. dark matter",
"B. string theory",
"C. Coreolis effect",
"D. big bang"
] |
D. big bang
|
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 ::: 69. "How did Albert Einstein...arrive at his special theory of relativity?...I want only to stress that it is impossible to understand Einstein's discovery (if that is the right word) of special relativity without taking on board the impacts of the quantum in physics."
Document 4 ::: (from the Turing–Wittgenstein debate) Do Gödel's incompleteness theorems imply that physical theories will always be incomplete? (from Stephen Hawking) Is mathematics invented or discovered? (millennia-old question, raised among others by Mario Livio)
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 ::: 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 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 ::: 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 ::: 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.
|
11,404
|
In the cardiovascular system, net filtration pressure represents the interaction of osmotic pressures and what other pressures?
|
[
"A. hydrostatic",
"B. homeostatic",
"C. hydrophilic",
"D. uptake"
] |
A. hydrostatic
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The 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 ::: 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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 6 ::: The 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 ::: 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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 10 ::: 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.
|
11,405
|
What attracts the earth to the sun?
|
[
"A. the moon",
"B. gravity",
"C. weight",
"D. light"
] |
B. gravity
|
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 ::: 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 ::: 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 ::: Neither of two available options (pass or fail) was morally acceptable.By mutual agreement with the student and the examiner, Calandra gave the student another opportunity to answer, warning the student the answer would require demonstrating some knowledge of physics. The student came up with several possible answers, but settled on dropping the barometer from the top of the building, timing its fall, and using the equation of motion d = 1 2 a t 2 {\displaystyle d={\tfrac {1}{2}}{a}t^{2}} to derive the height. The examiner agreed that this satisfied the requirement and gave the student “almost full credit”.When Calandra asked about the other answers, the student gave the examples: using the proportion between the lengths of the building's shadow and that of the barometer to calculate the building's height from the height of the barometer using the barometer as a measuring rod to mark off its height on the wall while climbing the stairs, then counting the number of marks suspending the barometer from a string to create a pendulum, then using the pendulum to measure the strength of Earth's gravity at the top and bottom of the building, and calculating the height of the building from the difference in the two measurements (see Newton's law of universal gravitation)There were, the student said, many other possible solutions.
Document 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 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 10 ::: The 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.
|
11,406
|
Fermat’s principle states that light will always take the path of least amount of?
|
[
"A. resistance",
"B. momentum",
"C. energy",
"D. time"
] |
D. time
|
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 ::: According to the "strong" form of Fermat's principle, the problem of finding the path of a light ray from point A in a medium of faster propagation, to point B in a medium of slower propagation (Fig. 1), is analogous to the problem faced by a lifeguard in deciding where to enter the water in order to reach a drowning swimmer as soon as possible, given that the lifeguard can run faster than (s)he can swim. But that analogy falls short of explaining the behavior of the light, because the lifeguard can think about the problem (even if only for an instant) whereas the light presumably cannot. The discovery that ants are capable of similar calculations does not bridge the gap between the animate and the inanimate. In contrast, the above assumptions (1) to (3) hold for any wavelike disturbance and explain Fermat's principle in purely mechanistic terms, without any imputation of knowledge or purpose. The principle applies to waves in general, including (e.g.) sound waves in fluids and elastic waves in solids. In a modified form, it even works for matter waves: in quantum mechanics, the classical path of a particle is obtainable by applying Fermat's principle to the associated wave — except that, because the frequency may vary with the path, the stationarity is in the phase shift (or number of cycles) and not necessarily in the time.Fermat's principle is most familiar, however, in the case of visible light: it is the link between geometrical optics, which describes certain optical phenomena in terms of rays, and the wave theory of light, which explains the same phenomena on the hypothesis that light consists of waves.
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 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 8 ::: In 1657, Pierre de Fermat received from Marin Cureau de la Chambre a copy of newly published treatise, in which La Chambre noted Hero's principle and complained that it did not work for refraction.Fermat replied that refraction might be brought into the same framework by supposing that light took the path of least resistance, and that different media offered different resistances. His eventual solution, described in a letter to La Chambre dated 1 January 1662, construed "resistance" as inversely proportional to speed, so that light took the path of least time. That premise yielded the ordinary law of refraction, provided that light traveled more slowly in the optically denser medium.Fermat's solution was a landmark in that it unified the then-known laws of geometrical optics under a variational principle or action principle, setting the precedent for the principle of least action in classical mechanics and the corresponding principles in other fields (see History of variational principles in physics). It was the more notable because it used the method of adequality, which may be understood in retrospect as finding the point where the slope of an infinitesimally short chord is zero, without the intermediate step of finding a general expression for the slope (the derivative).
Document 9 ::: Approximately the top 400 students from the F=ma exam are invited to take a free-response, calculus-based exam covering all topics in introductory physics, including mechanics, electricity and magnetism, thermodynamics, fluids, relativity, waves, and nuclear and atomic physics. There are two parts in the exam, each allotted 90 minutes, and 6 problems in total. Prior to 2017, the exam could be taken at any time during a two-week window in March.
Document 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.
|
11,407
|
Many enzymes require nonprotein helpers for what activity?
|
[
"A. functional",
"B. kinetic",
"C. catalytic",
"D. hydrogen"
] |
C. catalytic
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: 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 ::: 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.
|
11,408
|
What is often a result of untreated atherosclerosis?
|
[
"A. a heart attack or stroke",
"B. heart disease",
"C. seizures",
"D. cancer"
] |
A. a heart attack or stroke
|
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 NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 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 ::: 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 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: The 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 ::: Unsolved problems in astronomy Unsolved problems in biology Unsolved problems in chemistry Unsolved problems in geoscience Unsolved problems in medicine Unsolved problems in neuroscience Unsolved problems in physics
|
11,409
|
The hormones epinephrine and norepinephrine are released by what?
|
[
"A. nutrients medulla",
"B. external medulla",
"C. adrenal medulla",
"D. uptake medulla"
] |
C. adrenal medulla
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: (b) The size of the merged department of Neurosciences, Physiology and Pharmacology means less interaction between staff, and less collegiate spirit. (c) The changes created two extra levels of administration, so that now five levels existed between academics and the provost. Staff were told at the time that the new organisation would be rolled out to other Faculties across UCL, though this has not happened.
|
11,410
|
How many possible alleles do the majority of human genes have?
|
[
"A. two or more",
"B. less than four",
"C. three or more",
"D. two or less"
] |
A. two or more
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: 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 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 ::: 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.
|
11,411
|
What occurs during the new moon and full moon, due to gravitational pull?
|
[
"A. spring waves",
"B. spring floods",
"C. spring tides",
"D. spring storms"
] |
C. spring tides
|
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 ::: : 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 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 ::: 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 ::: 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 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 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,412
|
Alleles that carry deadly diseases are usually which type?
|
[
"A. inherited",
"B. dominant",
"C. predominant",
"D. recessive"
] |
D. recessive
|
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 ::: It is important to understand the terms "heterozygous", "homozygous", "double heterozygote" (or homozygote), "dominant allele" and "recessive allele" when using the Punnett square method. For multiple traits, using the "forked-line method" is typically much easier than the Punnett square. Phenotypes may be predicted with at least better-than-chance accuracy using a Punnett square, but the phenotype that may appear in the presence of a given genotype can in some instances be influenced by many other factors, as when polygenic inheritance and/or epigenetics are at work.
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 ::: 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 6 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: This is not assured however; as discussed below while most genetic disease alleles are deleterious and recessive, not all genetic diseases are recessive. Nevertheless, this confusion has been pervasive throughout the history of genetics and persists to this day. Addressing this confusion was one of the prime motivations for the publication of the Hardy–Weinberg principle.
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 ::: Traditionally, the study of the role of genetics in disease progresses through the following study designs, each answering a slightly different question: Familial aggregation studies: Is there a genetic component to the disease, and what are the relative contributions of genes and environment? Segregation studies: What is the pattern of inheritance of the disease (e.g. dominant or recessive)? Linkage studies: On which part of which chromosome is the disease gene located? Association studies: Which allele of which gene is associated with the disease?This traditional approach has proved highly successful in identifying monogenic disorders and locating the genes responsible.
|
11,413
|
What releases fatty acids and other components from fats and phospholipids?
|
[
"A. enzymatic hydrolysis",
"B. peristaltic hydrolysis",
"C. metabolism",
"D. enzyme respiration"
] |
A. enzymatic hydrolysis
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 3 ::: 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 ::: In biochemistry, enzymatic hydrolysis is a process in which enzymes facilitate the cleavage of bonds in molecules with the addition of the elements of water (i.e. hydrolysis). It plays an important role in the digestion of food.It may be used to help provide renewable energy, as with cellulosic ethanol.
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 ::: Glycosidases cleave sugar molecules off carbohydrates and peptidases hydrolyze peptide bonds. Nucleosidases hydrolyze the bonds of nucleotides.Hydrolase enzymes are important for the body because they have degradative properties. In lipids, lipases contribute to the breakdown of fats and lipoproteins and other larger molecules into smaller molecules like fatty acids and glycerol. Fatty acids and other small molecules are used for synthesis and as a source of energy.In biochemistry, a hydrolase is an enzyme that catalyzes the hydrolysis of a chemical bond. For example, any enzyme that catalyzes the following reaction is a hydrolase: A–B + H2O → A–OH + B–Hwhere A–B represents a chemical bond of unspecified molecules.
Document 9 ::: On this track, students are introduced to the fundamental reaction mechanisms in the field of chemical and biochemical engineering.
Document 10 ::: In biochemistry, the process of breaking down large molecules by splitting their internal bonds is catabolism. Enzymes which catalyse bond cleavage are known as lyases, unless they operate by hydrolysis or oxidoreduction, in which case they are known as hydrolases and oxidoreductases respectively. In proteomics, cleaving agents are used in proteome analysis, where proteins are cleaved into smaller peptide fragments. Examples of cleaving agents used are cyanogen bromide, pepsin, and trypsin. == References ==
|
11,414
|
What kind of energy comes from the position of a charged particle in an electric field?
|
[
"A. solar energy",
"B. thermal energy",
"C. potential energy",
"D. mechanical energy"
] |
C. potential energy
|
Document 1 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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
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 ::: 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 classification of energy into different types often follows the boundaries of the fields of study in the natural sciences. Chemical energy is the kind of potential energy "stored" in chemical bonds and is studied in chemistry. Nuclear energy is energy stored in interactions between the particles in the atomic nucleus and is studied in nuclear physics. Electromagnetic energy is in the form of electric charges, magnetic fields, and photons. It is studied in electromagnetism. Various forms of energy in quantum mechanics; e.g., the energy levels of electrons in an atom.
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 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.
|
11,415
|
What does interstellar medium consist of?
|
[
"A. the strong force",
"B. gravitational waves",
"C. dark matter",
"D. thinly spread gas and dust"
] |
D. thinly spread gas and dust
|
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 ::: In astronomy, the interstellar medium (or ISM) is the gas and cosmic dust that pervade interstellar space: the matter that exists between the star systems within a galaxy. It fills interstellar space and blends smoothly into the surrounding intergalactic medium. The interstellar medium consists of an extremely dilute (by terrestrial standards) mixture of ions, atoms, molecules, larger dust grains, cosmic rays, and (galactic) magnetic fields. The energy that occupies the same volume, in the form of electromagnetic radiation, is the interstellar radiation field.
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 ::: In astronomy, the interstellar medium (ISM) is the matter and radiation that exist in the space between the star systems in a galaxy. This matter includes gas in ionic, atomic, and molecular form, as well as dust and cosmic rays. It fills interstellar space and blends smoothly into the surrounding intergalactic space. The energy that occupies the same volume, in the form of electromagnetic radiation, is the interstellar radiation field.
Document 5 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 6 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: The 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 ::: 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 density of matter in the interstellar medium can vary considerably: the average is around 106 particles per m3, but cold molecular clouds can hold 108–1012 per m3.A number of molecules exist in interstellar space, as can tiny 0.1 μm dust particles. The tally of molecules discovered through radio astronomy is steadily increasing at the rate of about four new species per year.
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.
|
11,416
|
Sickle-cell disease significantly impairs the function of what?
|
[
"A. nervous system",
"B. metabolism system",
"C. limbic system",
"D. circulatory system"
] |
D. circulatory 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 NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The 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 ::: (b) The size of the merged department of Neurosciences, Physiology and Pharmacology means less interaction between staff, and less collegiate spirit. (c) The changes created two extra levels of administration, so that now five levels existed between academics and the provost. Staff were told at the time that the new organisation would be rolled out to other Faculties across UCL, though this has not happened.
Document 7 ::: The 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 ::: Questions in systems neuroscience include how neural circuits are formed and used anatomically and physiologically to produce functions such as reflexes, multisensory integration, motor coordination, circadian rhythms, emotional responses, learning, and memory. In other words, they address how these neural circuits function in large-scale brain networks, and the mechanisms through which behaviors are generated. For example, systems level analysis addresses questions concerning specific sensory and motor modalities: how does vision work? How do songbirds learn new songs and bats localize with ultrasound?
Document 9 ::: : 540 These scientists lost their laboratories, and some were subjected to tortures in prisons. : 540 The Moscow, Leningrad, Ukrainian, Georgian, and Armenian schools of neuroscience and neurophysiology were damaged, at least for a while.
Document 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.
|
11,417
|
What is the enlarged tip of the penis called?
|
[
"A. angles penis",
"B. glans penis",
"C. testicular point",
"D. outer penis"
] |
B. glans penis
|
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 ::: 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 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 ::: 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 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 8 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 9 ::: The 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 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.
|
11,418
|
What do you call the point at which the entire weight of a body may be considered to be concentrated?
|
[
"A. center of gravity",
"B. direction of gravity",
"C. complex of gravity",
"D. center of earth"
] |
A. center of gravity
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: In physics, a center of gravity of a material body is a point that may be used for a summary description of gravitational interactions. In a uniform gravitational field, the center of mass serves as the center of gravity. This is a very good approximation for smaller bodies near the surface of Earth, so there is no practical need to distinguish "center of gravity" from "center of mass" in most applications, such as engineering and medicine. In a non-uniform field, gravitational effects such as potential energy, force, and torque can no longer be calculated using the center of mass alone.
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 ::: Referring to the mass-center as the center-of-gravity is something of a colloquialism, but it is in common usage and when gravity gradient effects are negligible, center-of-gravity and mass-center are the same and are used interchangeably. In physics the benefits of using the center of mass to model a mass distribution can be seen by considering the resultant of the gravity forces on a continuous body. Consider a body Q of volume V with density ρ(r) at each point r in the volume.
Document 6 ::: Neither of two available options (pass or fail) was morally acceptable.By mutual agreement with the student and the examiner, Calandra gave the student another opportunity to answer, warning the student the answer would require demonstrating some knowledge of physics. The student came up with several possible answers, but settled on dropping the barometer from the top of the building, timing its fall, and using the equation of motion d = 1 2 a t 2 {\displaystyle d={\tfrac {1}{2}}{a}t^{2}} to derive the height. The examiner agreed that this satisfied the requirement and gave the student “almost full credit”.When Calandra asked about the other answers, the student gave the examples: using the proportion between the lengths of the building's shadow and that of the barometer to calculate the building's height from the height of the barometer using the barometer as a measuring rod to mark off its height on the wall while climbing the stairs, then counting the number of marks suspending the barometer from a string to create a pendulum, then using the pendulum to measure the strength of Earth's gravity at the top and bottom of the building, and calculating the height of the building from the difference in the two measurements (see Newton's law of universal gravitation)There were, the student said, many other possible solutions.
Document 7 ::: Center of mass – In physics, the center of mass of a distribution of mass in space is the unique point where the weighted relative position of the distributed mass sums to zero, or the point where if a force is applied it moves in the direction of the force without rotating. The distribution of mass is balanced around the center of mass and the average of the weighted position coordinates of the distributed mass defines its coordinates. Center of pressure – is the point where the total sum of a pressure field acts on a body, causing a force to act through that point.
Document 8 ::: This cube can used for organizing major subjects within physics as occupying each of the eight corners. The eight corners of the cGh physics cube are: Classical mechanics (_, _, _) Special relativity (c, _, _), gravitation (_, G, _), quantum mechanics (_, _, h) General relativity (c, G, _), quantum field theory (c, _, h), non-relativistic quantum theory with gravity (_, G, h) Theory of everything, or relativistic quantum gravity (c, G, h)Other cGh subjects include Planck units, Hawking radiation and black-hole thermodynamics. While there are several other physical constants, these three are given special consideration, because they can be used to define all Planck units and thus all physical quantities. The three constants are therefore used sometimes as a framework for philosophical study and as one of pedagogical patterns.
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 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.
|
11,419
|
At how many places does points source pollution enter water?
|
[
"A. two",
"B. one",
"C. three",
"D. four"
] |
B. one
|
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 ::: 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 ::: 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 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 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 ::: 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 ::: 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.
|
11,420
|
What do monarch butterfly larvae depend on for their food?
|
[
"A. milkweeds",
"B. pollen",
"C. honey",
"D. seaweed"
] |
A. milkweeds
|
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 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 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 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 9 ::: 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 ::: Entomologist Séverin Tchibozo suggests the larvae contain much more protein (40%) than chicken (20%) and beef (approximately 18%), and they could become a protein source for a large human population.Dr. MinJun Kim, leading a team of engineers in National Science Foundation-funded research, examined the function and aerodynamics of Allomyrina dichotoma with the help of researchers in Drexel University's Mechanical Engineering Department and in collaboration with Konkuk University in South Korea. Rhinoceros beetles could play a big part in the next generation of aircraft design.
|
11,421
|
As lava cools, tiny iron-rich crystals line up with earth’s what?
|
[
"A. oceans",
"B. gravitational field",
"C. molecular field",
"D. magnetic field"
] |
D. magnetic field
|
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 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 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
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 ::: : 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 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 ::: How do mineral, and metal ore deposits form? What are the fundamental physics of plate tectonics and heat, mass, and fluid transfer through Earth's crust? How can people better interpret geophysical data used to determine the structure and properties of Earth's crust?
Document 10 ::: Mineral physics – science of materials that compose the interior of planets, particularly the Earth. Near-surface geophysics – the use of geophysical methods to investigate small-scale features in the shallow (tens of meters) subsurface. Paleomagnetism – measurement of the orientation of the Earth's magnetic field over the geologic past. Seismology – study of the structure and composition of the Earth through seismic waves, and of surface deformations during earthquakes and seismic hazards. Tectonophysics – study of the physical processes that cause and result from plate tectonics.
|
11,422
|
What do we call the amount of time a substance is stored in a reservoir?
|
[
"A. residence time",
"B. presence time",
"C. storage time",
"D. latency"
] |
A. residence time
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: The 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 ::: 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 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 ::: Researchers are asking questions such as "why do we have laboratory work in the curriculum? What is distinctive about laboratory work that cannot be met elsewhere in the curriculum?" Researchers are asking for evidence that the investment of space, time and resources in chemistry laboratories provides value to student learning.
Document 8 ::: The 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 ::: 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.
|
11,423
|
Osmotic pressure is important in biological systems because cell walls are what?
|
[
"A. semipermeable membranes",
"B. variably membranes",
"C. impassable",
"D. theonym membranes"
] |
A. semipermeable membranes
|
Document 1 ::: 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 2 ::: Permeability depends on solubility, charge, or chemistry, as well as solute size. Water molecules travel through the plasma membrane, tonoplast membrane (vacuole) or organelle membranes by diffusing across the phospholipid bilayer via aquaporins (small transmembrane proteins similar to those responsible for facilitated diffusion and ion channels). Osmosis provides the primary means by which water is transported into and out of cells. The turgor pressure of a cell is largely maintained by osmosis across the cell membrane between the cell interior and its relatively hypotonic environment.
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 ::: cell wall A tough, often rigid structural barrier surrounding certain types of cells (such as in fungi, plants, and most prokaryotes) that is immediately external to the cell membrane. cellular Of or relating to a cell. central dogma of molecular biology A framework for understanding the movement of genetic information between information-carrying biopolymers within biological systems.
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 ::: When the cell has low turgor pressure, it is flaccid. In plants, this is shown as wilted anatomical structures. This is more specifically known as plasmolysis.The volume and geometry of the cell affects the value of turgor pressure and how it can affect the cell wall's plasticity. Studies have shown that smaller cells experience a stronger elastic change when compared to larger cells.Turgor pressure also plays a key role in plant cell growth when the cell wall undergoes irreversible expansion due to the force of turgor pressure as well as structural changes in the cell wall that alter its extensibility.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 9 ::: The 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 ::: 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.
|
11,424
|
When does the diploid zygote form?
|
[
"A. never",
"B. before the pollen tube",
"C. after the pollen tube",
"D. before the haploid zygote"
] |
C. after the pollen tube
|
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 ::: 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 student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 5 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 6 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 7 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 8 ::: In the anther, after a microspore undergoes microsporogenesis, it can deviate towards embryogenesis and become star-like microspores. The microspore can then go one of four ways: Become an embryogenic microspore, undergo callogenesis to organogenesis (haploid/double haploid plant), become a pollen-like structure or die.Microspore embryogenesis is used in biotechnology to produce double haploid plants, which are immediately fixed as homozygous for each locus in only one generation. The haploid microspore is stressed to trigger the embryogenesis pathway and the resulting haploid embryo either doubles its genome spontaneously or with the help of chromosome doubling agents. Without this double haploid technology, conventional breeding methods would take several generations of selection to produce a homozygous line.
Document 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 ::: In most species, there is a single cell inside the spore, and a slender extension of this cell called the germ tube germinates from the proximal side of the spore. The tip of the germ tube divides to form an octant (solid geometry) of cells, and the first rhizoid grows as an extension of the original germ cell. The tip continues to divide new cells, which produces a thalloid protonema.
|
11,425
|
What is the minimum number of times a partial lunar eclipse will occur each year?
|
[
"A. two",
"B. six",
"C. 11",
"D. five"
] |
A. 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 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 5 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 6 ::: The 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 ::: Approximately 6,000 students take this first exam, which consists of 25 multiple choice questions to be solved in 75 minutes, focusing on algebra-based mechanics. In the past, a quarter point was deducted for each incorrect answer. From 2015 onwards, no points were deducted for incorrect answers. Prior to 2018, the exam was offered over multiple weeks at the discretion of the exam centers. From 2018 to 2023, the exam was changed to two single-day events with two different exams, F=ma A and F=ma B, to increase exam security. As of 2023, only one F=ma exam is given.
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 competition consists of 15 questions of increasing difficulty, where each answer is an integer between 0 and 999 inclusive. Thus the competition effectively removes the element of chance afforded by a multiple-choice test while preserving the ease of automated grading; answers are entered onto an OMR sheet, similar to the way grid-in math questions are answered on the SAT. Leading zeros must be gridded in; for example, answers of 7 and 43 must be written and gridded in as 007 and 043, respectively. Concepts typically covered in the competition include topics in elementary algebra, geometry, trigonometry, as well as number theory, probability, and combinatorics.
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.
|
11,426
|
Microscopes were first developed in the early 1600s by this trade?
|
[
"A. food makers",
"B. polyurethane makers",
"C. watch makers",
"D. eyeglass makers"
] |
D. eyeglass makers
|
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 ::: In the past engineers working on new designs found that they did not have all the required information to make design decisions. Most often, they were limited by insufficient scientific knowledge. Thus they studied mathematics, physics, chemistry, biology and mechanics.
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 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 ::: : 63: 196 The company was originally outfitted from the Cheiky's garage and was dedicated to the production of electronic teaching aids. The company's original name—Ohio Scientific Instruments, Inc.—reflected this initial purpose. The first products the company released included a calculator that also taught the basics of statistics and a single-board microcomputer.
Document 7 ::: Researchers are asking questions such as "why do we have laboratory work in the curriculum? What is distinctive about laboratory work that cannot be met elsewhere in the curriculum?" Researchers are asking for evidence that the investment of space, time and resources in chemistry laboratories provides value to student learning.
Document 8 ::: Before the development of modern engineering, mathematics was used by artisans and craftsmen, such as millwrights, clockmakers, instrument makers and surveyors. Aside from these professions, universities were not believed to have had much practical significance to technology. : 32 A standard reference for the state of mechanical arts during the Renaissance is given in the mining engineering treatise De re metallica (1556), which also contains sections on geology, mining, and chemistry. De re metallica was the standard chemistry reference for the next 180 years.
Document 9 ::: Before the development of modern engineering, mathematics was used by artisans and craftsmen, such as millwrights, clock makers, instrument makers and surveyors. Aside from these professions, universities were not believed to have had much practical significance to technology. : 32 A standard reference for the state of mechanical arts during the Renaissance is given in the mining engineering treatise De re metallica (1556), which also contains sections on geology, mining and chemistry. De re metallica was the standard chemistry reference for the next 180 years.
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.
|
11,427
|
What do we call the temperature at which a substance melts?
|
[
"A. precipitation point",
"B. melting point",
"C. evaporation point",
"D. boiling point"
] |
B. melting point
|
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 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 ::: 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 chemistry, the phase transitions from solid and gas to liquid (melting and condensation, respectively) may be referred to as liquefaction. The melting point (sometimes called liquefaction point) is the temperature and pressure at which a solid becomes a liquid. In commercial and industrial situations, the process of condensing a gas to liquid is sometimes referred to as liquefaction of gases.
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 ::: 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 ::: 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 ::: (i) Indicates values calculated from ideal gas thermodynamic functions. (s) Indicates the substance is solid at this temperature. As quoted from these sources: a - Lide, D.R., and Kehiaian, H.V., CRC Handbook of Thermophysical and Thermochemical Data, CRC Press, Boca Raton, Florida, 1994. b - Stull, D., in American Institute of Physics Handbook, Third Edition, Gray, D.E., Ed., McGraw Hill, New York, 1972. c - Hultgren, R., Desai, P.D., Hawkins, D.T., Gleiser, M., Kelley, K.K., and Wagman, D.D., Selected Values of Thermodynamic Properties of the Elements, American Society for Metals, Metals Park, OH, 1973. d - TRCVP, Vapor Pressure Database, Version 2.2P, Thermodynamic Research Center, Texas A&M University, College Station, TX.
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.
|
11,428
|
What is the small, dense region at the center of the atom that consists of positive protons and neutral neutrons?
|
[
"A. proton",
"B. photon",
"C. nucleus",
"D. electron"
] |
C. nucleus
|
Document 1 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: Understanding the structure of the atomic nucleus is one of the central challenges in nuclear physics.
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 ::: 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 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 ::: The atom is the basic unit of chemistry. It consists of a dense core called the atomic nucleus surrounded by a space occupied by an electron cloud. The nucleus is made up of positively charged protons and uncharged neutrons (together called nucleons), while the electron cloud consists of negatively charged electrons which orbit the nucleus. In a neutral atom, the negatively charged electrons balance out the positive charge of the protons. The nucleus is dense; the mass of a nucleon is approximately 1,836 times that of an electron, yet the radius of an atom is about 10,000 times that of its nucleus.The atom is also the smallest entity that can be envisaged to retain the chemical properties of the element, such as electronegativity, ionization potential, preferred oxidation state(s), coordination number, and preferred types of bonds to form (e.g., metallic, ionic, covalent).
Document 10 ::: 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.
|
11,429
|
By multiplying the force applied by the perpendicular component of the moment arm,what is determined?
|
[
"A. radiation",
"B. pressure",
"C. torques",
"D. intensities"
] |
C. torques
|
Document 1 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 5 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: Neither of two available options (pass or fail) was morally acceptable.By mutual agreement with the student and the examiner, Calandra gave the student another opportunity to answer, warning the student the answer would require demonstrating some knowledge of physics. The student came up with several possible answers, but settled on dropping the barometer from the top of the building, timing its fall, and using the equation of motion d = 1 2 a t 2 {\displaystyle d={\tfrac {1}{2}}{a}t^{2}} to derive the height. The examiner agreed that this satisfied the requirement and gave the student “almost full credit”.When Calandra asked about the other answers, the student gave the examples: using the proportion between the lengths of the building's shadow and that of the barometer to calculate the building's height from the height of the barometer using the barometer as a measuring rod to mark off its height on the wall while climbing the stairs, then counting the number of marks suspending the barometer from a string to create a pendulum, then using the pendulum to measure the strength of Earth's gravity at the top and bottom of the building, and calculating the height of the building from the difference in the two measurements (see Newton's law of universal gravitation)There were, the student said, many other possible solutions.
Document 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 ::: 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 ::: 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
|
11,430
|
What carry messages from our sensory organs and others to the central nervous system?
|
[
"A. fibers",
"B. blood vessels",
"C. nerves",
"D. valves"
] |
C. nerves
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: Questions in systems neuroscience include how neural circuits are formed and used anatomically and physiologically to produce functions such as reflexes, multisensory integration, motor coordination, circadian rhythms, emotional responses, learning, and memory. In other words, they address how these neural circuits function in large-scale brain networks, and the mechanisms through which behaviors are generated. For example, systems level analysis addresses questions concerning specific sensory and motor modalities: how does vision work? How do songbirds learn new songs and bats localize with ultrasound?
Document 3 ::: The 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 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 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 study of the anatomy and function of the brain and spinal cord through the use of imaging (including intra-operative, Microscopic, Endoscopic and Multi-Modality imaging), Immunohistochemistry, Molecular & optogenetics, Stem cell and Cellular Biology, Engineering (material, electrical and biomedical), Neurophysiology and Nanotechnology (See Brain Mapping for more information).
Document 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 ::: Neuroscience has multiple concepts that each relate to learning abilities and memory functions. Additionally, the brain is able to transmit signals that cause conscious/unconscious behaviors that are responses verbal or non-verbal. This allows people to communicate with one another.
|
11,431
|
What do you call the space around a charged particle where the particle exerts electric force on other charged particles?
|
[
"A. electric field",
"B. melodic field",
"C. charged field",
"D. powered field"
] |
A. electric field
|
Document 1 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 2 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 3 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 7 ::: The 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 ::: 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 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 ::: 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).
|
11,432
|
Natural convection is driven by what forces?
|
[
"A. gravitational",
"B. magnetic",
"C. buoyant",
"D. thermal"
] |
C. buoyant
|
Document 1 ::: Natural convection also plays a role in stellar physics. Convection is often categorised or described by the main effect causing the convective flow, e.g. Thermal convection.
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 ::: 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 ::: 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 ::: In fluid thermodynamics, combined forced convection and natural convection, or mixed convection, occurs when natural convection and forced convection mechanisms act together to transfer heat. This is also defined as situations where both pressure forces and buoyant forces interact. How much each form of convection contributes to the heat transfer is largely determined by the flow, temperature, geometry, and orientation. The nature of the fluid is also influential, since the Grashof number increases in a fluid as temperature increases, but is maximized at some point for a gas.
Document 7 ::: Such density variations can be material (from rock chemistry), mineral (from variations in mineral structures), or thermal (through thermal expansion and contraction from heat energy). The manifestation of this varying lateral density is mantle convection from buoyancy forces.How mantle convection directly and indirectly relates to plate motion is a matter of ongoing study and discussion in geodynamics. Somehow, this energy must be transferred to the lithosphere for tectonic plates to move.
Document 8 ::: Double diffusive convection holds importance in natural processes and engineering applications. The effect of double diffusive convection is not limited to oceanography, also occurring in geology, astrophysics, and metallurgy.
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,433
|
Materials that can be magnetized are called?
|
[
"A. atoms materials",
"B. iron materials",
"C. ferromagnetic materials",
"D. inclusions materials"
] |
C. ferromagnetic materials
|
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 ::: Whether or not that steel plate acquires a permanent magnetization itself depends not only on the strength of the applied field but on the so-called coercivity of the ferromagnetic material, which can vary greatly. In physics, several different types of material magnetism have been distinguished. Ferromagnetism (along with the similar effect ferrimagnetism) is the strongest type and is responsible for the common phenomenon of magnetism in magnets encountered in everyday life.
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 ::: Paramagnetic materials include aluminium, oxygen, titanium, and iron oxide (FeO). Therefore, a simple rule of thumb is used in chemistry to determine whether a particle (atom, ion, or molecule) is paramagnetic or diamagnetic: if all electrons in the particle are paired, then the substance made of this particle is diamagnetic; if it has unpaired electrons, then the substance is paramagnetic. Unlike ferromagnets, paramagnets do not retain any magnetization in the absence of an externally applied magnetic field because thermal motion randomizes the spin orientations.
Document 6 ::: Electromagnetism 538.9 Condensed matter physics. Solid state physics 539 Physical nature of matter 54 Chemistry. Crystallography.
Document 7 ::: Quantitative measures of the magnetic susceptibility also provide insights into the structure of materials, providing insight into bonding and energy levels. Furthermore, it is widely used in geology for paleomagnetic studies and structural geology.The magnetizability of materials comes from the atomic-level magnetic properties of the particles of which they are made. Usually, this is dominated by the magnetic moments of electrons.
Document 8 ::: Machine – Machine learning – Magnetic circuit – Margin of safety – Mass transfer – Materials – Materials engineering – Material selection – Mechanical advantage – Mechanical Biological Treatment – Mechanical efficiency – Mechanical engineering – Mechanical equilibrium – Mechanical work – Mechanics – Mechanochemistry – Mechanosynthesis – Mechatronics – Micromachinery – Microprocessor – Microtechnology – modulus of rigidity-- Molecular assembler – Molecular nanotechnology – Moment – Moment of inertia – Motorcycle – Multi-link suspension
Document 9 ::: Due to the expanded knowledge of the link between atomic and molecular processes as well as the overall properties of materials, the design of materials came to be based on specific desired properties. The materials science field has since broadened to include every class of materials, including ceramics, polymers, semiconductors, magnetic materials, biomaterials, and nanomaterials, generally classified into three distinct groups: ceramics, metals, and polymers. The prominent change in materials science during the recent decades is active usage of computer simulations to find new materials, predict properties and understand phenomena.
Document 10 ::: Additionally, the volume fraction of the soft phase needs to be as large as possible in order to achieve a high magnetization saturation. One viable material geometry is to fabricate a magnet by embedding hard particles inside a soft matrix. That way, the soft matrix material occupies the largest volume fraction while being close to the hard particles.
|
11,434
|
The overall purpose of the light-dependent reactions is to convert light energy into this?
|
[
"A. calories",
"B. chemical reactions",
"C. photosynthesis",
"D. thermal energy"
] |
B. chemical reactions
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The activation energy for a chemical reaction can be provided when one reactant molecule absorbs light of suitable wavelength and is promoted to an excited state. The study of reactions initiated by light is photochemistry, one prominent example being photosynthesis.
Document 4 ::: The premier example is photosynthesis, in which most plants use solar energy to convert carbon dioxide and water into glucose, disposing of oxygen as a side-product. Humans rely on photochemistry for the formation of vitamin D, and vision is initiated by a photochemical reaction of rhodopsin. In fireflies, an enzyme in the abdomen catalyzes a reaction that results in bioluminescence. Many significant photochemical reactions, such as ozone formation, occur in the Earth atmosphere and constitute atmospheric chemistry.
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 ::: Photosynthesis - Potential energy - Power (physics) - Primary energy
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 ::: 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 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 ::: 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.
|
11,435
|
Jellyfish belong to which phylum?
|
[
"A. analidae",
"B. cnidaria",
"C. mycobacteria",
"D. porifera"
] |
B. cnidaria
|
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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: 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 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 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: The 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.
|
11,436
|
Along with changes in the shape of the resonant cavity, growth of what organ in pubescent boys leads to the difference in predominant frequencies in speech between men and women?
|
[
"A. esoophagus",
"B. pharynx",
"C. trachea",
"D. larynx"
] |
D. larynx
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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 student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The 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 content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 9 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 10 ::: (b) The size of the merged department of Neurosciences, Physiology and Pharmacology means less interaction between staff, and less collegiate spirit. (c) The changes created two extra levels of administration, so that now five levels existed between academics and the provost. Staff were told at the time that the new organisation would be rolled out to other Faculties across UCL, though this has not happened.
|
11,437
|
What intensifies the response during homeostasis?
|
[
"A. positive feedback loops",
"B. negative feedback loops",
"C. pressure loops",
"D. pure loops"
] |
A. positive feedback loops
|
Document 1 ::: 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 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 NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: 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 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 ::: Negative feedback loops in which just the right amount of correction is applied with optimum timing can be very stable, accurate, and responsive. Negative feedback is widely used in mechanical and electronic engineering, and also within living organisms, and can be seen in many other fields from chemistry and economics to physical systems such as the climate. General negative feedback systems are studied in control systems engineering. Negative feedback loops also play an integral role in maintaining the atmospheric balance in various systems on Earth. One such feedback system is the interaction between solar radiation, cloud cover, and planet temperature.
|
11,438
|
What is captured by the sticky structure at the top of the style called the stigma?
|
[
"A. pollen",
"B. precipitation",
"C. fungi",
"D. sunlight"
] |
A. pollen
|
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 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 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 ::: Individual pollen grains are small enough to require magnification to see detail. The study of pollen is called palynology and is highly useful in paleoecology, paleontology, archaeology, and forensics. Pollen in plants is used for transferring haploid male genetic material from the anther of a single flower to the stigma of another in cross-pollination. In a case of self-pollination, this process takes place from the anther of a flower to the stigma of the same flower.Pollen is infrequently used as food and food supplement. Because of agricultural practices, it is often contaminated by agricultural pesticides.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: Experiment: Rosalind Franklin used pure DNA to perform X-ray diffraction to produce photo 51. The results showed an X-shape. Analysis: When Watson saw the detailed diffraction pattern, he immediately recognized it as a helix. He and Crick then produced their model, using this information along with the previously known information about DNA's composition, especially Chargaff's rules of base pairing.The discovery became the starting point for many further studies involving the genetic material, such as the field of molecular genetics, and it was awarded the Nobel Prize in 1962. Each step of the example is examined in more detail later in the article.
|
11,439
|
What is the term for a sac filled with fluid or other material?
|
[
"A. tumor",
"B. lesion",
"C. blister",
"D. cyst"
] |
D. cyst
|
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 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 ::: 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 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 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
|
11,440
|
What organ protects the body from injury, water loss, and microorganisms?
|
[
"A. hair",
"B. liver",
"C. heart",
"D. skin"
] |
D. skin
|
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 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 ::: 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 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 ::: 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
11,441
|
In which phase do the sister chromatids separate?
|
[
"A. passivation",
"B. anaphase",
"C. latent phase",
"D. prophase"
] |
B. anaphase
|
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 ::: developmental biology diakinesis In meiosis, the fifth and final substage of prophase I, following diplonema and preceding metaphase I. During diakinesis, the chromosomes are further condensed, the two centrosomes reach opposite poles of the cell, and the spindle apparatus begins to extend from the poles to the equator. diplonema Also diplotene stage. In meiosis, the fourth of the five substages of prophase I, following pachynema and preceding diakinesis. During diplonema, the synaptonemal complex disassembles and the paired homologous chromosomes begin to separate from one another, though they remain tightly bound at the chiasmata where chromosomal crossover has occurred. DNA See deoxyribonucleic acid.
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 ::: 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 ::: 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 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 10 ::: The 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.
|
11,442
|
Pinocytosis or "cellular drinking," occurs when the plasma membrane folds inward to form a channel allowing dissolved substances to enter what?
|
[
"A. nucleus",
"B. homeostasis",
"C. proteins",
"D. cell"
] |
D. cell
|
Document 1 ::: Methods of importance to cellular biology, such as fluorescence probes (e.g., FRAP, FRET and GFP) and imaging, will be covered as appropriate within the context of the content below. A. Cellular Compartments of Prokaryotes and Eukaryotes: Organization, Dynamics and Functions Cellular membrane systems (e.g., structure and transport across membrane) Nucleus (e.g., envelope and matrix) Mitochondria and chloroplasts (e.g., biogenesis and evolution) B. Cell Surface and Communication Extracellular matrix (including cell walls) Cell adhesion and junctions Signal transduction Receptor function Excitable membrane systems C. Cytoskeleton, Motility and Shape Regulation of assembly and disassembly of filament systems Motor function, regulation and diversity D. Protein, Processing, Targeting and Turnover Translocation across membranes Posttranslational modification Intracellular trafficking Secretion and endocytosis Protein turnover (e.g., proteosomes, lysosomes, damaged protein response) E. Cell Division, Differentiation and Development Cell cycle, mitosis and cytokinesis Meiosis and gametogenesis Fertilization and early embryonic development (including positional information, homeotic genes, tissue-specific expression, nuclear and cytoplasmic interactions, growth factors and induction, environment, stem cells and polarity)
Document 2 ::: (B) Metabolic processes include the synthesis of CAPs (gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 3 ::: (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 4 ::: Cell membraneThe cell membrane (also known as the plasma membrane or cytoplasmic membrane, and historically referred to as the plasmalemma) is a biological membrane that separates the interior of all cells from the outside environment (the extracellular space) which protects the cell from its environment consisting of a lipid bilayer with embedded proteins. Cell nucleusIn cell biology, the nucleus (pl. nuclei; from Latin nucleus or nuculeus, meaning kernel or seed) is a membrane-enclosed organelle found in eukaryotic cells.
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 ::: cadherin chloroplast cell cell biology Also cellular biology. The branch of biology that studies the structures, functions, processes, and properties of biological cells, the self-contained units of life common to all living organisms. cell compartmentalization The subdivision of the interior of a cell into distinct, usually membrane-bound compartments, including the nucleus and organelles (endoplasmic reticulum, mitochondria, chloroplasts, intracellular vesicles, etc.), a defining feature of the Eukarya. cell culture cell cycle cell division cell signaling cell wall cellular differentiation cellular reprogramming The conversion of a fully differentiated cell from one tissue-specific cell type to another.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: cytology See cell biology. cytoplasm All of the material within a cell and enclosed by the cell membrane, except for the nucleus. The cytoplasm consists mainly of water, the gel-like cytosol, various organelles, and free-floating granules of nutrients and other biomolecules.
|
11,443
|
Adult tunicates also develop a sac, called a what?
|
[
"A. hood",
"B. frill",
"C. tunic",
"D. skirt"
] |
C. tunic
|
Document 1 ::: In modern biology in general, tunica occurs as a technical or anatomical term mainly in botany and zoology. It usually refers to membranous structures that line or cover particular organs. In many such contexts tunica is used interchangeably with tunic according to preference. An organ or organism that has a tunic(a) may be said to be tunicate, as in a tunicate bulb. This adjective tunicate is not to be confused with the noun tunicate, which refers to a member of the subphylum Tunicata.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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 ::: In biology, a tunica (, UK: ; PL: tunicae) is a layer, coat, sheath, or similar covering. The word came to English from the Neo-Latin of science and medicine. Its literal sense is about the same as that of the word tunic, with which it is cognate. In biology one of its senses used to be the taxonomic name of a genus of plants, but the nomenclature has been revised and those plants are now included in the genus Petrorhagia.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 9 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
|
11,444
|
What is the common measure of how hot or cold something is?
|
[
"A. variation",
"B. temperature",
"C. precipitation",
"D. weight"
] |
B. temperature
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 3 ::: 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 ::: 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 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 ::: 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 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 ::: 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 ::: 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.
|
11,445
|
Aquatic biomes in the ocean are called what?
|
[
"A. marine biomes",
"B. tundra",
"C. aquiomes",
"D. water biomes"
] |
A. marine biomes
|
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 ::: Underwater – Aquatic or submarine environment Marine biology – Scientific study of organisms that live in the ocean Marine life – Organisms that live in salt water Hydrobiology – Science of life and life processes in water Aquatic ecosystem – Ecosystem in a body of water
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 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 6 ::: 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 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 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 ::: 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 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.
|
11,446
|
Oxygen reaches what veinless part of the eye by diffusing through its tear layer?
|
[
"A. pupil",
"B. membranes",
"C. retina",
"D. cornea"
] |
D. cornea
|
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 ::: 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 NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: 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 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: The 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.
|
11,447
|
Compound light microscopes use lenses to do what?
|
[
"A. burn light",
"B. twist light",
"C. stop light",
"D. focus light"
] |
D. focus light
|
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 ::: 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 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 ::: 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 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 ::: 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 student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 10 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
|
11,448
|
What are the "code words" of the genetic code?
|
[
"A. lipids",
"B. nucleotides",
"C. codons",
"D. polymers"
] |
C. codons
|
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 ::: 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 ::: 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 ::: This messenger RNA molecule then serves to produce a corresponding amino acid sequence through a process called translation. Each group of three nucleotides in the sequence, called a codon, corresponds either to one of the twenty possible amino acids in a protein or an instruction to end the amino acid sequence; this correspondence is called the genetic code. The flow of information is unidirectional: information is transferred from nucleotide sequences into the amino acid sequence of proteins, but it never transfers from protein back into the sequence of DNA—a phenomenon Francis Crick called the central dogma of molecular biology.The specific sequence of amino acids results in a unique three-dimensional structure for that protein, and the three-dimensional structures of proteins are related to their functions.
Document 7 ::: In biological systems, nucleic acids contain information which is used by a living cell to construct specific proteins. The sequence of nucleobases on a nucleic acid strand is translated by cell machinery into a sequence of amino acids making up a protein strand. Each group of three bases, called a codon, corresponds to a single amino acid, and there is a specific genetic code by which each possible combination of three bases corresponds to a specific amino acid. The central dogma of molecular biology outlines the mechanism by which proteins are constructed using information contained in nucleic acids. DNA is transcribed into mRNA molecules, which travel to the ribosome where the mRNA is used as a template for the construction of the protein strand. Since nucleic acids can bind to molecules with complementary sequences, there is a distinction between "sense" sequences which code for proteins, and the complementary "antisense" sequence, which is by itself nonfunctional, but can bind to the sense strand.
Document 8 ::: Unlike genomes, glycans are highly dynamic.This area of research has to deal with an inherent level of complexity not seen in other areas of applied biology. 68 building blocks (molecules for DNA, RNA and proteins; categories for lipids; types of sugar linkages for saccharides) provide the structural basis for the molecular choreography that constitutes the entire life of a cell. DNA and RNA have four building blocks each (the nucleosides or nucleotides).
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 ::: A set of five particular nitrogenous bases – adenine (A), guanine (G), cytosine (C), thymine (T), and uracil (U) – are especially relevant to biology because they are components of nucleotides, which in turn are the primary monomers that make up nucleic acids. non-canonical amino acid (ncAA) Also non-standard amino acid. Any amino acid, natural or artificial, that is not one of the 20 or 21 proteinogenic amino acids encoded by the standard genetic code.
|
11,449
|
What processes allow for the greatest range of rotation within the vertebral column and facilitate the movement of the head?
|
[
"A. lateral",
"B. articular",
"C. anterior",
"D. vertical"
] |
B. articular
|
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 ::: Despite the small dimension, we actually have considerable freedom in the sequence of axis pairs we use; and we also have some freedom in the choice of angles. Thus we find many different conventions employed when three-dimensional rotations are parameterized for physics, or medicine, or chemistry, or other disciplines. When we include the option of world axes or body axes, 24 different sequences are possible.
Document 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 ::: 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 Final FRCR Part A examination comprises single best answers, split into two separate papers for the purposes of delivery. Each paper contains 120 questions and examining candidates on all aspects of clinical radiology and the basic sciences of physics, anatomy and techniques.The main areas examined are: 1. Cardiothoracic and Vascular 2. Musculoskeletal and Trauma 3.
Document 8 ::: 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 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 ::: (b) The size of the merged department of Neurosciences, Physiology and Pharmacology means less interaction between staff, and less collegiate spirit. (c) The changes created two extra levels of administration, so that now five levels existed between academics and the provost. Staff were told at the time that the new organisation would be rolled out to other Faculties across UCL, though this has not happened.
|
11,450
|
What property does coulomb electric force depend upon?
|
[
"A. electric charge",
"B. electric neutral",
"C. electric case",
"D. electric half"
] |
A. electric charge
|
Document 1 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: 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 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 7 ::: The 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 ::: 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 9 ::: AP Physics C: Electricity and Magnetism covers electricity and magnetism, including: Unit 1: Electrostatics Unit 2: Conductors, Capacitors, Dielectrics Unit 3: Electric Circuits Unit 4: Magnetic Fields Unit 5: Electromagnetism
Document 10 ::: The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
|
11,451
|
What is the process of changing something from a gas to a liquid?
|
[
"A. sublimation",
"B. fermentation",
"C. condensation",
"D. combustion"
] |
C. condensation
|
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 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 7 ::: 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 ::: 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 ::: 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 ::: After the on-line questions, students will take a test about what they have learned while solving the on-line questions. First grade students in high school take this test. The questions are based on basic chemistry. The test can determine how much the students understand basic chemistry.
|
11,452
|
What are the two divisions of vascular plants?
|
[
"A. root and seed",
"B. aquatic and terrestrial",
"C. seedless and seed",
"D. seedless and semi-seeded"
] |
C. seedless and seed
|
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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
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 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 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: The 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.
|
11,453
|
What contains carbon, hydrogen, and oxygen in a ratio of 1:2:1?
|
[
"A. helium",
"B. magnesium",
"C. sodium",
"D. carbohydrate"
] |
D. carbohydrate
|
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 ::: 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 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 10 ::: 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.
|
11,454
|
During interphase of what process, each chromosome is duplicated, and the sister chromatids formed during synthesis are held together at the centromere region by cohesin proteins?
|
[
"A. mitosis",
"B. meiosis",
"C. digestion",
"D. apoptosis"
] |
B. meiosis
|
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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 4 ::: developmental biology diakinesis In meiosis, the fifth and final substage of prophase I, following diplonema and preceding metaphase I. During diakinesis, the chromosomes are further condensed, the two centrosomes reach opposite poles of the cell, and the spindle apparatus begins to extend from the poles to the equator. diplonema Also diplotene stage. In meiosis, the fourth of the five substages of prophase I, following pachynema and preceding diakinesis. During diplonema, the synaptonemal complex disassembles and the paired homologous chromosomes begin to separate from one another, though they remain tightly bound at the chiasmata where chromosomal crossover has occurred. DNA See deoxyribonucleic acid.
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 ::: Dicentric chromosomes are studied in model organisms such as yeast (Saccharomyces cerevisiae). The use of S. cerevisiae as a classical genetic system dates back to the 1950s due to its feasibility in transformation by recombinant DNA. Broken chromosomes that lead to acentric and dicentric fragments can be studied in S. cerevisiae due to its known ability to tolerate aneuploidy, an abnormal number of chromosomes. Strains of S. cerevisiae that tolerate aneuploidy can stabilize products of broken chromosomes during proliferation, which can be recovered and studied in a laboratory setting.Cytogenetics Centromere function has been the focus of many laboratory analyses, involving techniques like fluorescence in situ hybridization (FISH) and chromosomal banding (C-banding).
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 ::: Clones are the result of all forms of asexual reproduction, and cells that undergo mitosis produce daughter cells that are clones of the parent cell and of each other. Cloning may also refer to biotechnology methods which artificially create copies of organisms or cells, or, in molecular cloning, copies of DNA fragments or other molecules. closed chromatin See heterochromatin.
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 ::: 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.
|
11,455
|
Like animals, cyanobacteria possess what kind of biological rhythm?
|
[
"A. circadian rhythm",
"B. brain rhythm",
"C. variable rhythm",
"D. music rhythm"
] |
A. circadian rhythm
|
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 ::: Chronobiology studies variations of the timing and duration of biological activity in living organisms which occur for many essential biological processes. These occur (a) in animals (eating, sleeping, mating, hibernating, migration, cellular regeneration, etc.), (b) in plants (leaf movements, photosynthetic reactions, etc.), and in microbial organisms such as fungi and protozoa. They have even been found in bacteria, especially among the cyanobacteria (aka blue-green algae, see bacterial circadian rhythms).
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 ::: 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 6 ::: The 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 ::: (1)(2) This model of circadian rhythm generation also has implications for the study of circadian “evolutionary biology”. Given the simplicity of cyanobacteria and of this circadian system, it may be safe to assume that eukaryotic circadian oscillators are derived from a system similar to that present in cyanobacterium. (1) == References ==
Document 8 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 9 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 10 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
|
11,456
|
The ocean is the largest marine biome. it is a continuous body of salt water that is relatively uniform in chemical composition; it is a weak solution of mineral salts and decayed what?
|
[
"A. uranium atoms",
"B. rock shards",
"C. metal ores",
"D. biological matter"
] |
D. biological matter
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The 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 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 6 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 7 ::: 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 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 ::: Marine chemistry, also known as ocean chemistry or chemical oceanography, is influenced by plate tectonics and seafloor spreading, turbidity currents, sediments, pH levels, atmospheric constituents, metamorphic activity, and ecology. The field of chemical oceanography studies the chemistry of marine environments including the influences of different variables. Marine life has adapted to the chemistries unique to earth's oceans, and marine ecosystems are sensitive to changes in ocean chemistry. The impact of human activity on the chemistry of the earth's oceans has increased over time, with pollution from industry and various land-use practices significantly affecting the oceans.
Document 10 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,457
|
What two tubes extend from the upper corners of the uterus?
|
[
"A. ovary",
"B. fallopian",
"C. ovarian",
"D. Cervical"
] |
B. fallopian
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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 ::: 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: The 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.
|
11,458
|
What term describes a wave in which particles of the medium vibrate at right angles, or perpendicular, to the direction that the wave travels?
|
[
"A. symmetrical wave",
"B. transverse wave",
"C. stimulation wave",
"D. drainage wave"
] |
B. transverse wave
|
Document 1 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 2 ::: Waves are often described by a wave equation (standing wave field of two opposite waves) or a one-way wave equation for single wave propagation in a defined direction. Two types of waves are most commonly studied in classical physics. In a mechanical wave, stress and strain fields oscillate about a mechanical equilibrium.
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 ::: 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 ::: 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: The 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 ::: Before proceeding further it is critical to introduce some definitions of waves and particles both in a classical sense and in quantum mechanics. Waves and particles are two very different models for physical systems, each with exceptionally large range of application. Classical waves obey a wave equation; they have continuous values at many points in space that vary with time; their spatial extent can vary with time due to diffraction, and they display wave interference. Physical systems exhibiting wave behavior and described by the mathematics of wave equations include water waves, seismic waves, sound waves, radio waves, and more.
Document 9 ::: b. Physics. Vibrational energy which occasions such a sensation.
Document 10 ::: However, we give preference to the term reverberator, although it is now less used (in English literature) than the term "rotor", because it has two advantages being: 1) short enough and 2) not busy with other meaning (while the rotor is taken already to call the moving part of an electric motor, and, in addition, the term is used in the mathematical theory of the field). (...) As for the term "autowave vortex", it can be asserted (at a some stretch, which is especially easy for mathematicians) that reverberator is a two-dimensional vortex (and this is plain truth from the point of view of mathematics). For the natural sciences, which are also biophysics as well as modern medicine, two-dimensional objects do not exist in the real world, and therefore one can say only very conditionally about such two-dimensional objects in these sciences, implying that, in the context of the issues discussed, the thickness of the medium does not affect the behaviour of the phenomenon under consideration.
|
11,459
|
Exemplified by rusty iron, what process is defined as the disintegration of a material due to chemical reactions with other substances in the environment?
|
[
"A. corrosion",
"B. magnesium",
"C. Metal Breakdown",
"D. extraction"
] |
A. corrosion
|
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 ::: To produce metals starting from naturally occurring minerals and ores, it is necessary to provide a certain amount of energy, e.g. Iron ore in a blast furnace. It is therefore thermodynamically inevitable that these metals when exposed to various environments would revert to their state found in nature. Corrosion and corrosion engineering thus involves a study of chemical kinetics, thermodynamics, electrochemistry and materials science.
Document 6 ::: Subjects of study in chemical metallurgy include mineral processing, the extraction of metals, thermodynamics, electrochemistry, and chemical degradation (corrosion). In contrast, physical metallurgy focuses on the mechanical properties of metals, the physical properties of metals, and the physical performance of metals. Topics studied in physical metallurgy include crystallography, material characterization, mechanical metallurgy, phase transformations, and failure mechanisms.Historically, metallurgy has predominately focused on the production of metals.
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 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 ::: 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 ::: Generally related to metallurgy or materials science, corrosion engineering also relates to non-metallics including ceramics, cement, composite material, and conductive materials such as carbon and graphite. Corrosion engineers often manage other not-strictly-corrosion processes including (but not restricted to) cracking, brittle fracture, crazing, fretting, erosion, and more typically categorized as Infrastructure asset management. In the 1990s, Imperial College London even offered a Master of Science degree entitled "The Corrosion of Engineering Materials". UMIST – University of Manchester Institute of Science and Technology and now part of the University of Manchester also offered a similar course. Corrosion Engineering master's degree courses are available worldwide and the curricula contain study material about the control and understanding of corrosion. Ohio State University has a corrosion center named after one of the more well known corrosion engineers Mars G Fontana.
|
11,460
|
What is a renewable resource that can take thousand of years to form?
|
[
"A. sunlight",
"B. water",
"C. soil",
"D. wind"
] |
C. soil
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 5 ::: The 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 ::: : 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 ::: This section tests the ability to apply scientific knowledge typically covered in school Science and Mathematics by the age of 16 (for example, GCSE in the UK and IGCSE internationally). It is made up of 27 questions, with 30 minutes to complete. The scope of scientific knowledge include that of Mathematics, Physics, Chemistry and Biology.
Document 9 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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.
|
11,461
|
Impenetrable what underlies the soil of the forest?
|
[
"A. topsoil",
"B. groundwater",
"C. bedrock",
"D. structure"
] |
C. bedrock
|
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 ::: Important pedological concepts include: Complexity in soil genesis is more common than simplicity. Soils lie at the interface of Earth's atmosphere, biosphere, hydrosphere and lithosphere. Therefore, a thorough understanding of soils requires some knowledge of meteorology, climatology, ecology, biology, hydrology, geomorphology, geology and many other earth sciences and natural sciences. Contemporary soils carry imprints of pedogenic processes that were active in the past, although in many cases these imprints are difficult to observe or quantify.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: At 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 8 ::: : 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 ::: Learning objectives include tree and shrub physiology, forest ecology, sustainable forest management, and trees as important renewable resources, and more. The field test also focuses on forest structure in relation to biotic and abiotic factors; silviculture techniques and tool use; and the identification and management of invasive species and diseases. The test's hands-on portion includes various tasks such as identifying trees, using common forestry tools, collecting tree core samples using an increment borer to determine tree age and historical influences, and tree planting using proper techniques.
|
11,462
|
What is the term for when two opposing processes reach the same speed, resulting in no overall change?
|
[
"A. equilibrium",
"B. homeostasis",
"C. neutralization",
"D. acceleration"
] |
A. equilibrium
|
Document 1 ::: In many physical and biological systems, qualitatively different influences can oppose each other. For example, in biochemistry, one set of chemicals drives the system in a given direction, whereas another set of chemicals drives it in an opposing direction. If one or both of these opposing influences are non-linear, equilibrium point(s) result. In biology, this process (in general, biochemical) is often referred to as homeostasis; whereas in mechanics, the more common term is equilibrium.
Document 2 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 3 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 4 ::: 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 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 7 ::: 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 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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 10 ::: 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).
|
11,463
|
What term describes the number and kinds of species in a location or on the planet?
|
[
"A. Allopatric speciation",
"B. habitat",
"C. biodiversity",
"D. ecosystem"
] |
C. biodiversity
|
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 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 ::: 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 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: The name was also used for a course given at UC Davis in the late 2010s, which describes it as an interdisciplinary field combining the areas of ecology and evolutionary biology. The course includes mathematics, statistics, ecology, genetics, and systematics. Numerous types of organisms are studied.The journal Theoretical Population Biology is published.
Document 9 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: The 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.
|
11,464
|
What energy is stored in a person or object?
|
[
"A. stored energy",
"B. kinetic energy",
"C. potential energy",
"D. mechanical energy"
] |
C. potential energy
|
Document 1 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 2 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 3 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 4 ::: 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 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 first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: The 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 ::: 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.
|
11,465
|
What do we call a peptide hormone composed of nine amino acids that lowers blood pressure?
|
[
"A. bradykinin",
"B. bufotenin",
"C. angiotensin",
"D. parcnid"
] |
A. bradykinin
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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 ::: 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 ::: 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 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 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 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.
|
11,466
|
Which lymphoid organ is situated in the upper chest?
|
[
"A. spleen",
"B. pancreas",
"C. thyroid gland",
"D. thymus"
] |
D. thymus
|
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 first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: The 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 ::: 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 ::: 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 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,467
|
What is calculated by subtracting the smallest value from the largest value?
|
[
"A. the median",
"B. the density",
"C. the range",
"D. the sample"
] |
C. the range
|
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 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 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 multiple-choice section is scored immediately after the exam by computer. One point is awarded for each correct answer, no points are credited or deducted for unanswered questions, and points are no longer deducted for having an incorrect answer.Students' answers to the free-response section are reviewed in early June by readers that include high school and college statistics teachers gathered in a designated location. The readers use a pre-made rubric to assess the answers and normally grade only one question in a given exam. Each question is graded on a scale from 0 to 4, with a 4 representing the most complete response. Communication and clarity in the answers receive a lot of emphasis in the grading.Both sections are weighted equally when the composite score is calculated. The composite score is reported on a scale from 1 to 5, with a score of 5 being the highest possible.
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 ::: As of 2020, the quantitative reasoning section contains 20 questions covering various areas of mathematics, such as geometry, algebra, percentages, averages, ratio questions, drawing conclusions from a diagram, and so on. The allotted time is 20 minutes. For the most part, the difficulty level of questions in the section increases – as the more difficult questions appear last. The mathematical knowledge required for the quantitative reasoning section is similar to that required for the high school matriculation examination in mathematics at the three-unit level – the minimum level required for obtaining a high school matriculation certificate and for admission to academic studies.
Document 8 ::: The competition consists of 15 questions of increasing difficulty, where each answer is an integer between 0 and 999 inclusive. Thus the competition effectively removes the element of chance afforded by a multiple-choice test while preserving the ease of automated grading; answers are entered onto an OMR sheet, similar to the way grid-in math questions are answered on the SAT. Leading zeros must be gridded in; for example, answers of 7 and 43 must be written and gridded in as 007 and 043, respectively. Concepts typically covered in the competition include topics in elementary algebra, geometry, trigonometry, as well as number theory, probability, and combinatorics.
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 ::: Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.Level 5 – 376 – 500 Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices.
|
11,468
|
Birds actually have two basic types of feathers: flight feathers and?
|
[
"A. landing feathers",
"B. colorful plumes",
"C. shed feathers",
"D. down feathers"
] |
D. down feathers
|
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 ::: 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 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: The 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 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 ::: 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.
|
11,469
|
What is the name for the process of charging an object by touching it with another charged object?
|
[
"A. charging by convection",
"B. charging by transfer",
"C. charging by connection",
"D. charging by conduction"
] |
D. charging by conduction
|
Document 1 ::: 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 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 ::: 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 ::: AP Physics C: Electricity and Magnetism covers electricity and magnetism, including: Unit 1: Electrostatics Unit 2: Conductors, Capacitors, Dielectrics Unit 3: Electric Circuits Unit 4: Magnetic Fields Unit 5: Electromagnetism
Document 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 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: The 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 ::: Leading examples are the gravitational potential and the electric potential, from which the motion of gravitating or electrically charged bodies may be obtained. Specific forces have associated potentials, including the Coulomb potential, the van der Waals potential, the Lennard-Jones potential and the Yukawa potential. In electrochemistry there are Galvani potential, Volta potential, electrode potential, and standard electrode potential. In the thermodynamics, the term potential often refers to thermodynamic potential.
|
11,470
|
Labor is the muscular contractions to expel the fetus and placenta from where?
|
[
"A. tumors",
"B. anus",
"C. lungs",
"D. uterus"
] |
D. uterus
|
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 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 student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 7 ::: The 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 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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.
|
11,471
|
What are topographic maps that show water depths called?
|
[
"A. Water Table maps",
"B. bathymetric maps",
"C. morainic maps",
"D. solenoid maps"
] |
B. bathymetric maps
|
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 ::: 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 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 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
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 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 ::: 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 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 ::: Remote mapping technologies require validation of accuracy, precision and reliability. Various methods may be used, including using divers to physically validate points on the map. Geology or geological profiling: This is uncommon, but can include straightforward observations of the general submerged geology and distribution of sedimentary facies, and the collection of samples.
Document 10 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,472
|
What is the radula made mostly of?
|
[
"A. chlorophyll",
"B. schist",
"C. chitin",
"D. casein"
] |
C. chitin
|
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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 9 ::: 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 ::: (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.
|
11,473
|
Energy transferred solely due to a temperature difference is called?
|
[
"A. magnetic energy",
"B. humidity",
"C. heat",
"D. chemical energy"
] |
C. heat
|
Document 1 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 2 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: The 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 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: 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 ::: 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 ::: 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.
|
11,474
|
In which organ does a baby develop?
|
[
"A. pancreas",
"B. pelvis",
"C. uterus",
"D. ovaries"
] |
C. uterus
|
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 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 ::: 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 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
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 ::: 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 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.
|
11,475
|
What part of an experiment or other investigation consists of the individuals or events that are studied?
|
[
"A. experimental control",
"B. hypothesis",
"C. independent variable",
"D. sample"
] |
D. sample
|
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 ::: 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 4 ::: Any research in life sciences is proposed to answer a scientific question we might have. To answer this question with a high certainty, we need accurate results. The correct definition of the main hypothesis and the research plan will reduce errors while taking a decision in understanding a phenomenon. The research plan might include the research question, the hypothesis to be tested, the experimental design, data collection methods, data analysis perspectives and costs involved. It is essential to carry the study based on the three basic principles of experimental statistics: randomization, replication, and local control.
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 ::: 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 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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 10 ::: 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.
|
11,476
|
The intentional release or spread of agents of disease is known as what?
|
[
"A. disaster",
"B. act of war",
"C. pandemic",
"D. bioterrorism"
] |
D. bioterrorism
|
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 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 ::: 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 first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 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 ::: : 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 10 ::: 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.
|
11,477
|
If pressure is exerted on the rock from one direction, the rock forms layers. this is called what?
|
[
"A. sedimentation",
"B. stratification",
"C. foliation",
"D. protonation"
] |
C. foliation
|
Document 1 ::: This was an important step in further promoting knowledge of geology as a science and in recognizing the value of widely disseminating such knowledge. By the 1770s, chemistry was starting to play a pivotal role in the theoretical foundation of geology and two opposite theories with committed followers emerged. These contrasting theories offered differing explanations of how the rock layers of the Earth's surface had formed.
Document 2 ::: (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 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 ::: Petrology (from Ancient Greek πέτρος (pétros) 'rock', and -λογία (-logía) 'study of') is the branch of geology that studies rocks and the conditions under which they form. Petrology has three subdivisions: igneous, metamorphic, and sedimentary petrology. Igneous and metamorphic petrology are commonly taught together because both make heavy use of chemistry, chemical methods, and phase diagrams. Sedimentary petrology is commonly taught together with stratigraphy because it deals with the processes that form sedimentary rock. Modern sedimentary petrology is making increasing use of chemisty.
Document 5 ::: Volcanoes, wind, or water can produce layers. A detailed discussion of layering with many Martian examples can be found in Sedimentary Geology of Mars.Recent research leads scientists to believe that some of the craters in Arabia may have held huge lakes.
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 convention for analysing structural geology is to identify the planar structures, often called planar fabrics because this implies a textural formation, the linear structures and, from analysis of these, unravel deformations. Planar structures are named according to their order of formation, with original sedimentary layering the lowest at S0. Often it is impossible to identify S0 in highly deformed rocks, so numbering may be started at an arbitrary number or given a letter (SA, for instance). In cases where there is a bedding-plane foliation caused by burial metamorphism or diagenesis this may be enumerated as S0a.
Document 8 ::: Often, assimilation can only be proven by detailed geochemistry. Often, cumulate layers are polyminerallic, forming gabbro, norite and other rock types. The terminology of cumulate rocks, however, is usually used to describe the individual layers as, for instance, pyroxene-plagioclase cumulates.
Document 9 ::: 1C – Proved contingent resources 1oo2 – One out of two voting (instrumentation) 1P – Proven reserves 2C – Proved and probable contingent resources 2D – two-dimensional (geophysics) 2oo2 – Two out of two voting (instrumentation) 2oo3 – Two out of three voting (instrumentation) 2P – proved and probable reserves 3C – three components seismic acquisition (x, y, and z) 3C – Proved, probable and possible contingent resources 3D – three-dimensional (geophysics) 3P – proved, probable and possible reserves 4D – multiple 3Ds acquired over time (the 4th D) over the same area with the same parameters (geophysics) 8rd – eight round (describes the number of revolutions per inch of pipe thread)
Document 10 ::: Geologists use a number of fields, laboratory, and numerical modeling methods to decipher Earth history and to understand the processes that occur on and inside the Earth. In typical geological investigations, geologists use primary information related to petrology (the study of rocks), stratigraphy (the study of sedimentary layers), and structural geology (the study of positions of rock units and their deformation). In many cases, geologists also study modern soils, rivers, landscapes, and glaciers; investigate past and current life and biogeochemical pathways, and use geophysical methods to investigate the subsurface. Sub-specialities of geology may distinguish endogenous and exogenous geology.
|
11,478
|
What term is used to describe the average weather of a place over many years?
|
[
"A. atmosphere",
"B. landscape",
"C. meteorology",
"D. climate"
] |
D. climate
|
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 ::: 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 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 ::: Climatology considers the past and can help predict future climate change. Phenomena of climatological interest include the atmospheric boundary layer, circulation patterns, heat transfer (radiative, convective and latent), interactions between the atmosphere and the oceans and land surface (particularly vegetation, land use and topography), and the chemical and physical composition of the atmosphere. Related disciplines include astrophysics, atmospheric physics, chemistry, ecology, physical geography, geology, geophysics, glaciology, hydrology, oceanography, and volcanology.
Document 5 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 6 ::: The 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 ::: This descriptive climatology was mainly an applied science, giving farmers and other interested people statistics about what the normal weather was and how great chances were of extreme events. To do this, climatologists had to define a climate normal, or an average of weather and weather extremes over a period of typically 30 years. While scientists knew of past climate change such as the ice ages, the concept of climate as changing only very gradually was useful for descriptive climatology. This started to change during the decades that followed, and while the history of climate change science started earlier, climate change only became one of the main topics of study for climatologists during the 1970s and afterward.
Document 8 ::: 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 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 ::: clear-air turbulence climate The statistics of weather in a given region over long periods of time, measured by assessing long-term patterns of variation in temperature, atmospheric pressure, humidity, wind, precipitation, and other meteorological variables. The climate of a particular location is generated by the interactions of the atmosphere, hydrosphere, cryosphere, lithosphere, and biosphere and strongly influenced by latitude, altitude, and local topography. Climates are often classified according to the averages or typical ranges of different variables, most commonly temperature and precipitation.
|
11,479
|
A long chain of monosaccharides linked by glycosidic bonds is known as what?
|
[
"A. polysaccharide",
"B. Fructose",
"C. sulfate",
"D. polymers"
] |
A. polysaccharide
|
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 ::: Formerly the name "carbohydrate" was used in chemistry for any compound with the formula Cm (H2O)n. Following this definition, some chemists considered formaldehyde (CH2O) to be the simplest carbohydrate, while others claimed that title for glycolaldehyde. Today, the term is generally understood in the biochemistry sense, which excludes compounds with only one or two carbons and includes many biological carbohydrates which deviate from this formula. For example, while the above representative formulas would seem to capture the commonly known carbohydrates, ubiquitous and abundant carbohydrates often deviate from this. For example, carbohydrates often display chemical groups such as: N-acetyl (e.g. chitin), sulfate (e.g. glycosaminoglycans), carboxylic acid and deoxy modifications (e.g. fucose and sialic acid).
Document 5 ::: Biomolecular chemistry is a major category within organic chemistry which is frequently studied by biochemists. Many complex multi-functional group molecules are important in living organisms. Some are long-chain biopolymers, and these include peptides, DNA, RNA and the polysaccharides such as starches in animals and celluloses in plants. The other main classes are amino acids (monomer building blocks of peptides and proteins), carbohydrates (which includes the polysaccharides), the nucleic acids (which include DNA and RNA as polymers), and the lipids.
Document 6 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 7 ::: Unlike genomes, glycans are highly dynamic.This area of research has to deal with an inherent level of complexity not seen in other areas of applied biology. 68 building blocks (molecules for DNA, RNA and proteins; categories for lipids; types of sugar linkages for saccharides) provide the structural basis for the molecular choreography that constitutes the entire life of a cell. DNA and RNA have four building blocks each (the nucleosides or nucleotides).
Document 8 ::: These backbone chains can be unbranched (containing one linear chain) or branched (containing multiple chains). The glycosidic linkages are designated as alpha or beta depending on the relative stereochemistry of the anomeric (or most oxidized) carbon. In a Fischer Projection, if the glycosidic linkage is on the same side or face as carbon 6 of a common biological saccharide, the carbohydrate is designated as beta and if the linkage is on the opposite side it is designated as alpha.
Document 9 ::: Hexoses are extremely important in biochemistry, both as isolated molecules (such as glucose and fructose) and as building blocks of other compounds such as starch, cellulose, and glycosides. Hexoses can form dihexose (like sucrose) by a condensation reaction that makes 1,6-glycosidic bond. When the carbonyl is in position 1, forming an formyl group (–CH=O), the sugar is called an aldohexose, a special case of aldose.
Document 10 ::: Molecules containing an N-glycosidic bond are known as glycosylamines. Many authors in biochemistry call these compounds N-glycosides and group them with the glycosides; this is considered a misnomer and is discouraged by the International Union of Pure and Applied Chemistry. Glycosylamines and glycosides are grouped together as glycoconjugates; other glycoconjugates include glycoproteins, glycopeptides, peptidoglycans, glycolipids, and lipopolysaccharides.
|
11,480
|
How do genes located on separate nonhomologous chromosomes sort?
|
[
"A. typically",
"B. independently",
"C. mechanically",
"D. intradependently"
] |
B. independently
|
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 ::: 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 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 ::: 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 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 first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 10 ::: 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.
|
11,481
|
What type of mass movement is a sudden movement of large blocks of rock and soil down a slope?
|
[
"A. deluge",
"B. slump",
"C. resurgence",
"D. downturn"
] |
B. slump
|
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 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 4 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: In contrast, "a decrease in the amount of rock fragments as depth increases, especially over saprolite, indicates that the soil materials probably has been transported down slope". Identification of residuum is relevant in soil science and geology because accurate identification conveys direct and implicit info about soil itself, the environment in which it formed, and its current environment. Soils provide a records of prevailing and past environments climates and human activities and much more.In limestone terrains the boundary between bedrock and residuum is commonly very sharp, but may be highly irregular, defining pinnacles and even isolated blocks of fresh bedrock surrounded by reddish residual silts and clays derived from its decomposition. Resistant materials such as chert, silicified fossils, or beds of sandstone remain and may concentrate on the surface as float. == References ==
Document 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 ::: Geotechnical engineering studies rock and soil supporting civil engineering systems. Knowledge from the field of soil science, materials science, mechanics, and hydraulics is applied to safely and economically design foundations, retaining walls, and other structures. Environmental efforts to protect groundwater and safely maintain landfills have spawned a new area of research called geo-environmental engineering.Identification of soil properties presents challenges to geotechnical engineers.
Document 8 ::: Favourable geology and climate are the principal causal mechanisms of rockfall, factors that include intact condition of the rock mass, discontinuities within the rockmass, weathering susceptibility, ground and surface water, freeze-thaw, root-wedging, and external stresses. A tree may be blown by the wind, and this causes a pressure at the root level and this loosens rocks and can trigger a fall. The pieces of rock collect at the bottom creating a talus or scree. Rocks falling from the cliff may dislodge other rocks and serve to create another mass wasting process, for example an avalanche.
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 ::: One of the most important roles of an engineering geologist is the interpretation of landforms and earth processes to identify potential geologic and related human-made hazards that may have a great impact on civil structures and human development. The background in geology provides the engineering geologist with an understanding of how the earth works, which is crucial minimizing earth related hazards. Most engineering geologists also have graduate degrees where they have gained specialized education and training in soil mechanics, rock mechanics, geotechnics, groundwater, hydrology, and civil design. These two aspects of the engineering geologists' education provide them with a unique ability to understand and mitigate for hazards associated with earth-structure interactions.
|
11,482
|
What consists of structures that produce eggs and secrete female sex hormones?
|
[
"A. female neural system",
"B. asexual reproductive system",
"C. female reproductive system",
"D. male reproductive system"
] |
C. female 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 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 4 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 5 ::: 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 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 first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 10 ::: 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.
|
11,483
|
Lactic acid fermentation is common in muscle cells that have run out of what?
|
[
"A. carbon",
"B. helium",
"C. nitrogen",
"D. oxygen"
] |
D. oxygen
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The 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 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 6 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 7 ::: The 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 ::: 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 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.
|
11,484
|
How many sets of chromosomes does each somatic cell have?
|
[
"A. one",
"B. two",
"C. six",
"D. four"
] |
B. two
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 7 ::: The 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 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 ::: 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.
|
11,485
|
Nonflowering vascular plants have three basic types of leaves: microphylls, fronds, and what other type?
|
[
"A. stems",
"B. needles",
"C. tubes",
"D. molds"
] |
B. needles
|
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: 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.
|
11,486
|
What is the most common plant-like protist?
|
[
"A. mundane algae",
"B. esoteric algae",
"C. unicellular algae",
"D. invasive algae"
] |
C. unicellular algae
|
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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: Naegleria gruberi, freshwater non-pathogenic amoeboflagellate sometimes used in eukaryotic cell biology experiments. Emiliania huxleyi, unicellular marine coccolithophore alga, extensively studied as a model phytoplankton species. Thalassiosira pseudonana, unicellular marine diatom alga, extensively studied as a model marine diatom since its genome was published in 2004.
Document 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 organisms have been better understood as improvements in microscopy facilitated the study of their fine structure, and it has been suggested that they represent either the eggs or juvenile stage of a marine animal. However, recent research has suggested that they represent the test of a group of protists with uncertain affinities.The ecology of chitinozoa is also open to speculation; some may have floated in the water column, where others may have attached themselves to other organisms. Most species were particular about their living conditions, and tend to be most common in specific paleoenvironments. Their abundance also varied with the seasons.
Document 9 ::: Mermaid's wineglass, a genus of subtropical green algae, is single-celled but remarkably large and complex in form with a single large nucleus, making it a model organism for studying cell biology. Another single-celled algae, Caulerpa taxifolia, has the appearance of a vascular plant including "leaves" arranged neatly up stalks like a fern. Selective breeding in aquariums to produce hardier strains resulted in an accidental release into the Mediterranean where it has become an invasive species known colloquially as killer algae.
Document 10 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,487
|
What biochemicals mediate changes in target cells by binding to specific receptors?
|
[
"A. enzymes",
"B. amino acids",
"C. hormones",
"D. acids"
] |
C. hormones
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 6 ::: Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Document 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 College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
|
11,488
|
New land can be created when what happens to a volcano?
|
[
"A. it erupts",
"B. it dies",
"C. it stays dormant",
"D. it evolves"
] |
A. it erupts
|
Document 1 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 2 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 3 ::: 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 4 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 8 ::: The 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 ::: Determine what geologic processes have shaped the local terrain and influenced the chemistry. Such processes could include water or wind erosion, sedimentation, hydrothermal mechanisms, volcanism, and cratering.
Document 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.
|
11,489
|
To calculate acceleration without a change in direction, you just divide the change in velocity by the change in what?
|
[
"A. time",
"B. height",
"C. size",
"D. weight"
] |
A. time
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 3 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: Neither of two available options (pass or fail) was morally acceptable.By mutual agreement with the student and the examiner, Calandra gave the student another opportunity to answer, warning the student the answer would require demonstrating some knowledge of physics. The student came up with several possible answers, but settled on dropping the barometer from the top of the building, timing its fall, and using the equation of motion d = 1 2 a t 2 {\displaystyle d={\tfrac {1}{2}}{a}t^{2}} to derive the height. The examiner agreed that this satisfied the requirement and gave the student “almost full credit”.When Calandra asked about the other answers, the student gave the examples: using the proportion between the lengths of the building's shadow and that of the barometer to calculate the building's height from the height of the barometer using the barometer as a measuring rod to mark off its height on the wall while climbing the stairs, then counting the number of marks suspending the barometer from a string to create a pendulum, then using the pendulum to measure the strength of Earth's gravity at the top and bottom of the building, and calculating the height of the building from the difference in the two measurements (see Newton's law of universal gravitation)There were, the student said, many other possible solutions.
Document 5 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 6 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 7 ::: 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 ::: Approximately 6,000 students take this first exam, which consists of 25 multiple choice questions to be solved in 75 minutes, focusing on algebra-based mechanics. In the past, a quarter point was deducted for each incorrect answer. From 2015 onwards, no points were deducted for incorrect answers. Prior to 2018, the exam was offered over multiple weeks at the discretion of the exam centers. From 2018 to 2023, the exam was changed to two single-day events with two different exams, F=ma A and F=ma B, to increase exam security. As of 2023, only one F=ma exam is given.
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 ::: 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.
|
11,490
|
What is reduced and forms part of the gelatinous disks sandwiched between the vertebrae in humans?
|
[
"A. the clavicle",
"B. the pelvis",
"C. the sacrum",
"D. the notochord"
] |
D. the notochord
|
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 content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 5 ::: The 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 ::: 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 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 Final FRCR Part A examination comprises single best answers, split into two separate papers for the purposes of delivery. Each paper contains 120 questions and examining candidates on all aspects of clinical radiology and the basic sciences of physics, anatomy and techniques.The main areas examined are: 1. Cardiothoracic and Vascular 2. Musculoskeletal and Trauma 3.
Document 9 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
|
11,491
|
What type of relationship is parasitism?
|
[
"A. hypodermic relationship",
"B. primordial relationship",
"C. enzymatic relationship",
"D. symbiotic relationship"
] |
D. symbiotic relationship
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: This 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 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 ::: 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 ::: Parasitology is the study of parasites, their hosts, and the relationship between them. As a biological discipline, the scope of parasitology is not determined by the organism or environment in question but by their way of life. This means it forms a synthesis of other disciplines, and draws on techniques from fields such as cell biology, bioinformatics, biochemistry, molecular biology, immunology, genetics, evolution and ecology.
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 technical languages of ecology and parasitology sometimes involved different meanings for the same words. There were philosophical differences, too: Poulin notes that, influenced by medicine, "many parasitologists accepted that evolution led to a decrease in parasite virulence, whereas modern evolutionary theory would have predicted a greater range of outcomes".Their complex relationships make parasites difficult to place in food webs: a trematode with multiple hosts for its various life cycle stages would occupy many positions in a food web simultaneously, and would set up loops of energy flow, confusing the analysis. Further, since nearly every animal has (multiple) parasites, parasites would occupy the top levels of every food web.Parasites can play a role in the proliferation of non-native species.
Document 9 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 10 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,492
|
What two things are used in optical instruments to reflect or refract light?
|
[
"A. prisms and microscopes",
"B. mirrors and magnifiers",
"C. mirrors and lenses",
"D. orientations and lenses"
] |
C. mirrors and lenses
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The 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 ::: 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 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 6 ::: This problem has applications in error detection and correction. Geometric optics uses Euclidean geometry to analyze the focusing of light by lenses and mirrors. Geometry is used extensively in architecture.
Document 7 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: The 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 ::: Optics is the branch of physics that studies the behaviour and properties of light, including its interactions with matter and the construction of instruments that use or detect it. Optics usually describes the behaviour of visible, ultraviolet, and infrared light. Because light is an electromagnetic wave, other forms of electromagnetic radiation such as X-rays, microwaves, and radio waves exhibit similar properties.Most optical phenomena can be accounted for by using the classical electromagnetic description of light, however complete electromagnetic descriptions of light are often difficult to apply in practice. Practical optics is usually done using simplified models.
|
11,493
|
What physical property of matter reflects how closely packed the particles of matter are?
|
[
"A. makeup",
"B. build up",
"C. mass",
"D. density"
] |
D. density
|
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 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 4 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 5 ::: Electromagnetism 538.9 Condensed matter physics. Solid state physics 539 Physical nature of matter 54 Chemistry. Crystallography.
Document 6 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 10 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
|
11,494
|
What type of boiling point do nonmetals normally have?
|
[
"A. odd",
"B. even",
"C. high",
"D. low"
] |
D. low
|
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 ::: 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 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 ::: 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 ::: 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 ::: David R. Lide (ed), CRC Handbook of Chemistry and Physics, 85th Edition, online version. CRC Press. Boca Raton, Florida, 2003; Section 6, Fluid Properties; Critical Constants. Also agrees with Celsius values from Section 4: Properties of the Elements and Inorganic Compounds, Melting, Boiling, Triple, and Critical Point Temperatures of the Elements Estimated accuracy for Tc and Pc is indicated by the number of digits.
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.
|
11,495
|
Coxal glands collect liquid waste from what?
|
[
"A. plasma",
"B. lungs",
"C. heart",
"D. blood"
] |
D. blood
|
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 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 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 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 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: (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.
|
11,496
|
The main organs of the cardiovascular system are the blood vessels and what else?
|
[
"A. lung",
"B. heart",
"C. capillaries",
"D. alveoli"
] |
B. heart
|
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 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 ::: 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 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 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 ::: One of the challenges of 3D printing organs is to recreate the vasculature required to keep the organs alive. Designing a correct vasculature is necessary for the transport of nutrients, oxygen, and waste. Blood vessels, especially capillaries, are difficult due to the small diameter. Progress has been made in this area at Rice University, where researchers designed a 3D printer to make vessels in biocompatible hydrogels and designed a model of lungs that can oxygenate blood.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: The 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.
|
11,497
|
What substance flows over the land from precipitation or melting snow or ice?
|
[
"A. air",
"B. lava",
"C. water",
"D. nitrogen"
] |
C. water
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: The 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 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 8 ::: C: Frank Wigglesworth Clarke of USGS and Henry Stephens Washington U: United States Geological Survey (USGS) B: Georg Ernst Wilhelm Berg F: Alexander Fersman G: Victor Goldschmidt M: Brian Mason K: Kenjiro Kimura H: Research on the history of chemistry
Document 9 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 10 ::: The main theme revolves around hard science, particularly the physics and thermodynamics of mixtures. While water should be in the form of ice at all times on Dhrawn, the effect of ammonia in the atmosphere is to cause it to become a liquid under certain conditions of temperature and pressure, because of the formation of a eutectic mixture which melts and freezes at a much lower temperature than water. Although the scientists on the satellite attempt to supply weather forecasts for the Mesklinites, they are using tools designed for Earth's weather to predict conditions in a two-component water/ammonia system instead of Earth's one-component system. Even local effects, such as liberation of latent heat from mixtures undergoing freezing or condensation, can produce drastic changes in conditions.
|
11,498
|
Most turtle bodies are covered by a special bony or cartilaginous shell developed from their what?
|
[
"A. fins",
"B. spines",
"C. ribs",
"D. tails"
] |
C. ribs
|
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 ::: 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 ::: 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 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 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 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
11,499
|
What device uses an electromagnet to change electrical energy to kinetic energy?
|
[
"A. electric motor",
"B. melodic motor",
"C. public motor",
"D. Magnetic motor."
] |
A. electric motor
|
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 ::: 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 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 ::: 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 ::: 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 ::: There was a hard, universally used pass-fail criterion for the Eddy Test, and a second chance was normally never allowed. Eddy described the test as having questions with multiple-choice answers, with each of the answers giving some indication of the test-taker's mathematics/physics knowledge, creativity, reasoning ability, and general aptitude. Most answers were weighted – not simply right or wrong – and speed certainly affected the results. No copies of the actual test have been found.
Document 7 ::: Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in conceptual understanding throughout the course. == References ==
Document 10 ::: 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.
|
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