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11,500
|
What causes the particles of medium to move parallel to the direction of the wave?
|
[
"A. longitudinal waves",
"B. Sound waves.",
"C. fluid waves",
"D. mechanical waves"
] |
A. longitudinal waves
|
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 ::: 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 4 ::: In addition to the geometry-dependent and material-dependent dispersion relations, the overarching Kramers–Kronig relations describe the frequency-dependence of wave propagation and attenuation. Dispersion may be caused either by geometric boundary conditions (waveguides, shallow water) or by interaction of the waves with the transmitting medium. Elementary particles, considered as matter waves, have a nontrivial dispersion relation, even in the absence of geometric constraints and other media. In the presence of dispersion, a wave does not propagate with an unchanging waveform, giving rise to the distinct frequency-dependent phase velocity and group velocity.
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 ::: 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 7 ::: "In Physics II.3 and Metaphysics V.2, Aristotle holds that there are four kinds of answers to "why" questions: Matter The material cause of a change or movement. This is the aspect of the change or movement that is determined by the material that composes the moving or changing things. For a table, this might be wood; for a statue, it might be bronze or marble.
Document 8 ::: The (two-way) wave equation is a second-order linear partial differential equation for the description of waves or standing wave fields – as they occur in classical physics – such as mechanical waves (e.g. water waves, sound waves and seismic waves) or electromagnetic waves (including light waves). It arises in fields like acoustics, electromagnetism, and fluid dynamics. Single mechanical or electromagnetic waves propagating in a pre-defined direction can also be described with the first-order one-way wave equation, which is much easier to solve and also valid for inhomogeneous media.
Document 9 ::: Another important class of problems occurs in enclosed spaces specified by boundary conditions, for which the solutions represent standing waves, or harmonics, analogous to the harmonics of musical instruments. The two-way wave equation – describing a standing wave field – is the simplest example of a second-order hyperbolic differential equation. It and its modifications play fundamental roles in continuum mechanics, quantum mechanics, plasma physics, general relativity, geophysics, and many other scientific and technical disciplines. In the case that only the propagation of a single wave in a predefined direction is of interest, a first-order partial differential equation – one-way wave equation – can be considered.
Document 10 ::: This relates to an understanding of the nature of the sound waves, how they vary and how they will interact with the environment. Mathematics of the environment. Materials science, surface friction, distance and areas familiar to a mechanical engineer.
|
11,501
|
Which state of matter lacks a fixed volume, fixed shape, and consists of charged particles?
|
[
"A. electrons",
"B. ions",
"C. isotopes",
"D. atoms"
] |
B. 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 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The 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 test had 50 multiple choice 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 7 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 8 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 9 ::: This casts fresh light on the ancient conundrum of the divisibility of matter. The multiplicity of a material object—the number of its parts—depends on the existence, not of delimiting surfaces, but of internal spatial relations (relative positions between parts), and these lack determinate values. According to the Standard Model of particle physics, the particles that make up an atom—quarks and electrons—are point particles: they do not take up space.
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.
|
11,502
|
What type of cell transmits electrical impulses in the nervous system?
|
[
"A. trace cell",
"B. toxin cell",
"C. Large Cell",
"D. nerve cell"
] |
D. nerve cell
|
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 ::: Basic questions addressed in molecular neuroscience include the mechanisms by which neurons express and respond to molecular signals and how axons form complex connectivity patterns. At this level, tools from molecular biology and genetics are used to understand how neurons develop and how genetic changes affect biological functions. The morphology, molecular identity, and physiological characteristics of neurons and how they relate to different types of behavior are also of considerable interest.Questions addressed in cellular neuroscience include the mechanisms of how neurons process signals physiologically and electrochemically.
Document 4 ::: These questions include how signals are processed by neurites and somas and how neurotransmitters and electrical signals are used to process information in a neuron. Neurites are thin extensions from a neuronal cell body, consisting of dendrites (specialized to receive synaptic inputs from other neurons) and axons (specialized to conduct nerve impulses called action potentials). Somas are the cell bodies of the neurons and contain the nucleus.Another major area of cellular neuroscience is the investigation of the development of the nervous system. Questions include the patterning and regionalization of the nervous system, axonal and dendritic development, trophic interactions, synapse formation and the implication of fractones in neural stem cells, differentiation of neurons and glia (neurogenesis and gliogenesis), and neuronal migration.Computational neurogenetic modeling is concerned with the development of dynamic neuronal models for modeling brain functions with respect to genes and dynamic interactions between genes, on the cellular level (CNGM can also be used to model neural systems as well).
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The NSEC contains only multiple choice questions. The questions 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 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,503
|
What is the force pushing a rocket called?
|
[
"A. direction",
"B. friction",
"C. thrust",
"D. momentum"
] |
C. thrust
|
Document 1 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: 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 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 6 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 7 ::: AP Physics 1 is an algebra-based, introductory college-level physics course that includes mechanics topics such as motion, force, momentum, energy, harmonic motion, and rotation; The College Board published a curriculum framework that includes seven big ideas on which the AP Physics 1 and 2 courses are based, along with "enduring understandings" students are expected to acquire within each of the big ideas. :Questions for the exam are constructed with direct reference to items in the curriculum framework. Student understanding of each topic is tested with reference to multiple skills—that is, questions require students to use quantitative, semi-quantitative, qualitative, and experimental reasoning in each content area.
Document 8 ::: There was a hard, universally used pass-fail criterion for the Eddy Test, and a second chance was normally never allowed. Eddy described the test as having questions with multiple-choice answers, with each of the answers giving some indication of the test-taker's mathematics/physics knowledge, creativity, reasoning ability, and general aptitude. Most answers were weighted – not simply right or wrong – and speed certainly affected the results. No copies of the actual test have been found.
Document 9 ::: 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 ::: 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
|
11,504
|
In headwater streams, what plant process is mostly attributed to algae that are growing on rocks?
|
[
"A. symbiosis",
"B. photosynthesis",
"C. reproduction",
"D. mitosis"
] |
B. photosynthesis
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 4 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 7 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 8 ::: The 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 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 10 ::: (Agronomy, Molecular biology, Genetics) Setaria viridis, emerging model grass for C4 photosynthesis and related bioenergy grasses. Lotus japonicus, model legume used to study the symbiosis responsible for nitrogen fixation. (Agronomy, Molecular biology)Lemna gibba, rapidly growing aquatic monocot, one of the smallest flowering plants.
|
11,505
|
What is the term that refers to stored chemical energy in organic matter or wastes?
|
[
"A. starch energy",
"B. biomass energy",
"C. potential energy",
"D. nuclear energy"
] |
B. biomass energy
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 4 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 6 ::: The test had 50 multiple choice 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 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 ::: 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 9 ::: energetics – the study of how energy flows within an ecosystem: the routes it takes, rates of flow, where it is stored and how it is used. energy - a property of all systems which can be turned into heat and measured in heat units. * available energy – energy with the potential to do work (exergy); * delivered energy – energy delivered to and used by a household, usually gas and electricity; * direct energy - the energy being currently used, used mostly at home (delivered energy) and for fuels used mainly for transport; * embodied energy - t the energy expended over the entire life cycle of a good or service OR the energy involved in the extraction of basic materials, processing/manufacture, transport and disposal of a product OR the energy required to provide a good or service; * geothermal energy – heat emitted from within the Earth’s crust as hot water or steam and used to generate electricity after transformation; * hydro energy – potential and kinetic energy of water used to generate electricity; * indirect energy – the energy generated in, and accounted for, by the wider economy as a consequence of an agent’s actions or demands; * kinetic energy - the energy possessed by a body because of its motion; * nuclear energy - energy released by reactions within atomic nuclei, as in nuclear fission or fusion (also called atomic energy); * operational energy – the energy used in carrying out a particular operation; * potential energy – the energy possessed by a body as a result of its position or condition e.g. coiled springs and charged batteries have potential energy; * primary energy – forms of energy obtained directly from nature, the energy in raw fuels (electricity from the grid is not primary energy), used mostly in energy statistics when compiling energy balances; * solar energy – solar radiation used for hot water production and electricity generation (does not include passive solar energy to heat and cool buildings etc.); * secondary energy – primary energies are transformed in energy conversion processes to more convenient secondary forms such as electrical energy and cleaner fuels; * stationary energy – that energy that is other than transport fuels and fugitive emissions, used mostly for production of electricity but also for manufacturing and processing and in agriculture, fisheries etc.; * tidal/ocean/wave energy– mechanical energy from water movement used to generate electricity; * useful energy – available energy used to increase system production and efficiency; * wind energy – kinetic energy of wind used for electricity generation using turbinesenergy accounting – measuring value by the energy input required for a good or
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.
|
11,506
|
The process of photosynthesis ultimately gets powered by what kind of energy?
|
[
"A. electricity",
"B. light",
"C. nonrenewable energy",
"D. biofuel"
] |
B. light
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question 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 ::: Photosynthesis - Potential energy - Power (physics) - Primary energy
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 ::: 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 ::: As green chemistry research results in new polymers that can be recycled at the materials level, greater adoption of deep-loop value cycling approaches can be implemented. Rule #3: Power Autonomy Every transformation of materials in nature - from turtle to tree - requires energy. In nature, the energy source is solar power captured biologically through photosynthesis.
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 ::: are estimated at 12–15 Mb, as large as yeast. Recent research has suggested the potential application of cyanobacteria to the generation of renewable energy by directly converting sunlight into electricity. Internal photosynthetic pathways can be coupled to chemical mediators that transfer electrons to external electrodes.
Document 10 ::: : 173 Biofuels (and bioenergy in general) are regarded as a renewable energy source. : 11 The two most common types of biofuel are bioethanol and biodiesel. The U.S.
|
11,507
|
A binary molecular compound is a molecular compound that is composed of what?
|
[
"A. four atoms",
"B. two atoms",
"C. two elements",
"D. four elements"
] |
C. two elements
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 3 ::: The NSEC contains only multiple choice questions. The questions 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 test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 6 ::: The 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 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 9 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 10 ::: Organic Chemistry and Inorganic Chemistry questions in the theory are important for choosing the representatives. In the experiment, students solve one Organic Chemistry experiment and one Quantitative Chemistry experiment. Four students who got a high score represents South Korea in IChO. If all the four representatives are the same gender, the student who got a highest score between the other gender who ranked eighth or higher becomes the representative instead of the fourth student.
|
11,508
|
Within the first 8 weeks of gestation, a developing embryo establishes the rudimentary structures of all of its organs and tissues from the ectoderm, mesoderm, and endoderm. this process is called what?
|
[
"A. abiogenesis",
"B. parthenogenesis",
"C. organogenesis",
"D. biosynthesis"
] |
C. organogenesis
|
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 ::: 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.
Document 3 ::: Its use makes it a subject of semantic arguments about the beginning of pregnancy, typically in the context of the abortion debate. Upon gastrulation, which occurs around 16 days after fertilisation, the implanted blastocyst develops three germ layers, the endoderm, the ectoderm and the mesoderm, and the genetic code of the father becomes fully involved in the development of the embryo; later twinning is impossible. Additionally, interspecies hybrids survive only until gastrulation and cannot further develop. However, some human developmental biology literature refers to the conceptus and such medical literature refers to the "products of conception" as the post-implantation embryo and its surrounding membranes. The term "conception" is not usually used in scientific literature because of its variable definition and connotation.
Document 4 ::: During differentiation, pluripotent cells make a number of developmental decisions to generate first the three germ layers (ectoderm, mesoderm and endoderm) of the embryo and intermediate progenitors, followed by subsequent decisions or check points, giving rise to all the body's mature tissues. The differentiation process can be modeled as sequence of binary decisions based on probabilistic or stochastic models. Developmental biology and embryology provides the basic knowledge of the cell types' differentiation through mutation analysis, lineage tracing, embryo micro-manipulation and gene expression studies. Cell differentiation and tissue organogenesis involve a limited set of developmental signaling pathways. It is thus possible to direct cell fate by controlling cell decisions through extracellular signaling, mimicking developmental signals.
Document 5 ::: The modern synthesis was greatly accelerated and expanded with the rise of the genomic sciences, molecular biology, as well as, advances in computational techniques and the power to model population dynamics. But, for evolutionary-developmental biologists, there was something very important missing... – and, that was the incorporation of one of the founding branches of biology, embryology. A clear understanding of the pathway from germ to zygote to embryo to juvenile and adult was the missing component of the synthesis.
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 ::: Developmental biology is the study of the process by which animals and plants grow and develop. Developmental biology also encompasses the biology of regeneration, asexual reproduction, metamorphosis, and the growth and differentiation of stem cells in the adult organism.
Document 8 ::: Developmental biology – The study of the process by which organisms grow and develop, including the genetic control of cell growth, differentiation and "morphogenesis", which is the process that gives rise to tissues, organs and anatomy. Microbiology – The study of microorganisms, which are unicellular or cell-cluster microscopic organisms as well as viruses. Cellular microbiology – A discipline bridging microbiology and cell biology.
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 ::: Developmental biology is the study of the processes by which animals and plants reproduce and grow. The discipline includes the study of embryonic development, cellular differentiation, regeneration, asexual and sexual reproduction, metamorphosis, and the growth and differentiation of stem cells in the adult organism. Development of both animals and plants is further considered in the articles on evolution, population genetics, heredity, genetic variability, Mendelian inheritance, and reproduction.
|
11,509
|
What goes through different larval stages?
|
[
"A. crustaceans",
"B. octopuses",
"C. plants",
"D. sponges"
] |
A. crustaceans
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The NSEC contains only multiple choice questions. The questions 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 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 10 ::: 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:
|
11,510
|
What is the major cause of chronic respiratory disease as well as cardiovascular disease and cancer?
|
[
"A. drinking",
"B. exercise",
"C. smoking",
"D. diet"
] |
C. smoking
|
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 ::: The test had 50 multiple choice 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 ::: 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 ::: Institute of Medicine estimated that smokers need 35 mg more vitamin C per day than nonsmokers, but did not formally establish a higher RDA for smokers. One meta-analysis showed an inverse relationship between vitamin C intake and lung cancer, although it concluded that more research is needed to confirm this observation.The U.S. National Center for Health Statistics conducts biannual National Health and Nutrition Examination Survey (NHANES) to assess the health and nutritional status of adults and children in the United States.
Document 9 ::: 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 ::: 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.
|
11,511
|
Monotremes, marsupials, and placental mammals are subclasses of what?
|
[
"A. mammals",
"B. birds",
"C. reptiles",
"D. amphibians"
] |
A. mammals
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
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 ::: The test had 50 multiple choice 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 ::: The first part contains 60 multiple-choice questions. Each question 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 ::: 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 9 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 10 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,512
|
What type of mammal gives birth to young that need to develop further in the mother's pouch after birth?
|
[
"A. marsupials",
"B. aborigines",
"C. whales",
"D. humans"
] |
A. marsupials
|
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 ::: 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 use of mammalian species other than human is often used in research to learn more about human biology.
Document 5 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 6 ::: : 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 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 ::: 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 content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 10 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
|
11,513
|
What is the measure of how closely molecules are packed together?
|
[
"A. density",
"B. frequency",
"C. length",
"D. volume"
] |
A. 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 ::: 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 ::: 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 7 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 8 ::: 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 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.
|
11,514
|
What is the leading cause of lung cancer?
|
[
"A. tuberculosis",
"B. tobacco smoke",
"C. chewing tobacco",
"D. heredity"
] |
B. tobacco smoke
|
Document 1 ::: Smoking is by far the leading risk factor for lung cancer. Cigarette smoke contains more than 6,000 components, many of which lead to DNA damage (see table of tobacco-related DNA damages in Tobacco smoking). Other causes include radon, exposure to secondhand smoke, exposure to substances such as asbestos, chromium, nickel, beryllium, soot, or tar, family history of lung cancer, and air pollution.Genetics can also play a role as a family history of lung cancer can contribute to an increased risk of developing the disease. Furthermore, research has revealed specific chromosome regions associated with increased risks of developing lung cancer.
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 test had 50 multiple choice 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 ::: For instance, the observation that smokers have a dramatically increased lung cancer rate does not establish that smoking must be a cause of that increased cancer rate: maybe there exists a certain genetic defect which both causes cancer and a yearning for nicotine; or even perhaps nicotine craving is a symptom of very early-stage lung cancer which is not otherwise detectable. Scientists are always seeking the exact mechanisms by which Event A produces Event B. But scientists also are comfortable making a statement like, "Smoking probably causes cancer," when the statistical correlation between the two, according to probability theory, is far greater than chance. In this dual approach, scientists accept both deterministic and probabilistic causation in their terminology.
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 ::: DN model offers a necessary condition of a causal explanation—successful prediction—but not sufficient conditions of causal explanation, as a universal regularity can include spurious relations or simple correlations, for instance Z always following Y, but not Z because of Y, instead Y and then Z as an effect of X. By relating temperature, pressure, and volume of gas within a container, Boyle's law permits prediction of an unknown variable—volume, pressure, or temperature—but does not explain why to expect that unless one adds, perhaps, the kinetic theory of gases.Scientific explanations increasingly pose not determinism's universal laws, but probabilism's chance, ceteris paribus laws. Smoking's contribution to lung cancer fails even the inductive-statistical model (IS model), requiring probability over 0.5 (50%). (Probability standardly ranges from 0 (0%) to 1 (100%).) Epidemiology, an applied science that uses statistics in search of associations between events, cannot show causality, but consistently found higher incidence of lung cancer in smokers versus otherwise similar nonsmokers, although the proportion of smokers who develop lung cancer is modest. Versus nonsmokers, however, smokers as a group showed over 20 times the risk of lung cancer, and in conjunction with basic research, consensus followed that smoking had been scientifically explained as a cause of lung cancer, responsible for some cases that without smoking would not have occurred, a probabilistic counterfactual causality.
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.
|
11,515
|
The golgi removes some sugar monomers and substitutes others, producing a large variety of what?
|
[
"A. fats",
"B. proteins",
"C. electrolytes",
"D. carbohydrates"
] |
D. carbohydrates
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: (B) Metabolic processes include the synthesis of CAPs (gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 4 ::: (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 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 8 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
|
11,516
|
Parenchymal, collenchymal, and sclerenchymal cells are associated with what types of living things?
|
[
"A. parasites",
"B. plants",
"C. primates",
"D. fungi"
] |
B. plants
|
Document 1 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant 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 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 10 ::: multicellular Having or consisting of more than one cell, as opposed to being unicellular. mycology The branch of biology concerned with the study of fungi, including their genetic and biochemical properties, their taxonomy and their use to humans as a source for tinder, medicine, food, and entheogens, as well as their dangers, such as poisoning or infection. myofibril A basic rod-like unit of a muscle cell. myosin A superfamily of motor proteins best known for their roles in muscle contraction and in a wide range of other motility processes in eukaryotes.
|
11,517
|
What is the name of the location in which a stream or river starts?
|
[
"A. shore",
"B. source",
"C. spring",
"D. mouth"
] |
B. source
|
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 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 ::: 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 ::: 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 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: : 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 ::: For example: a) Things would be different if Microsoft were located in Georgia.In sentence (a), a shallow information extraction system might infer wrongly that Microsoft's headquarters was located in Georgia. While as humans, we understand from the sentence that Microsoft office was never in Georgia. b) The National Institute for Psychology in Israel was established in May 1971 as the Israel Center for Psychobiology by Prof. Joel.In sentence (b), a shallow system could wrongly infer that Israel was established in May 1971.
|
11,518
|
What disease occurs when cells in the breast grow out of control and form a tumor?
|
[
"A. muscle cancer",
"B. adult breast growth",
"C. muscular cyst",
"D. breast cancer"
] |
D. breast cancer
|
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 ::: This effectively increases the market size for breast cancer organizations, medical establishments, pharmaceutical manufacturers, and the makers of mammography equipment.Women fear dying from breast cancer more than dying from heart disease, even though, as of 2006, eleven times as many women died from heart disease and stroke as from breast cancer. According to cardiologist Lisa Rosenbaum, this may be because women "view heart disease as the consequence of having done something bad, whereas to get breast cancer is to have something bad happen to you".An emphasis on educating women about lifestyle changes that may have a small impact on preventing breast cancer often makes women feel guilty if they do develop breast cancer. Some women decide that their own cancer resulted from poor diet, lack of exercise, or other modifiable lifestyle factor, even though most cases of breast cancer are due to non-controllable factors, like genetics or naturally occurring background radiation.
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 ::: 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 student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: Focus on RNA biology and the signaling pathways that regulate cell growth and cell fate; what drives cancer cell growth, to lead to treatments for brain, breast and prostate cancers, as well as melanoma and leukemia.
Document 10 ::: Big Mechanism: Cancer research. (2015) The program aims to develop technology to read research abstracts and papers to extract pieces of causal mechanisms, assemble these pieces into more complete causal models, and reason over these models to produce explanations. The domain of the program is cancer biology with an emphasis on signaling pathways.
|
11,519
|
What process refers to the changes that occur in populations of living organisms over time?
|
[
"A. variation",
"B. spontaneous mutation",
"C. evolution",
"D. adaptation"
] |
C. evolution
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: : 110 For example, Jean-Baptiste Lamarck was a French naturalist who said the changes an organism makes as it adapts to its environment can be passed down to subsequent generations through gene expression (which genes get turned off). This has been taken up by the new field of epigenetics. : 160–167: 111 The mutation theory of evolution was proposed by a Dutch botanist, Hugo de Vries, one of the first geneticists.
Document 3 ::: 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 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 5 ::: A major source of confusion and ambiguity in any creation–evolution debate can arise from the definition of evolution itself. In the context of biology, evolution is genetic changes in populations of organisms over successive generations. The word also has a number of different meanings in different fields, from evolutionary computation to molecular evolution to sociocultural evolution to stellar and galactic evolution. Evolution in colloquial contexts can refer to any sort of "progressive" development or gradual improvement, and a process that results in greater quality or complexity.
Document 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 ::: (p. 153) Whereas to Gould, there are unchanging boundaries set by physics and chemistry, Maynard Smith, Szathmary and Dawkins view evolution as irreversibly transforming these boundaries. "The eukaryotic cell, sexual reproduction and cellular differentiation all change the nature of evolutionary possibility.
Document 8 ::: Subjects studied within macroevolution include: Adaptive radiations such as the Cambrian Explosion. Changes in biodiversity through time. Evo-devo (the connection between evolution and developmental biology) Genome evolution, like horizontal gene transfer, genome fusions in endosymbioses, and adaptive changes in genome size. Mass extinctions.
Document 9 ::: Population genetics is the branch of biology that provides the mathematical structure for the study of the process of microevolution. Ecological genetics concerns itself with observing microevolution in the wild. Typically, observable instances of evolution are examples of microevolution; for example, bacterial strains that have antibiotic resistance. Microevolution provides the raw material for macroevolution.
Document 10 ::: adaptation (evolutionary biology, population biology) Term can apply to an individual organism's adaptation to its environment, the adaptation of organisms to an environment through evolutionary processes, or the population dynamics intrisic to the evolutionary process. adenine (biochemistry) A purine-derived organic compound which is one of the four canonical nucleobases used in the nucleic acids DNA and RNA. Its derivatives are involved in a wide variety of biochemical reactions, including cellular respiration.
|
11,520
|
Alkenes can react with what to form alcohols?
|
[
"A. proteins",
"B. sugars",
"C. water",
"D. air"
] |
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 ::: 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 ::: He speculated on hydrocarbons,: 11 hydrofluoric acid, and ammonia as possible alternatives to water. Some of the properties of water that are important for life processes include: A complexity which leads to a large number of permutations of possible reaction paths including acid–base chemistry, H+ cations, OH− anions, hydrogen bonding, van der Waals bonding, dipole–dipole and other polar interactions, aqueous solvent cages, and hydrolysis.
Document 6 ::: "I would study weak noncovalent bonds in the most challenging of solvents, water. Therefore, the ‘synthetic objective’ would be the three-dimensional assembly of multiple specific noncovalent bonds in aqueous media. Biological molecules, such as proteins or nucleic acids, would be my target and small molecule synthesis combined with physical characterization and the methods of biology would provide the experimental foundation.
Document 7 ::: -A simple example of the Evelyn effect is the sophomore level chemistry lab experiment involving two popular examples that are listed below. a) Dehydration of 4-methylcyclohexanol b) Dehydration of 2-Methylcyclohexanol c) Mechanism for the dehydration of 2-methylcyclohexanol
Document 8 ::: On-line Questions are uploaded again after the Winter School. The leftovers of the Winter School and other people who didn't join the Winter School have to take this test to join the Summer School 2. Second grade students in the high school take this test. In this test, almost half of these questions will be related to Organic Chemistry. 20 well-ranked students can join the Winter School 2.
Document 9 ::: Also, the water molecule's tendency to form strong hydrogen bonds can interfere with internal hydrogen bonding in complex organic molecules. Life with a hydrocarbon solvent could make more use of hydrogen bonds within its biomolecules. Moreover, the strength of hydrogen bonds within biomolecules would be appropriate to a low-temperature biochemistry.Astrobiologist Chris McKay has argued, on thermodynamic grounds, that if life does exist on Titan's surface, using hydrocarbons as a solvent, it is likely also to use the more complex hydrocarbons as an energy source by reacting them with hydrogen, reducing ethane and acetylene to methane.
Document 10 ::: Upon contact with water or alcohols, hydrogen disulfide readily decomposes under ambient conditions to hydrogen sulfide and sulfur. It is more acidic than hydrogen sulfide, but the pKa has not been reported.In organosulfur chemistry, hydrogen disulfide adds to alkenes to give disulfides and thiols.
|
11,521
|
Wind blown sand contributes to what type of erosion?
|
[
"A. sedimentary",
"B. filtration",
"C. abrasion",
"D. vegetation"
] |
C. abrasion
|
Document 1 ::: 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 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 ::: 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 4 ::: Fluvial geomorphologists focus on rivers, how they transport sediment, migrate across the landscape, cut into bedrock, respond to environmental and tectonic changes, and interact with humans. Soils geomorphologists investigate soil profiles and chemistry to learn about the history of a particular landscape and understand how climate, biota, and rock interact. Other geomorphologists study how hillslopes form and change.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: The study of individual grains can reveal much historical information as to the origin and kind of transport of the grain. Quartz sand that is recently weathered from granite or gneiss quartz crystals will be angular. It is called grus in geology or sharp sand in the building trade where it is preferred for concrete, and in gardening where it is used as a soil amendment to loosen clay soils. Sand that is transported long distances by water or wind will be rounded, with characteristic abrasion patterns on the grain surface.
Document 8 ::: Soil chemistry – study of the chemical characteristics of soil. Soil amendment – material added to soil to improve plant growth and health. Soil erosion – process by which soil is removed from the Earth's surface by natural processes such as wind or water flow, and then transported and deposited in other locations.
Document 9 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 10 ::: 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.
|
11,522
|
Bases are ionic compounds consisting of hydroxide ions and a what?
|
[
"A. cation",
"B. cinion",
"C. sulfate",
"D. carbonate"
] |
A. cation
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: In chemistry, there are three definitions in common use of the word "base": Arrhenius bases, Brønsted bases, and Lewis bases. All definitions agree that bases are substances that react with acids, as originally proposed by G.-F. Rouelle in the mid-18th century. In 1884, Svante Arrhenius proposed that a base is a substance which dissociates in aqueous solution to form hydroxide ions OH−.
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 ::: After the on-line questions, students will take a test about what they have learned while solving the on-line questions. First grade students in high school take this test. The questions are based on basic chemistry. The test can determine how much the students understand basic chemistry.
Document 7 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 8 ::: The test had 50 multiple choice 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 GRE subject test in chemistry is a standardized test in the United States created by the Educational Testing Service, and is designed to assess a candidate's potential for graduate or post-graduate study in the field of chemistry. It contains questions from many fields of chemistry. 15% of the questions will come from analytical chemistry, 25% will come from inorganic chemistry, 30% will come from organic chemistry and 30% will come from physical chemistry.This exam, like all the GRE subject tests, is paper-based, as opposed to the GRE general test which is usually computer-based. It contains 130 questions, which are to be answered within 2 hours and 50 minutes.
Document 10 ::: BarometerA device for measuring pressure. BatteryElectrochemical cells that transform chemical energy into electricity. BaseIn chemistry, bases are substances that, in aqueous solution, release hydroxide (OH−) ions, are slippery to the touch, can taste bitter if an alkali, change the color of indicators (e.g., turn red litmus paper blue), react with acids to form salts, promote certain chemical reactions (base catalysis), accept protons from any proton donor, and/or contain completely or partially displaceable OH− ions.
|
11,523
|
What causes the menstrual cycle to be repeated?
|
[
"A. lack of fertilization",
"B. uteris",
"C. ovaries",
"D. gravity"
] |
A. lack of fertilization
|
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 content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 3 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: The test had 50 multiple choice 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 ::: Both of these situations are caused by a lack of surplus menstrual products, and 61% of American teens have reported wearing a pad or tampon for more than the recommended length of four hours.The principal consequence of period poverty not related directly to female biology is girls often have to miss school if they get their period and do not have the products to handle it. The same survey found that more than 4/5 of the girls in their sample had missed class or knew of someone missing class due to their period. A 2014 report by UNESCO found that 1/10 of youth worldwide miss school during their cycle due to a lack of resources on hand.
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 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 first part contains 60 multiple-choice questions. Each question 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 ::: 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.
|
11,524
|
What happens when turgid cells in a nonwoody tissue push against each other?
|
[
"A. the tissue stiffens",
"B. the tissue dies",
"C. the tissue melts",
"D. the tissues merge"
] |
A. the tissue stiffens
|
Document 1 ::: But this shift from the physical sciences to the biological sciences is problematic, in the absence of any bridge between these two sciences, one quantitative, physics based on mathematical language and the other qualitative, based on the laws of genetics and molecular biology. OP aims to study the effect of a mechanical input on a mechanical output. We will see that this output can be synthesized in tissue architecture.
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: (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 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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 7 ::: (A) represents transport processes include the transport into the cell from the surrounding seawater of primary calcification substrates Ca2+ and HCO3− (black arrows) and the removal of the end product H+ from the cell (gray arrow). The transport of Ca2+ through the cytoplasm to the coccolith vesicle (CV) is the dominant cost associated with calcification. (B) represents metabolic processes include the synthesis of coccolith-associated polysaccharides (CAPs – gray rectangles) by the Golgi complex (white rectangles) that regulate the nucleation and geometry of CaCO3 crystals. The completed coccolith (gray plate) is a complex structure of intricately arranged CAPs and CaCO3 crystals. (C) Mechanical and structural processes account for the secretion of the completed coccoliths that are transported from their original position adjacent to the nucleus to the cell periphery, where they are transferred to the surface of the cell.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question 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 ::: (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.
|
11,525
|
What is the waxy substance that epidermal cells secrete?
|
[
"A. cuticle",
"B. bile",
"C. cellulose",
"D. saliva"
] |
A. cuticle
|
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 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 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 8 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 9 ::: The cells within calculus are primarily bacterial, but also include at least one species of archaea (Methanobrevibacter oralis) and several species of yeast (e.g., Candida albicans). The organic extracellular matrix in calculus consists primarily of proteins and lipids (fatty acids, triglycerides, glycolipids, and phospholipids), as well as extracellular DNA. Trace amounts of host, dietary, and environmental microdebris are also found within calculus, including salivary proteins, plant DNA, milk proteins, starch granules, textile fibers, and smoke particles.
Document 10 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,526
|
What is the length of the route between two points?
|
[
"A. distance",
"B. velocity",
"C. direction",
"D. speed"
] |
A. distance
|
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 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 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 5 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 6 ::: 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 first part contains 60 multiple-choice questions. Each question 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 DAT comprises four sections: survey of the natural sciences (90 minutes), perceptual ability (often called the PAT, 60 minutes), reading comprehension (60 minutes), and quantitative reasoning (45 minutes). The mathematics of the quantitative exam is similar to that of the SAT. The first section is divided into questions about biology (40 questions), general chemistry (30 questions), and organic chemistry (30 questions). The second section is divided into six different problem sets designed to test perceptual ability, specifically in the areas of three-dimensional manipulation and spatial reasoning.
Document 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 ::: Approximately 6,000 students take this first exam, which consists of 25 multiple choice questions to be solved in 75 minutes, focusing on algebra-based mechanics. In the past, a quarter point was deducted for each incorrect answer. From 2015 onwards, no points were deducted for incorrect answers. Prior to 2018, the exam was offered over multiple weeks at the discretion of the exam centers. From 2018 to 2023, the exam was changed to two single-day events with two different exams, F=ma A and F=ma B, to increase exam security. As of 2023, only one F=ma exam is given.
|
11,527
|
According to the first law of thermodynamics, what can neither be created nor destroyed?
|
[
"A. light",
"B. energy",
"C. food",
"D. fuel"
] |
B. energy
|
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 ::: 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 ::: 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 NSEC contains only multiple choice questions. The questions 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 ::: 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 test had 50 multiple choice 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 9 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 10 ::: 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.
|
11,528
|
What are the three primary pigment colors?
|
[
"A. red, white, blue",
"B. red, green, blue",
"C. green, orange, purple",
"D. cyan, yellow, magenta"
] |
D. cyan, yellow, magenta
|
Document 1 ::: Descriptions of primary colors come from areas including philosophy, art history, color order systems, and scientific work involving the physics of light and perception of color. Art education materials commonly use red, yellow, and blue as primary colors, sometimes suggesting that they can mix all colors. No set of real colorants or lights can mix all possible colors, however. In physics, the three primary colors are typically red, green and blue, after the different types of photoreceptor pigments in the cone cells.
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 ::: A set of primary colors or primary colours (see spelling differences) consists of colorants or colored lights that can be mixed in varying amounts to produce a gamut of colors. This is the essential method used to create the perception of a broad range of colors in, e.g., electronic displays, color printing, and paintings. Perceptions associated with a given combination of primary colors can be predicted by an appropriate mixing model (e.g., additive, subtractive) that reflects the physics of how light interacts with physical media, and ultimately the retina. Primary colors can also be conceptual (not necessarily real), either as additive mathematical elements of a color space or as irreducible phenomenological categories in domains such as psychology and philosophy.
Document 4 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: Color science is the scientific study of color including lighting and optics; measurement of light and color; the physiology, psychophysics, and modeling of color vision; and color reproduction.
Document 7 ::: Finding ψ(G) is an optimization problem. The decision problem for complete coloring can be phrased as: INSTANCE: a graph G = (V, E) and positive integer k QUESTION: does there exist a partition of V into k or more disjoint sets V1, V2, …, Vk such that each Vi is an independent set for G and such that for each pair of distinct sets Vi, Vj, Vi ∪ Vj is not an independent set.Determining the achromatic number is NP-hard; determining if it is greater than a given number is NP-complete, as shown by Yannakakis and Gavril in 1978 by transformation from the minimum maximal matching problem.Note that any coloring of a graph with the minimum number of colors must be a complete coloring, so minimizing the number of colors in a complete coloring is just a restatement of the standard graph coloring problem.
Document 8 ::: In chemistry, the CPK coloring (for Corey–Pauling–Koltun) is a popular color convention for distinguishing atoms of different chemical elements in molecular models.
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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
|
11,529
|
How do organophostbate pesticides work?
|
[
"A. inhibiting testosterone",
"B. inhibiting reticulum",
"C. inhibiting acetylcholinesterase",
"D. inhibiting cryptosporidium"
] |
C. inhibiting acetylcholinesterase
|
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 ::: Computational chemistry can also be applied to the development of safer pesticides and herbicides. Recently, the increasing use of pesticides and herbicides has raised much controversy due to environmental and public health concerns. It was found that although these chemicals are designed to kill target pests, its effects can often harm other organisms, humans included. Some types of pesticides and herbicides such as organophosphates and carbamates can affect the nervous system in humans, while others were found to be carcinogenic, irritate the skin or eyes, and even affect the hormone or endocrine system.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 6 ::: Teachers utilize SSI to foster understanding of science content and consequences involved in everyday scientific issues. For example, in a study of ecology, an elementary class might consider whether pesticides confer more benefit or harm to our ecosystem. This type of analysis would require students to research the interactions between organisms in food webs and food chains, as well as the human impacts of pesticides. Students could make evidence-based decisions and discuss them through various means including whole-class discussions, debates, online discussion boards, etc... Similarly, older grades might consider issues such as whether genetic engineering should be used to treat genetic diseases.This type of analysis would require extensive study of genetics and modern genetic engineering techniques, as well as the ethical issues involved in personal freedoms, religious prohibitions on intervention, and so on.
Document 7 ::: Further 'biology-based' or 'ecological' techniques are under evaluation. Responsible use—Synthetic pesticides are used as required and often only at specific times in a pest's life cycle. Many newer pesticides are derived from plants or naturally occurring substances (e.g.—nicotine, pyrethrum and insect juvenile hormone analogues), but the toxophore or active component may be altered to provide increased biological activity or stability.
Document 8 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 9 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 10 ::: The 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.
|
11,530
|
In the case of a light bulb, electricity is converted to light and what kind of energy?
|
[
"A. abstract",
"B. thermal",
"C. nuclear",
"D. chemical"
] |
B. thermal
|
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 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: 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 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.
|
11,531
|
Where in relation to the home, are levels of vocs found to be higher?
|
[
"A. On slopes",
"B. outdoors",
"C. indoors",
"D. in Fields"
] |
C. indoors
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 4 ::: The NSEC contains only multiple choice questions. The questions 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 ::: 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 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 ::: 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 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 ::: On-line Questions are uploaded again after the Summer School. The leftovers of the Summer School and other people who didn't join the Summer School have to take this test to join the Winter School 1. First grade students in the high school take this test. In this test, Organic Chemistry questions will appear more often than the test 1. 25 well-ranked students can join the Winter School 1.
Document 10 ::: On-line Questions are uploaded again after the Winter School. The leftovers of the Winter School and other people who didn't join the Winter School have to take this test to join the Summer School 2. Second grade students in the high school take this test. In this test, almost half of these questions will be related to Organic Chemistry. 20 well-ranked students can join the Winter School 2.
|
11,532
|
Density and pressure of air decreases with what?
|
[
"A. altitude",
"B. horizontal distance",
"C. humidity",
"D. temperature"
] |
A. altitude
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: Neither of two available options (pass or fail) was morally acceptable.By mutual agreement with the student and the examiner, Calandra gave the student another opportunity to answer, warning the student the answer would require demonstrating some knowledge of physics. The student came up with several possible answers, but settled on dropping the barometer from the top of the building, timing its fall, and using the equation of motion d = 1 2 a t 2 {\displaystyle d={\tfrac {1}{2}}{a}t^{2}} to derive the height. The examiner agreed that this satisfied the requirement and gave the student “almost full credit”.When Calandra asked about the other answers, the student gave the examples: using the proportion between the lengths of the building's shadow and that of the barometer to calculate the building's height from the height of the barometer using the barometer as a measuring rod to mark off its height on the wall while climbing the stairs, then counting the number of marks suspending the barometer from a string to create a pendulum, then using the pendulum to measure the strength of Earth's gravity at the top and bottom of the building, and calculating the height of the building from the difference in the two measurements (see Newton's law of universal gravitation)There were, the student said, many other possible solutions.
Document 4 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: The teacher can steer the students either through careful design of the questions (this rules out barometer questions), or through guiding the students to the desired choices. In case of the original barometer question, the examiner may explicitly say that the problem has more than one solution, insist on applying the laws of physics, or give them the "ending point" of the solution: "How did I discover that the building was 410 feet in height with only a barometer? "Herson used the Calandra account as an illustration of the difference between academic tests and assessment in education. Tests, even the ones designed for reliability and validity, are useful, but they are not sufficient in real-world education.Sanders interpreted Calandra's story as a conflict between perfection and optimal solutions: "We struggle to determine a 'best' answer, when a simple call to a building superintendent (the resource man) would quickly provide adequate information."
Document 6 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 7 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 8 ::: The 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 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 ::: 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.
|
11,533
|
Energy is absorbed in the process of converting a liquid at its boiling point into a what?
|
[
"A. mesh",
"B. gas",
"C. plasma",
"D. solid"
] |
B. gas
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: 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 ::: 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 ::: Chemists often use the phrase "standard temperature and pressure" or "STP" to convey that they are working at a temperature of 0 °C and one atmosphere of pressure (International Union of Pure and Applied Chemistry). There are three states of matter under these conditions: solids, liquids, and gases. Although all three are distinct states, both solids and gases can dissolve (or disperse) in liquids. The most commonly occurring liquid in the biosphere is water.
Document 7 ::: The 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 ::: 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 Journal of Chemical Physics Journal of Physical Chemistry Letters Journal of Physical Chemistry A Journal of Physical Chemistry B Journal of Physical Chemistry C Physical Chemistry Chemical Physics Chemical Physics Letters Chemical Physics ChemPhysChem Molecular Physics (journal)
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.
|
11,534
|
Images in what type of mirror are reversed left and right but not reversed top and bottom?
|
[
"A. virtual",
"B. concave",
"C. convex",
"D. plane mirror"
] |
D. plane mirror
|
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 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 4 ::: In geometry, the mirror image of an object or two-dimensional figure is the virtual image formed by reflection in a plane mirror; it is of the same size as the original object, yet different, unless the object or figure has reflection symmetry (also known as a P-symmetry). Two-dimensional mirror images can be seen in the reflections of mirrors or other reflecting surfaces, or on a printed surface seen inside-out. If we first look at an object that is effectively two-dimensional (such as the writing on a card) and then turn the card to face a mirror, the object turns through an angle of 180° and we see a left-right reversal in the mirror. In this example, it is the change in orientation rather than the mirror itself that causes the observed reversal.
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 ::: In physics, mirror images are investigated in the subject called geometrical optics. More fundamentally in geometry and mathematics they form the principal objects of Coxeter group theory and reflection groups. In chemistry, two versions (isomers) of a molecule, one a "mirror image" of the other, are called enantiomers if they are not "superposable" (the correct technical term, though the term "superimposable" is also used) on each other.
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 first part contains 60 multiple-choice questions. Each question 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 ::: There was a hard, universally used pass-fail criterion for the Eddy Test, and a second chance was normally never allowed. Eddy described the test as having questions with multiple-choice answers, with each of the answers giving some indication of the test-taker's mathematics/physics knowledge, creativity, reasoning ability, and general aptitude. Most answers were weighted – not simply right or wrong – and speed certainly affected the results. No copies of the actual test have been found.
Document 10 ::: 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.
|
11,535
|
What do cells produce as they age?
|
[
"A. wrinkles",
"B. proto-oncogenes",
"C. oxidants",
"D. carcinogens"
] |
B. proto-oncogenes
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: 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 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 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 8 ::: This same unbounded growth is a feature of cancerous growth.Embryonic stem cells express telomerase, which allows them to divide repeatedly and form the individual. In adults, telomerase is highly expressed only in cells that need to divide regularly, especially in male sperm cells, but also in epidermal cells, in activated T cell and B cell lymphocytes, as well as in certain adult stem cells, but in the great majority of cases somatic cells do not express telomerase.A comparative biology study of mammalian telomeres indicated that telomere length of some mammalian species correlates inversely, rather than directly, with lifespan, and concluded that the contribution of telomere length to lifespan is unresolved. Telomere shortening does not occur with age in some postmitotic tissues, such as in the rat brain.
Document 9 ::: In 2014, other scientists have defined a slightly different conceptual model for aging, called 'The Seven Pillars of Aging', in which just three of the 'hallmarks of aging' are included (stem cells and regeneration, proteostasis, epigenetics). The seven pillars model highlights the interconnectedness between all of the seven pillars which is not highlighted in the nine hallmarks of aging model.
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.
|
11,536
|
The body of the simplest sponges takes the shape of a cylinder with a large central cavity, called?
|
[
"A. spirogyra",
"B. spongocoel",
"C. spicule",
"D. vacuole"
] |
B. spongocoel
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: (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 ::: The NSEC contains only multiple choice questions. The questions 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 ::: (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 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: The few collections of SSF from the Ediacaran period have a limited range of forms Fully and partially mineralized tubes are common and form a really mixed collection: the structures and compositions of their walls vary widely; specimens have been classified as members of a wide range of clades including foraminiferans, cnidarians, polychaete and pogonophoran annelids, sipunculids and others. Cloudina's "tube", which was 8 to 150 millimetres (0.31 to 5.91 in) long, consisted of nested cones that were mineralized with calcium carbonate but left unmineralized gaps between the cones. Sinotubulites built long thin tubes that were more flexible but probably had mineralized ridges.Namapoikia was probably either a sponge or a coral-like organism, and built dwellings up to 1 metre (39 in) across out of calcium carbonate.Spicules are spines or star-like combinations of spines, made of silica, and are thought to be the remains of sponges.Namacalathus, which may have been a cnidarian, closely related to jellyfish and corals, built goblet-like dwellings with stalks up to 30 millimetres (1.2 in) long. This type of shape is known as a "stalked test", since "test" in biology means a roughly spherical shell.
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.
|
11,537
|
Laid on dry land by reptiles, amniotic eggs have what that prevents them from drying out?
|
[
"A. double shells",
"B. oil coating",
"C. waterproof membranes",
"D. double yolks"
] |
C. waterproof 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 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost 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 first part contains 60 multiple-choice questions. Each question 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 ::: Although the question is typically used metaphorically, evolutionary biology provides literal answers, made possible by the Darwinian principle that species evolve over time, and thus that chickens had ancestors that were not chickens, similar to a view expressed by the Greek philosopher Anaximander when addressing the paradox.If the question refers to eggs in general, the egg came first. The first amniote egg—that is, a hard-shelled egg that could be laid on land, rather than remaining in water like the eggs of fish or amphibians—appeared around 312 million years ago. In contrast, chickens are domesticated descendants of red junglefowl and probably arose little more than eight thousand years ago, at most.If the question refers to chicken eggs specifically, the answer is still the egg, but the explanation is more complicated.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 9 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 10 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
|
11,538
|
What three rs represent the steps that you personally can take to conserve our natural resources and minimize waste?
|
[
"A. reduce, reuse, re-educate",
"B. reduce, reuse, recycle",
"C. remove, reduce, reuse",
"D. rinse, reuse, recycle"
] |
B. reduce, reuse, recycle
|
Document 1 ::: Each participant was identified as having well or poorly defined prior attitudes toward being an environmentalist or conservationist. Participants then completed one of two versions of a questionnaire designed to bring to mind either past pro-ecology behaviors or past anti-ecology behaviors. For example, questions such as "Have you ever recycled?"
Document 2 ::: For this track, students take classes introducing them to ways to conserve natural resources. This can include classes in water chemistry, sanitation, combustion, air pollution and radioactive waste management.
Document 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 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 6 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 7 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: As green chemistry research results in new polymers that can be recycled at the materials level, greater adoption of deep-loop value cycling approaches can be implemented. Rule #3: Power Autonomy Every transformation of materials in nature - from turtle to tree - requires energy. In nature, the energy source is solar power captured biologically through photosynthesis.
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.
|
11,539
|
What is the process that allows organisms with better traits to survive and produce?
|
[
"A. adaptation",
"B. spontaneous mutation",
"C. natural selection",
"D. succession"
] |
C. natural selection
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: : 110 For example, Jean-Baptiste Lamarck was a French naturalist who said the changes an organism makes as it adapts to its environment can be passed down to subsequent generations through gene expression (which genes get turned off). This has been taken up by the new field of epigenetics. : 160–167: 111 The mutation theory of evolution was proposed by a Dutch botanist, Hugo de Vries, one of the first geneticists.
Document 4 ::: 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 ::: 1.) Natural selection has resulted in an evolved motivational disposition to attempt to gain access to and control of the resources that have covaried with survival and reproductive outcomes during human evolution. 2.) These resources fall into three broad categories: social, biological, and physical which correspond to the respective domains of folk psychology, folk biology, and folk physics.
Document 6 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 7 ::: Refinement: Once the trait exists, if it provides selective benefit, mutations will accumulate that improve the trait, making it effective. This phase is open-ended, and will continue so long as refining mutations arise and the trait remains beneficial.This model has seen acceptance in evolutionary biology. In 2015 paleontologist Douglas Erwin suggested a modification to a four-step model to better reflect a possible distinction between evolutionary novelty and evolutionary innovation, and to highlight the importance of environmental conditions: potentiation, generation of novel phenotypes (actualization), adaptive refinement, and exploitation (conversion of a novelty to an innovation as it becomes important for the ecological establishment of possessing organisms).
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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 10 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
|
11,540
|
What is the term for a substance that increases the rate of a chemical reaction but is not changed or used up in the reaction?
|
[
"A. a catalyst",
"B. an acid",
"C. a contribute",
"D. a mechanism"
] |
A. a catalyst
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 5 ::: 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 6 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 7 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 8 ::: In chemistry, a reagent ( ree-AY-jənt) or analytical reagent is a substance or compound added to a system to cause a chemical reaction, or test if one occurs. The terms reactant and reagent are often used interchangeably, but reactant specifies a substance consumed in the course of a chemical reaction. Solvents, though involved in the reaction mechanism, are usually not called reactants. Similarly, catalysts are not consumed by the reaction, so they are not reactants. In biochemistry, especially in connection with enzyme-catalyzed reactions, the reactants are commonly called substrates.
Document 9 ::: On this track, students are introduced to the fundamental reaction mechanisms in the field of chemical and biochemical engineering.
Document 10 ::: A chemical reaction is a process that leads to the chemical transformation of one set of chemical substances to another. Classically, chemical reactions encompass changes that only involve the positions of electrons in the forming and breaking of chemical bonds between atoms, with no change to the nuclei (no change to the elements present), and can often be described by a chemical equation. Nuclear chemistry is a sub-discipline of chemistry that involves the chemical reactions of unstable and radioactive elements where both electronic and nuclear changes can occur. The substance (or substances) initially involved in a chemical reaction are called reactants or reagents.
|
11,541
|
What type of compounds can form crystals?
|
[
"A. molecular compounds",
"B. ionic compounds",
"C. magnetic compounds",
"D. integral compounds"
] |
B. ionic compounds
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 4 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 5 ::: Electromagnetism 538.9 Condensed matter physics. Solid state physics 539 Physical nature of matter 54 Chemistry. Crystallography.
Document 6 ::: This important area focuses on structure, bonding, and the physical properties of materials. In practice, solid state inorganic chemistry uses techniques such as crystallography to gain an understanding of the properties that result from collective interactions between the subunits of the solid. Included in solid state chemistry are metals and their alloys or intermetallic derivatives. Related fields are condensed matter physics, mineralogy, and materials science. Examples: silicon chips, zeolites, YBa2Cu3O7
Document 7 ::: To obtain a full understanding of the material structure and how it relates to its properties, the materials scientist must study how the different atoms, ions and molecules are arranged and bonded to each other. This involves the study and use of quantum chemistry or quantum physics. Solid-state physics, solid-state chemistry and physical chemistry are also involved in the study of bonding and structure.
Document 8 ::: These other types of substances, such as ionic compounds and network solids, are organized in such a way as to lack the existence of identifiable molecules per se. Instead, these substances are discussed in terms of formula units or unit cells as the smallest repeating structure within the substance. Examples of such substances are mineral salts (such as table salt), solids like carbon and diamond, metals, and familiar silica and silicate minerals such as quartz and granite. One of the main characteristics of a molecule is its geometry often called its structure. While the structure of diatomic, triatomic or tetra-atomic molecules may be trivial, (linear, angular pyramidal etc.) the structure of polyatomic molecules, that are constituted of more than six atoms (of several elements) can be crucial for its chemical nature.
Document 9 ::: (2) Despite their large size, some proteins crystallize readily into symmetric crystals, consistent with the idea of symmetric faces that match up upon association. (3) Proteins bind metal ions; since metal-binding sites must have specific bond geometries (e.g., octahedral), it was plausible to assume that the entire protein also had similarly crystalline geometry. (4) As described above, the cyclol model provided a simple chemical explanation of denaturation and the difficulty of cleaving folded proteins with proteases.
Document 10 ::: Crystal chemistry is the study of the principles of chemistry behind crystals and their use in describing structure-property relations in solids. The principles that govern the assembly of crystal and glass structures are described, models of many of the technologically important crystal structures (alumina, quartz, perovskite) are studied, and the effect of crystal structure on the various fundamental mechanisms responsible for many physical properties are discussed. The objectives of the field include: identifying important raw materials and minerals as well as their names and chemical formulae. describing the crystal structure of important materials and determining their atomic details learning the systematics of crystal and glass chemistry. understanding how physical and chemical properties are related to crystal structure and microstructure. studying the engineering significance of these ideas and how they relate to foreign products: past, present, and future.Topics studied are: Chemical bonding, Electronegativity Fundamentals of crystallography: crystal systems, Miller Indices, symmetry elements, bond lengths and radii, theoretical density Crystal and glass structure prediction: Pauling’s and Zachariasen’s rules Phase diagrams and crystal chemistry (including solid solutions) Imperfections (including defect chemistry and line defects) Phase transitions Structure – property relations: Neumann’s law, melting point, mechanical properties (hardness, slip, cleavage, elastic moduli), wetting, thermal properties (thermal expansion, specific heat, thermal conductivity), diffusion, ionic conductivity, refractive index, absorption, color, Dielectrics and Ferroelectrics, and Magnetism Crystal structures of representative metals, semiconductors, polymers, and ceramics
|
11,542
|
In grazing, a predator partially eats but does not kill what?
|
[
"A. pack",
"B. time",
"C. prey",
"D. predators"
] |
C. prey
|
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 ::: 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 ::: 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 ::: Learning objectives for the Wildlife field test include knowledge of wild birds and mammals, wildlife ecology, conservation and management of wildlife, and issues involving wildlife and society, among other objectives. Other topic focuses include understanding food habits and skull morphology of wildlife species; habitat features and influences; wildlife adaptations; and predator/prey relationships and carrying capacity of ecosystems; and how humans, introduced species, and diseases affect wildlife. Hands-on tasks conducted during this test include using an identification key to identify wildlife pelts, skulls, footprints, and calls/sounds; and using Global Positioning System to track tagged specimens.
Document 7 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 8 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 9 ::: The NSEC contains only multiple choice questions. The questions 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 ::: 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.
|
11,543
|
Bone tissues include compact bone, spongy bone, bone marrow, and?
|
[
"A. esophagus",
"B. periosteum",
"C. epithelium",
"D. cartilage"
] |
B. periosteum
|
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 ::: Hierarchical structures are distinct features seen throughout different length scales. To understand how the hierarchical structure of mineralized tissues contributes to their remarkable properties, those for nacre and bone are described below. Hierarchical structures are characteristic of biology and are seen in all structural materials in biology such as bone and nacre from seashells
Document 5 ::: The test had 50 multiple choice 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 ::: 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 ::: 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 study of biomaterials is called biomaterials science. It has experienced steady and strong growth over its history, with many companies investing large amounts of money into the development of new products. Biomaterials science encompasses elements of medicine, biology, chemistry, tissue engineering and materials science.
Document 10 ::: Most of these bones are paired, with a mirror-inverted counterpart on the other side of the body, or unpaired, in which case they usually lie at the body midline and are divided by the latter into two symmetrical halves. Furthermore, bones include a number of elements formed in the skin such as gastralia, bony scutes, and spikes. Paleontologists most frequently study the morphology of bones, but also their histology (the inner microstructure up to the cellular level) and chemical composition provided important insights into dinosaur biology.
|
11,544
|
What type of bacteria causes the disease called tuberculosis?
|
[
"A. streptococcus",
"B. E. coli",
"C. mycobacterium",
"D. staphylococcus"
] |
C. mycobacterium
|
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 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: 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 ::: ": 46 She also contended that the two studies that had failed to replicate the Uhlmann paper's results were flawed for two reasons: because they looked at cells of children with autism rather than in their GI tract, and because they did not test children with autism with gastrointestinal dysfunction. : 629A Immunologist Vera Byers testified that Michelle Cedillo had a dysregulated immune system, which allowed the measles virus to persist in her system, and that her malfunctioning immune system was in part a result of the virus itself. : 32 She also stated that this dysregulation was caused by "a combination of genetics and the measles virus vaccination and the thimerosal-containing vaccines that she had received.
|
11,545
|
Studies have shown that not only does reproduction have a cost as far as how long male fruit flies live, but also fruit flies that have already mated several times have limited amounts of this?
|
[
"A. dna",
"B. eggs",
"C. sperm",
"D. chromosomes"
] |
C. sperm
|
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 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 5 ::: The test had 50 multiple choice 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 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 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 ::: Fruit fly: Drosophila melanogaster. Good embryo supply. Well developed genetics. Nematode: Caenorhabditis elegans.
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.
|
11,546
|
What are the two most common causes of diseases?
|
[
"A. bacteria and viruses",
"B. bacteria and protazoa",
"C. nutritional deficiencies",
"D. viruses and protazoa"
] |
A. bacteria and viruses
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 7 ::: ": 46 She also contended that the two studies that had failed to replicate the Uhlmann paper's results were flawed for two reasons: because they looked at cells of children with autism rather than in their GI tract, and because they did not test children with autism with gastrointestinal dysfunction. : 629A Immunologist Vera Byers testified that Michelle Cedillo had a dysregulated immune system, which allowed the measles virus to persist in her system, and that her malfunctioning immune system was in part a result of the virus itself. : 32 She also stated that this dysregulation was caused by "a combination of genetics and the measles virus vaccination and the thimerosal-containing vaccines that she had received.
Document 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 ::: 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 ::: Other causes or associations of disease are: a compromised immune system, environmental toxins, radiation exposure, diet and other lifestyle choices, stress, and genetics. Diseases may also be multifactorial, requiring multiple factors to induce disease. For example: in a murine model, Crohn's disease can be precipitated by a norovirus, but only when both a specific gene variant is present and a certain toxin has damaged the gut.
|
11,547
|
Organic compounds are defined as covalently bonded compounds containing carbon, excluding carbonates and what else?
|
[
"A. oxides",
"B. gases",
"C. acids",
"D. crystals"
] |
A. oxides
|
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 ::: By definition, an organic compound must contain at least one atom of carbon, but this criterion is not generally regarded as sufficient. Indeed, the distinction between organic and inorganic compounds is ultimately a matter of convention, and there are several compounds that have been classified either way, such as: COCl2, CSCl2, CS(NH2)2, CO(NH2)2. With carbon bonded to metals the field of organic chemistry crosses over into organometallic chemistry.
Document 4 ::: The study of the properties, reactions, and syntheses of organic compounds comprise the discipline known as organic chemistry. For historical reasons, a few classes of carbon-containing compounds (e.g., carbonate salts and cyanide salts), along with a few other exceptions (e.g., carbon dioxide, and even hydrogen cyanide despite the fact it contains a carbon-hydrogen bond), are generally considered inorganic. Other than those just named, little consensus exists among chemists on precisely which carbon-containing compounds are excluded, making any rigorous definition of an organic compound elusive.Although organic compounds make up only a small percentage of Earth's crust, they are of central importance because all known life is based on organic compounds.
Document 5 ::: In chemistry, many authors consider an organic compound to be any chemical compound that contains carbon-hydrogen or carbon-carbon bonds, however, some authors consider an organic compound to be any chemical compound that contains carbon. The definition of "organic" versus "inorganic" varies from author to author, and is a topic of debate. For example, methane (CH4) is considered organic, but whether some other carbon-containing compounds are organic or inorganic varies from author to author, for example halides of carbon without carbon-hydrogen and carbon-carbon bonds (e.g. carbon tetrachloride CCl4), and certain compounds of carbon with nitrogen and oxygen (e.g. cyanide ion CN−, hydrogen cyanide HCN, chloroformic acid ClCO2H and carbonate ion CO2−3). Due to carbon's ability to catenate (form chains with other carbon atoms), millions of organic compounds are known.
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 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 8 ::: Organic chemistry studies the structure, properties, composition, reactions, and preparation by synthesis (or other means) of chemical compounds of carbon and hydrogen, which may contain any number of other elements such as nitrogen, oxygen and the halogens: fluorine, chlorine, bromine and iodine. Some organic compounds may also contain the elements phosphorus or sulfur. Examples of organic solids include wood, paraffin wax, naphthalene and a wide variety of polymers and plastics.
Document 9 ::: Hydrogen forms a vast array of compounds with carbon called the hydrocarbons, and an even vaster array with heteroatoms that, because of their general association with living things, are called organic compounds. The study of their properties is known as organic chemistry and their study in the context of living organisms is known as biochemistry. By some definitions, "organic" compounds are only required to contain carbon. However, most of them also contain hydrogen, and because it is the carbon-hydrogen bond that gives this class of compounds most of its particular chemical characteristics, carbon-hydrogen bonds are required in some definitions of the word "organic" in chemistry. Millions of hydrocarbons are known, and they are usually formed by complicated pathways that seldom involve elemental hydrogen.
Document 10 ::: The range of chemicals studied in organic chemistry includes hydrocarbons (compounds containing only carbon and hydrogen) as well as compounds based on carbon, but also containing other elements, especially oxygen, nitrogen, sulfur, phosphorus (included in many biochemicals) and the halogens. Organometallic chemistry is the study of compounds containing carbon–metal bonds. In addition, contemporary research focuses on organic chemistry involving other organometallics including the lanthanides, but especially the transition metals zinc, copper, palladium, nickel, cobalt, titanium and chromium.
|
11,548
|
What drives the turbine in a thermonuclear reactor?
|
[
"A. magnets",
"B. wind energy",
"C. heated water or steam",
"D. heated oil"
] |
C. heated water or steam
|
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 ::: 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 ::: 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 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: The test had 50 multiple choice 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 ::: Nuclear Energy – The development of new nuclear reactors that employ advanced fuel cycles and adhere to modern safety and nonproliferation constraints requires complex modelling and simulations. Often, the complexity of these simulations necessitates the use of supercomputers that can ensure accuracy of models. Physics – Physicists use NCCS’s high performance computing power to reveal the fundamental nature of matter, including the behavior of quarks, electrons, and other fundamental particles that make up atoms.
Document 9 ::: Economics of energy 621 Mechanical engineering in general. Nuclear technology. Electrical engineering.
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.
|
11,549
|
What is the term for physicians and scientists who research and develop vaccines and treat and study conditions ranging from allergies to aids?
|
[
"A. vaccinologists",
"B. virologists",
"C. immunologists",
"D. endocrinologists"
] |
C. immunologists
|
Document 1 ::: ": 46 She also contended that the two studies that had failed to replicate the Uhlmann paper's results were flawed for two reasons: because they looked at cells of children with autism rather than in their GI tract, and because they did not test children with autism with gastrointestinal dysfunction. : 629A Immunologist Vera Byers testified that Michelle Cedillo had a dysregulated immune system, which allowed the measles virus to persist in her system, and that her malfunctioning immune system was in part a result of the virus itself. : 32 She also stated that this dysregulation was caused by "a combination of genetics and the measles virus vaccination and the thimerosal-containing vaccines that she had received.
Document 2 ::: 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 ::: ": 872 Viral immunologist Ronald C. Kennedy testified that Michelle Cedillo had a "selective immune dysfunction". He also, like Dr. Hepner, testified that the Unigenetics lab was reliable and followed appropriate measures to prevent contamination, stating "that the laboratory of Dr. John O'Leary, Dr. Orla Sheils, and their colleagues has a good reputation. ": 47 Kennedy also testified that he attended a meeting during which Dr. Cotter orally reported that his testing reached results similar to those reported by Uhlmann.
Document 4 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: A biomedical scientist is a scientist trained in biology, particularly in the context of medical laboratory sciences or laboratory medicine. These scientists work to gain knowledge on the main principles of how the human body works and to find new ways to cure or treat disease by developing advanced diagnostic tools or new therapeutic strategies. The research of biomedical scientists is referred to as biomedical research.
Document 7 ::: Certified Histocompatibility Associate, Certified Histocompatibility Technologist, Certified Histocompatibility Specialist, and Diplomate of the ABHI are titles granted by the American Board of Hisocompatibility and Immunogenetics after meeting education and experience requirements and passing the required examination; those individuals would hold the credentials CHA(ABHI), CHT(ABHI), CHS(AHBI), and D(ABHI) upon passing the corresponding examination.In the United States, Medical Laboratory Scientists can be certified and employed in infection control. These professionals monitor and report infectious disease findings to help limit iatrogenic and nosocomial infections. They may also educate other healthcare workers about such problems and ways to minimize them.In the United Kingdom the number of Clinical Scientists in a pathology discipline are typically greater, where less medically qualified pathologists train as consultants.
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 ::: Immunology: studies the immune system Microbiology: studies characteristics of microorganisms such as bacteria and their role in human health Neuroscience: studies on function and structure the nervous system, including the brain Oncology (a.k.a. cancer biology): studies the causes and characteristics of cancer Parasitology: studies parasites Pathology: studies the underlying causes and bodily effects of disease through examination of organs, tissues, and cells Pharmacology: studies effects of drugs on biological systems Physiology: studies how various body systems function at macroscopic, microscopic and molecular levels Virology: studies viruses and viral diseases Medicinal chemistry: studies compound for medicinal usage ToxicologyHowever, recent trends in biomedical graduate education (particularly in the United States) are for biomedical scientists to remain interdisciplinary and to not specialize. This approach emphasizes focus on a particular body or disease process as a whole and drawing upon the techniques of multiple specialties.
Document 10 ::: These graduate degree programs may include classroom and fieldwork, research at a laboratory, and a dissertation. Although a degree in a medicine or biology (biochemistry, microbiology, zoology, biophysics) is common, recent research projects also need graduates in statistics, bioinformatics, physics and chemistry. Abilities preferred for entry in this field include: technical, scientific, numerical, written, and oral skills.
|
11,550
|
Where are temperatures the lowest?
|
[
"A. at the equator",
"B. at the poles",
"C. over the oceans",
"D. in asia"
] |
B. at the poles
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: Earth's surface can be subdivided into specific latitudinal belts of approximately homogeneous climate. Ranging from the equator to the polar regions, these are the tropical (or equatorial), subtropical, temperate and polar climates.Further factors that affect a location's climates are its proximity to oceans, the oceanic and atmospheric circulation, and topology. Places close to oceans typically have colder summers and warmer winters, due to the fact that oceans can store large amounts of heat.
Document 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 ::: Climate is a high-level description of the actions of the atmosphere and oceans. Physics of water and gas molecules is a low-level description of the same system. The instruction "write a creative poem on love" is a high-level instruction. The instruction "tighten the tendons in the dominant wrist to grip the pen" is a low-level description of an activity within that.
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 ::: 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 9 ::: The teacher can steer the students either through careful design of the questions (this rules out barometer questions), or through guiding the students to the desired choices. In case of the original barometer question, the examiner may explicitly say that the problem has more than one solution, insist on applying the laws of physics, or give them the "ending point" of the solution: "How did I discover that the building was 410 feet in height with only a barometer? "Herson used the Calandra account as an illustration of the difference between academic tests and assessment in education. Tests, even the ones designed for reliability and validity, are useful, but they are not sufficient in real-world education.Sanders interpreted Calandra's story as a conflict between perfection and optimal solutions: "We struggle to determine a 'best' answer, when a simple call to a building superintendent (the resource man) would quickly provide adequate information."
Document 10 ::: 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.
|
11,551
|
Protecting the surface of metal prevents what?
|
[
"A. diffusion",
"B. corrosion",
"C. extraction",
"D. evaporation"
] |
B. 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 ::: As microelectronic device size and geometry shrink, the susceptibility to damage from contaminants grows. This requires intervention through the use of filters, selective membranes or other techniques to clean the water or steam before delivery to process. Metals: Metals can be in the source water or gases and can migrate into the steam from components in the steam generation and delivery path.
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 NSEC contains only multiple choice questions. The questions 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 ::: 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.
Document 7 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 8 ::: The test had 50 multiple choice 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 ::: — Oleg Reutov — 11 April 1985 — "Some aspects of organometallic chemistry of non-transition metals" XLII. — Yakov Kolotyrkin — 11 February 1986 — "Corrosion of Metals XLIII. — Valentin Koptyug — 12 February 1987 — "Problems of systematising chemical knowledge" XLIV.
Document 10 ::: However, there are sufficient differences to warrant a separate treatment. For example, in crevice corrosion, one has to consider the geometry of the crevice and the nature of the concentration process leading to the development of the differential local chemistry. The extreme and often unexpected local chemistry conditions inside the crevice need to be considered. Galvanic effects can play a role in crevice degradation.
|
11,552
|
What type of tissues are major barriers to the entry of pathogens into the body?
|
[
"A. skin",
"B. nasal",
"C. mucosal",
"D. vascular"
] |
C. mucosal
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The NSEC contains only multiple choice questions. The questions 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 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: This combinatorial approach enables a systems-level understanding of microbial contributions to human biology. But also other mucoide tissues as lung and vagina have been studied in relation to diseases such as asthma, allergy and vaginosis.
Document 9 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 10 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
|
11,553
|
Trash that gets into fresh and saltwater waterways is called what type of debris?
|
[
"A. ocean",
"B. aquatic",
"C. water",
"D. pollution"
] |
B. aquatic
|
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 following topics make up a typical curriculum in environmental engineering: Mass and Energy transfer Environmental chemistry Inorganic chemistry Organic Chemistry Nuclear Chemistry Growth models Resource consumption Population growth Economic growth Risk assessment Hazard identification Dose-response Assessment Exposure assessment Risk characterization Comparative risk analysis Water pollution Water resources and pollutants Oxygen demand Pollutant transport Water and waste water treatment Air pollution Industry, transportation, commercial and residential emissions Criteria and toxic air pollutants Pollution modelling (e.g. Atmospheric dispersion modeling) Pollution control Air pollution and meteorology Global change Greenhouse effect and global temperature Carbon, nitrogen, and oxygen cycle IPCC emissions scenarios Oceanic changes (ocean acidification, other effects of global warming on oceans) and changes in the stratosphere (see Physical impacts of climate change) Solid waste management and resource recovery Life cycle assessment Source reduction Collection and transfer operations Recycling Waste-to-energy conversion Landfill
Document 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 ::: : 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 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 ::: 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 ::: Citizen Scientists Are Tracking Plastic Pollution Worldwide: (quote) "Scientists who are monitoring the spread of tiny pieces of plastic throughout the environment are getting help from a small army of citizen volunteers – and they're finding bits of polymer in some of the most remote parts of North America." Artificial intelligence and citizen scientists: Powering the clean-up of Asia Pacific's beaches:(quote) "The main objective is to support citizen scientists cleaning up New Zealand beaches and get a better understanding of why litter is turning up, so preventive and proactive action can be taken." Citizen science could help address Canada's plastic pollution problem: (quote) "But citizen engagement and participation in science goes beyond beach cleanups, and can be used as a tool to bridge gaps between communities and scientists.
Document 9 ::: Courses for students fall into a few broad classes: Mechanical engineering courses oriented towards designing machines and mechanical systems for environmental use such as water and wastewater treatment facilities, pumping stations, garbage segregation plants, and other mechanical facilities. Environmental engineering or environmental systems courses oriented towards a civil engineering approach in which structures and the landscape are constructed to blend with or protect the environment. Environmental chemistry, sustainable chemistry or environmental chemical engineering courses oriented towards understanding the effects of chemicals in the environment, including any mining processes, pollutants, and also biochemical processes. Environmental technology courses oriented towards producing electronic or electrical graduates capable of developing devices and artifacts able to monitor, measure, model and control environmental impact, including monitoring and managing energy generation from renewable sources.
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.
|
11,554
|
What is the term for genes that control the expression of other genes within specific regions of cells in the developing organism?
|
[
"A. age genes",
"B. data genes",
"C. expression genes",
"D. gap genes"
] |
D. gap genes
|
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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 4 ::: In genetics, a master regulator gene is a regulator gene at the top of a gene regulation hierarchy, particularly in regulatory pathways related to cell fate and differentiation.
Document 5 ::: : 110 For example, Jean-Baptiste Lamarck was a French naturalist who said the changes an organism makes as it adapts to its environment can be passed down to subsequent generations through gene expression (which genes get turned off). This has been taken up by the new field of epigenetics. : 160–167: 111 The mutation theory of evolution was proposed by a Dutch botanist, Hugo de Vries, one of the first geneticists.
Document 6 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 9 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 10 ::: 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.
|
11,555
|
In vertebrates, what tissue is a type of connective tissue that supports the entire body structure?
|
[
"A. collagen",
"B. bone",
"C. cartilage",
"D. blood"
] |
B. bone
|
Document 1 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: The study of biomaterials is called biomaterials science. It has experienced steady and strong growth over its history, with many companies investing large amounts of money into the development of new products. Biomaterials science encompasses elements of medicine, biology, chemistry, tissue engineering and materials science.
Document 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 ::: In biology, matrix (PL: matrices) is the material (or tissue) in between an eukaryotic organism's cells. The structure of connective tissues is an extracellular matrix. Fingernails and toenails grow from matrices. It is found in various connective tissues. It serves as a jelly-like structure instead of cytoplasm in connective tissue.
Document 6 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 7 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 8 ::: The test had 50 multiple choice 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 NSEC contains only multiple choice questions. The questions 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 ::: Nearly all materials could be seen as hierarchically structured, since the changes in spatial scale bring about different mechanisms of deformation and damage. However, in biological materials, this hierarchical organization is inherent to the microstructure. One of the first examples of this, in the history of structural biology, is the early X-ray scattering work on the hierarchical structure of hair and wool by Astbury and Woods. In bone, for example, collagen is the building block of the organic matrix, a triple helix with diameter of 1.5 nm.
|
11,556
|
Red blood cells don't have a nucleus. this allows them to do what?
|
[
"A. heal faster",
"B. move faster",
"C. be redder",
"D. carry more oxygen"
] |
D. carry more oxygen
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The 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 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: 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 ::: 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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
|
11,557
|
The number of electron pairs that hold two atoms together is called?
|
[
"A. proton order",
"B. bond order",
"C. electron order",
"D. nuclear order"
] |
B. bond order
|
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 ::: 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 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 chemistry, bond order is a formal measure of the multiplicity of a covalent bond between two atoms. As introduced by Linus Pauling, bond order is defined as the difference between the numbers of electron pairs in bonding and antibonding molecular orbitals. Bond order gives a rough indication of the stability of a bond. Isoelectronic species have the same bond order.
Document 6 ::: The electron pairs (or groups if multiple bonds are present) are assumed to lie on the surface of a sphere centered on the central atom and tend to occupy positions that minimize their mutual repulsions by maximizing the distance between them. : 410–417 The number of electron pairs (or groups), therefore, determines the overall geometry that they will adopt. For example, when there are two electron pairs surrounding the central atom, their mutual repulsion is minimal when they lie at opposite poles of the sphere.
Document 7 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 8 ::: The 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 overall geometry is further refined by distinguishing between bonding and nonbonding electron pairs. The bonding electron pair shared in a sigma bond with an adjacent atom lies further from the central atom than a nonbonding (lone) pair of that atom, which is held close to its positively charged nucleus. VSEPR theory therefore views repulsion by the lone pair to be greater than the repulsion by a bonding pair. As such, when a molecule has 2 interactions with different degrees of repulsion, VSEPR theory predicts the structure where lone pairs occupy positions that allow them to experience less repulsion.
Document 10 ::: For main-group elements, there are stereochemically active lone pairs E whose number can vary between 0 to 3. Note that the geometries are named according to the atomic positions only and not the electron arrangement. For example, the description of AX2E1 as a bent molecule means that the three atoms AX2 are not in one straight line, although the lone pair helps to determine the geometry.
|
11,558
|
What occurs when the immune system makes an inflammatory response to a harmless antigen?
|
[
"A. antibodies",
"B. allergies",
"C. immunity",
"D. asthma attack"
] |
B. allergies
|
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 ::: ": 46 She also contended that the two studies that had failed to replicate the Uhlmann paper's results were flawed for two reasons: because they looked at cells of children with autism rather than in their GI tract, and because they did not test children with autism with gastrointestinal dysfunction. : 629A Immunologist Vera Byers testified that Michelle Cedillo had a dysregulated immune system, which allowed the measles virus to persist in her system, and that her malfunctioning immune system was in part a result of the virus itself. : 32 She also stated that this dysregulation was caused by "a combination of genetics and the measles virus vaccination and the thimerosal-containing vaccines that she had received.
Document 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 NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 9 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 10 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
|
11,559
|
What energy source, now making a comeback, has helped propel ships and pump water for many years?
|
[
"A. geothermal energy",
"B. solar energy",
"C. weather energy",
"D. wind energy"
] |
D. wind energy
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: 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 ::: Mining, for petrochemical and fossil fuels. Agriculture and forestry, for sources of renewable energy. Meteorology for wind and solar energy.
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 ::: 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 test had 50 multiple choice 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 ::: Some of SERT's conclusions: The increasing global energy demand is likely to continue for many decades resulting in new power plants of all sizes being built. The environmental impact of those plants and their impact on world energy supplies and geopolitical relationships can be problematic. Renewable energy is a compelling approach, both philosophically and in engineering terms.
Document 8 ::: : 6–3 Nearly all scenarios and strategies involve a major increase in the use of renewable energy in combination with increased energy efficiency measures. : xxiii It will be necessary to accelerate the deployment of renewable energy six-fold from 0.25% annual growth in 2015 to 1.5% to keep global warming under 2 °C.
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 ::: 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.
|
11,560
|
What is it called when the nucleus of an atom splits into two smaller nuclei?
|
[
"A. nuclear fusion",
"B. nuclear fission",
"C. cell division",
"D. complex fission"
] |
B. nuclear fission
|
Document 1 ::: In nuclear physics, atoms decay or react where the atom's nucleus splits, producing several atoms. In nuclear computation, a computational thread splits into several processing threads.
Document 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 ::: 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 4 ::: FIRSTFor Inspiration and Recognition of Science and Technology – is an organization founded by inventor Dean Kamen in 1989 to develop ways to inspire students in engineering and technology fields. FissionIn nuclear physics and nuclear chemistry, nuclear fission is a nuclear reaction or a radioactive decay process in which the nucleus of an atom splits into two or more smaller, lighter nuclei. The fission process often produces gamma photons, and releases a very large amount of energy even by the energetic standards of radioactive decay.
Document 5 ::: In nuclear physics, atoms may react together to fuse where several atomic nuclei may fuse into one nucleus. In nuclear computation, several computational threads fuse into one processing thread.
Document 6 ::: Fission, in biology, is the division of a single entity into two or more parts and the regeneration of those parts to separate entities resembling the original. The object experiencing fission is usually a cell, but the term may also refer to how organisms, bodies, populations, or species split into discrete parts. The fission may be binary fission, in which a single organism produces two parts, or multiple fission, in which a single entity produces multiple parts.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: But when the nucleus change its charge and/or mass (by emitting or capturing a particle), the atom can become the one of another element. Special relativity explained how the mass defect is related to the energy produced or consumed in reactions. The branch of physics that studies transformations and the structure of nuclei is now called nuclear physics, contrasted to atomic physics that studies the structure and properties of atoms ignoring most nuclear aspects.
Document 10 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
|
11,561
|
The curie (ci) is one measure of the rate of what?
|
[
"A. spin",
"B. growth",
"C. division",
"D. decay"
] |
D. decay
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The NSEC contains only multiple choice questions. The questions 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 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 ::: Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific practices. Below are tables representing the practices assessed and their weighting for both parts of the exam
Document 8 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
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 ::: 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.
|
11,562
|
A unique type of organism is also known as what?
|
[
"A. species",
"B. taxonomy",
"C. parasites",
"D. element"
] |
A. species
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 5 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: For example, a multiple-choice exam designed to assess knowledge of key concepts in natural selection does not meet a number of standards of quality control. One problem with the exam is that the two members of each of several pairs of parallel items, with each pair designed to measure exactly one key concept in natural selection, sometimes have very different levels of difficulty. Another problem is that the multiple-choice exam overestimates knowledge of natural selection as reflected in student performance on a diagnostic essay exam and a diagnostic oral exam, two instruments with reasonably good construct validity. Although scoring concept inventories in the form of essay or oral exams is labor-intensive, costly, and difficult to implement with large numbers of students, such exams can offer a more realistic appraisal of the actual levels of students' conceptual mastery as well as their misconceptions. Recently, however, computer technology has been developed that can score essay responses on concept inventories in biology and other domains, promising to facilitate the scoring of concept inventories organized as (transcribed) oral exams as well as essays.
Document 10 ::: 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.
|
11,563
|
Snakes use what anatomical structure to smell scents in the air?
|
[
"A. forked eyes",
"B. forked tails",
"C. forked tongue",
"D. branched tongue"
] |
C. forked tongue
|
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 first part contains 60 multiple-choice questions. Each question 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 ::: 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 ::: 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 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 possible solutions to these problems are what an associate professor of robotics- Howie Choset, is working on. Choset is working on building a “snake robot”. These snake robots are “thin, legless devices with multiple joints”.
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.
|
11,564
|
What chemical element helps forms strong bones and teeth in humans?
|
[
"A. potassium",
"B. iron",
"C. magnesium",
"D. calcium"
] |
D. calcium
|
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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 5 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 6 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 7 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 8 ::: The 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 ::: Biometals are metals normally present, in small but important and measurable amounts, in biology, biochemistry, and medicine. The metals copper, zinc, iron, and manganese are examples of metals that are essential for the normal functioning of most plants and the bodies of most animals, such as the human body. A few (calcium, potassium, sodium) are present in relatively larger amounts, whereas most others are trace metals, present in smaller but important amounts (the image shows the percentages for humans). Approximately 2/3 of the existing periodic table is composed of metals with varying properties, accounting for the diverse ways in which metals (usually in ionic form) have been utilized in nature and medicine.
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.
|
11,565
|
The limit to how much solute will dissolve in a given amount of solvent is called what?
|
[
"A. density",
"B. solubility",
"C. potency",
"D. strength"
] |
B. solubility
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 7 ::: 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 ::: 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 ::: Moreover, aqueous values are often given in introductory organic chemistry textbooks for pedagogical reasons, although the issue of solvent dependence is often glossed over. In general, pKa values in water and organic solvent diverge significantly when the anion is capable of hydrogen bonding. For instance, in the case of water, the values differ dramatically: the pKa in water of water is 14.0, while the pKa in DMSO of water is 31.4, reflecting the differing ability of water and DMSO to stabilize the hydroxide anion.
Document 10 ::: The concept and measure of solubility are extremely important in many sciences besides chemistry, such as geology, biology, physics, and oceanography, as well as in engineering, medicine, agriculture, and even in non-technical activities like painting, cleaning, cooking, and brewing. Most chemical reactions of scientific, industrial, or practical interest only happen after the reagents have been dissolved in a suitable solvent.
|
11,566
|
What occurs when hot magma transforms rock that it contacts?
|
[
"A. changing metamorphism",
"B. existence metamorphism",
"C. contact metamorphism",
"D. form metamorphism"
] |
C. contact metamorphism
|
Document 1 ::: The original rock, prior to change (called the protolith), may be of any sort. Experimental petrology employs high-pressure, high-temperature apparatus to investigate the geochemistry and phase relations of natural or synthetic materials at elevated pressures and temperatures.
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 ::: 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 4 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 5 ::: Determine what geologic processes have shaped the local terrain and influenced the chemistry. Such processes could include water or wind erosion, sedimentation, hydrothermal mechanisms, volcanism, and cratering.
Document 6 ::: "In Physics II.3 and Metaphysics V.2, Aristotle holds that there are four kinds of answers to "why" questions: Matter The material cause of a change or movement. This is the aspect of the change or movement that is determined by the material that composes the moving or changing things. For a table, this might be wood; for a statue, it might be bronze or marble.
Document 7 ::: Geology Mineralogy – the study of chemistry, crystal structure, and physical (including optical) properties of minerals. Petrophysics – The study of the origin, structure, and composition of rocks. Volcanology – the study of volcanoes, volcanic features (hot springs, geysers, fumaroles), volcanic rock, and heat flow related to volcanoes.
Document 8 ::: One way to infer the composition of the magma that created the cumulate rocks is to measure groundmass chemistry, but that chemistry is problematic or impossible to sample. Otherwise, complex calculations of averaging cumulate layers must be utilised, which is a complex process. Alternatively, the magma composition can be estimated by assuming certain conditions of magma chemistry and testing them on phase diagrams using measured mineral chemistry.
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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
|
11,567
|
What term refers to entities, events or powers regarded as being beyond nature, and cannot be explained by scientific means?
|
[
"A. natural",
"B. hypothetical",
"C. supernatural",
"D. fictional"
] |
C. supernatural
|
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 ::: 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 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 NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 6 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 7 ::: The SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 8 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 9 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 10 ::: The 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.
|
11,568
|
What causes an elastic force in springs?
|
[
"A. stretching or compressing",
"B. freezing",
"C. momentum",
"D. velocity"
] |
A. stretching or compressing
|
Document 1 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 2 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 3 ::: These are conceptual ranking-task questions that help the student before embarking on numerical calculations. The textbook covers most of the basic topics in physics: Mechanics Waves Thermodynamics Electromagnetism Optics Special RelativityThe extended edition also contains introductions to topics such as quantum mechanics, atomic theory, solid-state physics, nuclear physics and cosmology. A solutions manual and a study guide are also available.
Document 4 ::: "In Physics II.3 and Metaphysics V.2, Aristotle holds that there are four kinds of answers to "why" questions: Matter The material cause of a change or movement. This is the aspect of the change or movement that is determined by the material that composes the moving or changing things. For a table, this might be wood; for a statue, it might be bronze or marble.
Document 5 ::: In materials science and engineering, one is often interested in understanding the forces or stresses involved in the deformation of a material. For instance, if the material were a simple spring, the answer would be given by Hooke's law, which says that the force experienced by a spring is proportional to the distance displaced from equilibrium. Stresses which can be attributed to the deformation of a material from some rest state are called elastic stresses. In other materials, stresses are present which can be attributed to the deformation rate over time.
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 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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 9 ::: The test had 50 multiple choice 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 ::: 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.
|
11,569
|
What effect is responsible for flight paths looking curved?
|
[
"A. resonant effect",
"B. coriolis effect",
"C. tonal effect",
"D. volumetric effect"
] |
B. coriolis effect
|
Document 1 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 2 ::: 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 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 ::: 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 ::: 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 ::: 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 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.
|
11,570
|
Wetlands are environments in which the soil is either permanently or periodically saturated with what?
|
[
"A. spores",
"B. hydrogen",
"C. water",
"D. oil"
] |
C. water
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Water chemistry within wetlands is determined by the pH, salinity, nutrients, conductivity, soil composition, hardness, and the sources of water. Water chemistry varies across landscapes and climatic regions. Wetlands are generally minerotrophic (waters contain dissolved materials from soils) with the exception of ombrotrophic bogs that are fed only by water from precipitation.
Document 3 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 4 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 5 ::: Contaminant remediation in aquifers. The decision problem is where to locate wells, and choose a pumping rate, to minimize the cost to prevent spread of a contaminant. The constraints are associated with the hydrogeological flows.Water allocation to improve wetlands. This optimization model recommends water allocation and invasive vegetation control to improve wetland habitat of priority bird species.
Document 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 biota of a wetland system includes its plants (flora) and animals (fauna) and microbes (bacteria, fungi). The most important factor affecting the biota is the hydroperiod, or the duration of flooding. Other important factors include fertility and salinity of the water or soils. The chemistry of water flowing into wetlands depends on the source of water, the geological material that it flows through and the nutrients discharged from organic matter in the soils and plants at higher elevations. Biota may vary within a wetland seasonally or in response to flood regimes.
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 ::: Because of this, the ecology of the wetland (soil components, water, vegetation, microbes, sunlight processes, etc.) becomes the primary system to remove pollutants. Water in an artificial wetland tends to be filtered slowly in comparison to systems with mechanized or explicitly engineered components.
Document 10 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
|
11,571
|
When the ground absorbs the water and it settles below the surface it is called what?
|
[
"A. precipitation",
"B. glacier",
"C. groundwater",
"D. wastewater"
] |
C. groundwater
|
Document 1 ::: Ground water is water beneath Earth's surface, often pumped for drinking water. Groundwater hydrology (hydrogeology) considers quantifying groundwater flow and solute transport. Problems in describing the saturated zone include the characterization of aquifers in terms of flow direction, groundwater pressure and, by inference, groundwater depth (see: aquifer test). Measurements here can be made using a piezometer.
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 ::: Hydrology, oceanography and limnology are studies which focus on the movement, distribution, and quality of the water and involves all the components of the hydrologic cycle on the Earth and its atmosphere (or hydrosphere). "Sub-disciplines of hydrology include hydrometeorology, surface water hydrology, hydrogeology, watershed science, forest hydrology, and water chemistry." Glaciology covers the icy parts of the Earth (or cryosphere). Atmospheric sciences cover the gaseous parts of the Earth (or atmosphere) between the surface and the exosphere (about 1000 km). Major subdisciplines include meteorology, climatology, atmospheric chemistry, and atmospheric physics.
Document 4 ::: Transient groundwater flow is analogous to the diffusion of heat in a solid, therefore some solutions to hydrological problems have been adapted from heat transfer literature. Traditionally, the movement of groundwater has been studied separately from surface water, climatology, and even the chemical and microbiological aspects of hydrogeology (the processes are uncoupled). As the field of hydrogeology matures, the strong interactions between groundwater, surface water, water chemistry, soil moisture and even climate are becoming more clear. California and Washington both require special certification of hydrogeologists to offer professional services to the public. Twenty-nine states require professional licensing for geologists to offer their services to the public, which often includes work within the domains of developing, managing, and/or remediating groundwater resources.For example: aquifer drawdown or overdrafting and the pumping of fossil water may be a contributing factor to sea-level rise.
Document 5 ::: Groundwater refers to water located beneath the ground surface, as opposed to surface water that forms lakes and rivers. This is called hydrogeology. The nature and location of the groundwater is defined by the geological nature of the soils. In the mid-twentieth century, knowledge of groundwater in Switzerland suffered from significant gaps.
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 study of water flow in aquifers and the characterization of aquifers is called hydrogeology. Related terms include aquitard, which is a bed of low permeability along an aquifer, and aquiclude (or aquifuge), which is a solid, impermeable area underlying or overlying an aquifer, the pressure of which could create a confined aquifer. The classification of aquifers is as follows: Saturated versus unsaturated; aquifers versus aquitards; confined versus unconfined; isotropic versus anisotropic; porous, karst, or fractured; transboundary aquifer. Challenges for using groundwater include: overdrafting (extracting groundwater beyond the equilibrium yield of the aquifer), groundwater-related subsidence of land, groundwater becoming saline, groundwater pollution.
Document 8 ::: Applied hydrology involves engineering to maintain aquatic environments and distribute water supplies. Subdisciplines of hydrology include oceanography, hydrogeology, ecohydrology, and glaciology. Oceanography is the study of oceans.
Document 9 ::: 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 10 ::: Groundwater storage is affected by diffuse groundwater recharge through the soil and by point recharge from surface water bodies. Diffuse groundwater recharge is modeled as a function of total runoff, relief, soil texture, hydrogeology and the existence of permafrost or glaciers. Cell runoff is routed downstream until it reaches the ocean or an internal sink.
|
11,572
|
Some metabolic pathways release what by breaking down complex molecules to simpler compounds?
|
[
"A. fat",
"B. energy",
"C. hydrogen",
"D. water"
] |
B. energy
|
Document 1 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 3 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 4 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 5 ::: 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 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 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 8 ::: The test had 50 multiple choice 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 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 ::: On this track, students are introduced to the fundamental reaction mechanisms in the field of chemical and biochemical engineering.
|
11,573
|
What is the smallest portion of a crystal lattice?
|
[
"A. function cell",
"B. ionic cell",
"C. unit cell",
"D. element cell"
] |
C. unit cell
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions 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 ::: Crystal structure is described in terms of the geometry of arrangement of particles in the unit cells. The unit cell is defined as the smallest repeating unit having the full symmetry of the crystal structure. The geometry of the unit cell is defined as a parallelepiped, providing six lattice parameters taken as the lengths of the cell edges (a, b, c) and the angles between them (α, β, γ).
Document 5 ::: A lattice can be characterized by the geometry of its unit cell, which is a section of the tiling (a parallelogram or parallelepiped) that generates the whole tiling using only translations. There are two special cases of the unit cell: the primitive cell and the conventional cell. The primitive cell is a unit cell corresponding to a single lattice point, it is the smallest possible unit cell.
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 ::: In solid-state physics and crystallography, a crystal structure is described by a unit cell repeating periodically over space. There are an infinite number of choices for unit cells, with different shapes and sizes, which can describe the same crystal, and different choices can be useful for different purposes. Say that a crystal structure is described by a unit cell U. Another unit cell S is a supercell of unit cell U, if S is a cell which describes the same crystal, but has a larger volume than cell U. Many methods which use a supercell perturbate it somehow to determine properties which cannot be determined by the initial cell. For example, during phonon calculations by the small displacement method, phonon frequencies in crystals are calculated using force values on slightly displaced atoms in the supercell. Another very important example of a supercell is the conventional cell of body-centered (bcc) or face-centered (fcc) cubic crystals.
Document 8 ::: Typically, the topics are, in order, descriptive chemistry/laboratory techniques, stoichiometry, gases/liquids/solids, thermodynamics, kinetics, equilibrium, electrochemistry, electronic structure/periodic trends, bonding theories, and organic chemistry. There is no penalty for guessing; a student's score is equal to the number of questions answered correctly. One and a half hours (90 minutes) are allotted for this first part.
Document 9 ::: This to enable students to explore areas in their way and facilitates the creation of exercises by educators. Each TLP has a set of questions at the end, designed to test whether the main points of the TLP have been understood.The TLPs cover many diverse topics within the broad field of Materials science, ranging from basics, such as crystal structures and thermal conduction, to more applied areas, such as the design and functioning of batteries and fuel cells. Tools such as X-ray diffraction and the finite element method are also included. Many, although not all, of these topics, go into greater depth and are designed explicitly as educational resources.Approximately half a million users accessed the site in 2021.
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.
|
11,574
|
What is one major cause of skin cancer?
|
[
"A. visible light",
"B. ultraviolet light",
"C. sunscreen",
"D. infrared light"
] |
B. ultraviolet 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 paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 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 ::: increased water temperature (marine heatwaves, most commonly due to global warming), or reduced water temperatures increased solar irradiance (photosynthetically active radiation and ultraviolet light) increased sedimentation (due to silt runoff) bacterial infections changes in salinity herbicides extreme low tide and exposure cyanide fishing elevated sea levels due to global warming (Watson) mineral dust from African dust storms caused by drought pollutants such as oxybenzone, butylparaben, octyl methoxycinnamate, or enzacamene: four common sunscreen ingredients that are nonbiodegradable and can wash off of skin ocean acidification due to elevated levels of CO2 caused by air pollution being exposed to oil or other chemical spills changes in water chemistry, particularly an imbalance in the ratio of the macronutrients nitrate and phosphate
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 ::: Photochemistry is the branch of chemistry concerned with the chemical effects of light. Generally, this term is used to describe a chemical reaction caused by absorption of ultraviolet (wavelength from 100 to 400 nm), visible light (400–750 nm) or infrared radiation (750–2500 nm).In nature, photochemistry is of immense importance as it is the basis of photosynthesis, vision, and the formation of vitamin D with sunlight. It is also responsible for the appearance of DNA mutations leading to skin cancers.Photochemical reactions proceed differently than temperature-driven reactions. Photochemical paths access high energy intermediates that cannot be generated thermally, thereby overcoming large activation barriers in a short period of time, and allowing reactions otherwise inaccessible by thermal processes. Photochemistry can also be destructive, as illustrated by the photodegradation of plastics.
|
11,575
|
Which important decomposers are known to live just about anywhere on earth?
|
[
"A. sporozoans",
"B. protazoas",
"C. archeans",
"D. viruses"
] |
C. archeans
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 3 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 4 ::: Specifically, it asks questions about where microbes live, their local and global abundance, their structural and functional biochemistry, how they have evolved, biomineralization, and their preservation potential and presence in the rock record. In many ways, GMG appears to be equivalent to geobiology, but differs in scope: geobiology focuses on the role of all life, while GMG is strictly microbial. Regardless, it is these tiniest creatures that dominated to history of life integrated over time and seem to have had the most far-reaching effects.
Document 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 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 9 ::: 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
11,576
|
In the scientific method, what is the initial, unproven explanation for why something is occurring?
|
[
"A. theories",
"B. concepts",
"C. hypothesis",
"D. idea"
] |
C. hypothesis
|
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 ::: 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 ::: 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 first part contains 60 multiple-choice questions. Each question 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 ::: 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 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 ::: 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 ::: Accordingly, the most effective strategy for twenty questions is to ask questions that will split the field of remaining possibilities roughly in half each time. The process is analogous to a binary search algorithm in computer science or successive-approximation ADC in analog-to-digital signal conversion. In 1901 Charles Sanders Peirce discussed factors in the economy of research that govern the selection of a hypothesis for trial: (1) cheapness, (2) intrinsic value (instinctive naturalness and reasoned likelihood), and (3) relation (caution, breadth, and incomplexity) to other projects (other hypotheses and inquiries).
|
11,577
|
What is the name of an element with a different number of neutrons?
|
[
"A. mineral",
"B. solution",
"C. isotope",
"D. reaction"
] |
C. isotope
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 4 ::: The 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 5 ::: In chemistry, atoms are often classified as elements and, more specifically, isotopes. The glass of water one last drank has many hydrogen atoms, each of which is an instance of hydrogen. Hydrogen itself, a class of atoms, is an instance of nuclide. Nuclide is a class of classes, hence a metaclass.
Document 6 ::: This test consisted of 85 questions. The first 23 questions numbered 1-23 were 'classification questions'. The next 15 questions, numbered 101-115, were called 'relationship analysis questions'. The SAT Subject Test in Chemistry was currently the only SAT that incorporates the relationship analysis questions.
Document 7 ::: The second part contains 8 free response questions. Complete written explanations and calculations are required for full credit on a question, and partial credit is awarded. More thorough knowledge of basic theories is required, and often there are questions on less-emphasized portions of normal high school chemistry curricula, such as organic chemistry and coordination chemistry. One hour and 45 minutes (105 minutes) are allowed for this section.
Document 8 ::: The test had 50 multiple choice 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 ::: 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 ::: 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.
|
11,578
|
Nitrogen and sulfur oxides form what type of rain?
|
[
"A. toxic rain",
"B. heavy rain",
"C. common rain",
"D. acid rain"
] |
D. acid rain
|
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 composition and chemistry of the atmosphere is of importance for several reasons, but primarily because of the interactions between the atmosphere and living organisms. The composition of the Earth's atmosphere has been changed by human activity and some of these changes are harmful to human health, crops and ecosystems. Examples of problems which have been addressed by atmospheric chemistry include acid rain, photochemical smog and global warming. Atmospheric chemistry seeks to understand the causes of these problems, and by obtaining a theoretical understanding of them, allow possible solutions to be tested and the effects of changes in government policy evaluated.
Document 4 ::: The composition of the Earth's atmosphere changes as result of natural processes such as volcano emissions, lightning and bombardment by solar particles from corona. It has also been changed by human activity and some of these changes are harmful to human health, crops and ecosystems. Examples of problems which have been addressed by atmospheric chemistry include acid rain, ozone depletion, photochemical smog, greenhouse gases and global warming. Atmospheric chemists seek to understand the causes of these problems, and by obtaining a theoretical understanding of them, allow possible solutions to be tested and the effects of changes in government policy evaluated.
Document 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 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 hydronium ions of acid rain also mobilize toxins, such as aluminium, and leach away essential nutrients and minerals such as magnesium. 2 H+ (aq) + Mg2+ (clay) ⇌ 2 H+ (clay) + Mg2+ (aq)Soil chemistry can be dramatically changed when base cations, such as calcium and magnesium, are leached by acid rain, thereby affecting sensitive species, such as sugar maple (Acer saccharum).Soil acidification Impacts of acidic water and soil acidification on plants could be minor or in most cases major. Most minor cases which do not result in fatality of plant life can be attributed to the plants being less susceptible to acidic conditions and/or the acid rain being less potent.
Document 8 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 9 ::: The 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 ::: It includes simple reaction chemistry as well as wet and dry deposition. MATCH (Sweden) – A multi-scale atmospheric transport and chemistry (MATCH).
|
11,579
|
Polyester fabric's resistance to wrinkling comes from the cross-linking of what?
|
[
"A. wool strands",
"B. polymer strands",
"C. velocity strands",
"D. algae strands"
] |
B. polymer strands
|
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 ::: 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 answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 5 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 7 ::: 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 ::: This thickness can be uniform over the entire surface of the preform part or can be selectively placed in key structural areas for additional material conscience mechanical support. Optimization five: Comingled fibrous materials One of the drawbacks of traditional composite laminate manufacturing can be the long cycle times required to properly cure a thermoset resin. New materials, called comingled fibers, have been created to decease the processing time.
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 ::: 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.
|
11,580
|
What term refers to the sequence of community and ecosystem changes after a disturbance?
|
[
"A. ecological succession",
"B. disturbance succession",
"C. progressions",
"D. physiological succession"
] |
A. ecological succession
|
Document 1 ::: Succession was among the first theories advanced in ecology. Ecological succession was first documented in the Indiana Dunes of Northwest Indiana and remains an important ecological topic of study. Over time, the understanding of succession has changed from a linear progression to a stable climax state, to a more complex, cyclical model that de-emphasizes the idea of organisms having fixed roles or relationships.
Document 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 ::: Clements. It talks broadly about plant communities, and particularly the importance of forces like competition and processes like succession. The term ecology itself was coined by German biologist Ernst Haeckel.Plant ecology can also be divided by levels of organization including plant ecophysiology, plant population ecology, community ecology, ecosystem ecology, landscape ecology and biosphere ecology.The study of plants and vegetation is complicated by their form.
Document 5 ::: "At least in Midwestern America, the balance of nature idea was shown to be widely held by both science majors and the general student population. In a study at the University of Patras, educational sciences students were asked to reason about the future of ecosystems which suffered human-driven disturbances. Subjects agreed that it was very likely for the ecosystems to fully recover their initial state, referring to either a 'recovery process' which restores the initial 'balance', or specific 'recovery mechanisms' as an ecosystem's inherent characteristic. In a 2017 study, Ampatzidis and Ergazaki discuss the learning objectives and design criteria that a learning environment for non-biology major students should meet to support them challenge the balance of nature concept. In a 2018 study, the same authors report on the theoretical output of a design research study, which concerns the design of a learning environment for helping students challenge their beliefs regarding the balance of nature and reach an up-to-date understanding about ecosystems' contingency.
Document 6 ::: earth science earth system science ecology The scientific study of interactions between living organisms and their environment. ecology of fear A framework describing the psychological impact that predator-induced stress experienced by animals has on populations and ecosystems. ecological economics ecological extinction ecological land classification ecological literacy The ability to understand the natural systems that make life on Earth possible. ecological niche See niche.
Document 7 ::: Agroecology – Study of ecological processes in agriculture – Applied ecology – sub-field within ecology that considers the application of the science of ecology to real-world (usually management) questionsPages displaying wikidata descriptions as a fallback – the practice of employing ecological principles and understanding to solve real world problems (includes agroecology and conservation biology); Conservation ecology – Study of threats to biological diversity – which studies how to reduce the risk of species extinction; Restoration ecology – Scientific study of renewing and restoring ecosystems – which attempts to understand the ecological basis needed to restore impaired or damaged ecosystems; Biogeochemistry – Study of chemical cycles of the earth that are either driven by or influence biological activity – Biogeography – Study of the distribution of species and ecosystems in geographic space and through geological time – Ecological design – Design approach sensitive to environmental impacts – Ecological economics – Interdependence of human economies and natural ecosystems – Ecological engineering – Environmental engineering – Ecological anthropology – Study of cultural adaptations to environments – Festive ecology – Study of ecology and cultural events – Ecological health – term in medicine about management of environmental factors that may reduce the risk of unhealthy behaviorPages displaying wikidata descriptions as a fallback – Ecosophy – Philosophy of ecological harmony or equilibrium as developed by Arne Næss or Félix Guattari – Environmental psychology – Academic study of the mind's relationship to one's immediate surroundings – Natural history – Study of organisms including plants or animals in their environment – Systems ecology – Holistic approach to the study of ecological systems –
Document 8 ::: Benthic ecology – The study of the interaction of sea-floor organisms with each other and with the environment – Desert ecology – The study of interactions between both biotic and abiotic components of desert environments – Forest ecology – Study of interactions between the biota and environment in forets – Grassland ecology – Area with vegetation dominated by grasses – Marine ecology – The study of the interactions between organisms and environment in the sea – Aquatic ecology – The study of interactions between organisms and the environment in water – Urban ecology – Scientific study of living organisms.
Document 9 ::: Human ecology – Study of the relationship between humans and their natural, social, and built environments – Animal ecology – Scientific study of the relationships between living animals and their environment – Insect ecology – The study of how insects interact with the surrounding environment – Microbial ecology – Study of the relationship of microorganisms with their environment – Plant ecology – The study of effect of the environment on the abundance and distribution of plants.
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.
|
11,581
|
What is the network of fibers that organizes structures and activities in the cell called?
|
[
"A. enzymes",
"B. cytoplasm",
"C. DNA",
"D. cytoskeleton"
] |
D. cytoskeleton
|
Document 1 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 2 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 3 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 4 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 5 ::: 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 ::: 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 8 ::: 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 9 ::: In biology, matrix (PL: matrices) is the material (or tissue) in between an eukaryotic organism's cells. The structure of connective tissues is an extracellular matrix. Fingernails and toenails grow from matrices. It is found in various connective tissues. It serves as a jelly-like structure instead of cytoplasm in connective tissue.
Document 10 ::: Structural biology is a field that is many centuries old which, as defined by the Journal of Structural Biology, deals with structural analysis of living material (formed, composed of, and/or maintained and refined by living cells) at every level of organization. Early structural biologists throughout the 19th and early 20th centuries were primarily only able to study structures to the limit of the naked eye's visual acuity and through magnifying glasses and light microscopes. In the 20th century, a variety of experimental techniques were developed to examine the 3D structures of biological molecules. The most prominent techniques are X-ray crystallography, nuclear magnetic resonance, and electron microscopy.
|
11,582
|
Decreasing the volume of a gas and keeping everything else the same will cause its pressure to change in what way?
|
[
"A. increase",
"B. decrease",
"C. heat up",
"D. lower"
] |
A. increase
|
Document 1 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 2 ::: The first part contains 60 multiple-choice questions. Each question 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 ::: 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 ::: 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 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 2014 AP Chemistry exam was the first administration of a redesigned test as a result of a redesigning of the AP Chemistry course. The exam format is now different from the previous years, with 60 multiple choice questions (now with only four answer choices per question), 3 long free response questions, and 4 short free response questions. The new exam has a focus on longer, more in depth, lab-based questions. The penalty for incorrect answers on the multiple choice section was also removed. More detailed information can be found at the related link.
Document 9 ::: The NSEC contains only multiple choice questions. The questions 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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
|
11,583
|
What evolutionary strategy enables substantial activity during sleep for some animals?
|
[
"A. mutation",
"B. reproduction",
"C. hibernation",
"D. adaptation"
] |
D. adaptation
|
Document 1 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 2 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 3 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 4 ::: Current research in evolutionary biology covers diverse topics and incorporates ideas from diverse areas, such as molecular genetics and computer science. First, some fields of evolutionary research try to explain phenomena that were poorly accounted for in the modern evolutionary synthesis. These include speciation, the evolution of sexual reproduction, the evolution of cooperation, the evolution of ageing, and evolvability.Second, some evolutionary biologists ask the most straightforward evolutionary question: "what happened and when?". This includes fields such as paleobiology, where paleobiologists and evolutionary biologists, including Thomas Halliday and Anjali Goswami, studied the evolution of early mammals going far back in time during the Mesozoic and Cenozoic eras (between 299 million to 12,000 years ago).
Document 5 ::: "Is evolution compatible with Christianity or other religious systems?" "Are there laws of biology like the laws of physics? "Ideas drawn from philosophical ontology and logic are being used by biologists in the domain of bioinformatics.
Document 6 ::: Sleep has been described using Tinbergen's four questions as a framework (Bode & Kuula, 2021): Function: Energy restoration, metabolic regulation, thermoregulation, boosting immune system, detoxification, brain maturation, circuit reorganization, synaptic optimization, avoiding danger. Phylogeny: Sleep exists in invertebrates, lower vertebrates, and higher vertebrates. NREM and REM sleep exist in eutheria, marsupialiformes, and also evolved in birds. Mechanisms: Mechanisms regulate wakefulness, sleep onset, and sleep.
Document 7 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 8 ::: 1.) Natural selection has resulted in an evolved motivational disposition to attempt to gain access to and control of the resources that have covaried with survival and reproductive outcomes during human evolution. 2.) These resources fall into three broad categories: social, biological, and physical which correspond to the respective domains of folk psychology, folk biology, and folk physics.
Document 9 ::: It is closely linked to sociobiology, but there are key differences between them including the emphasis on domain-specific rather than domain-general mechanisms, the relevance of measures of current fitness, the importance of mismatch theory, and psychology rather than behavior. Nikolaas Tinbergen's four categories of questions can help to clarify the distinctions between several different, but complementary, types of explanations. Evolutionary psychology focuses primarily on the "why?" questions, while traditional psychology focuses on the "how?" questions.
Document 10 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
11,584
|
The cells of the blastocyst form an inner cell mass called the what?
|
[
"A. xerophyte",
"B. blastocyst",
"C. embryoblast",
"D. chloroplast"
] |
C. embryoblast
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 3 ::: The 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 ::: 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 first part contains 60 multiple-choice questions. Each question 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 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: Ask A Biologist is a pre-kindergarten through high school program dedicated to answering questions from students, their teachers, and parents. The primary focus of the program is to connect students and teachers with working scientists through a question and answer Web e-mail form. The companion website also includes a large collection of free content and activities that can be used inside, as well as outside, of the classroom. The award-winning program has been continuously running for more than 14 years, with the assistance of more than 150 volunteer scientists, faculty, and graduate students in biology and related fields. In 2010 the program released its new website interface and features that became the subject for articles in the journals Science and PLoS Biology.
Document 9 ::: The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, and lab experience as preparation for the test. The test required understanding of biological data and concepts, science-related terms, and the ability to effectively synthesize and interpret data from charts, maps, and other visual media. However, most questions from this test were derived from, or are similar to, the pre-2012 AP Biology multiple choice questions. By taking an AP class or a class with similar rigor, one's chances at doing well on this test should have improved.
Document 10 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
|
11,585
|
How do all musical instruments create sound?
|
[
"A. conduction",
"B. condensation",
"C. vibration",
"D. stimulation"
] |
C. vibration
|
Document 1 ::: Questions are answered with on-screen interfaces (staff, piano, guitar, bass, violin, cello, banjo and other stringed instruments), a functional keyboard with scale degrees and solfege syllables, multiple-choice buttons, a MIDI instrument, or through a microphone (voice, clapping or acoustic instruments). The user can choose between several note-naming systems to complete the exercises: Letters (A, B, C, etc.), Scale degrees, Fixed-Do Solfege, or Relative-Do Solfege, which makes it compatible with the Kodály method. The results of each lesson are recorded and analyzed in a statistics window.
Document 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 ::: b. Physics. Vibrational energy which occasions such a sensation.
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 physics of musical instruments Frequency range of music Fourier analysis Computer analysis of musical structure Synthesis of musical sounds Music cognition, based on physics (also known as psychoacoustics)
Document 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 SAT Subject Test in Physics had 75 questions and consisted of two parts: Part A and Part B. Part A: First 12 or 13 questions 4 groups of two to four questions each The questions within any one group all relate to a single situation. Five possible answer choices are given before the question. An answer choice can be used once, more than once, or not at all in each group.Part B: Last 62 or 63 questions Each question has five possible answer choice with one correct answer. Some questions may be in groups of two or three.
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
|
11,586
|
What system disorders include kidney stones, kidney failure, and urinary tract infections?
|
[
"A. renal system",
"B. urinary system",
"C. nervous system",
"D. digestive system"
] |
B. urinary 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 ::: 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 student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 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 ::: Preclinical Sciences QS Human Anatomy QT Physiology QU Biochemistry QV Pharmacology QW Microbiology & Immunology QX Parasitology QY Clinical Pathology QZ PathologyMedicine and Related Subjects W Health Professions WA Public Health WB Practice of Medicine WC Communicable Diseases WD Disorders of Systemic, Metabolic, or Environmental Origin, etc. WE Musculoskeletal System WF Respiratory System WG Cardiovascular System WH Hemic and Lymphatic Systems WI Digestive System WJ Urogenital System WK Endocrine System WL Nervous System WM Psychiatry WN Radiology. Diagnostic Imaging WO Surgery WP Gynecology WQ Obstetrics WR Dermatology WS Pediatrics WT Geriatrics. Chronic Disease WU Dentistry. Oral Surgery WV Otolaryngology WW Ophthalmology WX Hospitals & Other Health Facilities WY Nursing WZ History of Medicine 19th Century Schedule
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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,587
|
What type of respiration has the advantage of releasing more energy?
|
[
"A. aerobic",
"B. anaerobic",
"C. kinetic",
"D. elastic"
] |
A. aerobic
|
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 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 3 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 4 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 5 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 6 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 9 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 10 ::: 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.
|
11,588
|
Major climate types are based on what two things?
|
[
"A. environment & precipitation",
"B. oxygen & precipitation",
"C. topography & temperature",
"D. temperature & precipitation"
] |
D. temperature & precipitation
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 3 ::: The 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 ::: 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 ::: : 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 NSEC contains only multiple choice questions. The questions 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 ::: Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800.
Document 10 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
|
11,589
|
When amino acids bind together, they form a long chain called what, which is an essential component of protein?
|
[
"A. peptide",
"B. enzyme",
"C. polypeptide",
"D. lipids"
] |
C. polypeptide
|
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 ::: 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 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 ::: (2) Despite their large size, some proteins crystallize readily into symmetric crystals, consistent with the idea of symmetric faces that match up upon association. (3) Proteins bind metal ions; since metal-binding sites must have specific bond geometries (e.g., octahedral), it was plausible to assume that the entire protein also had similarly crystalline geometry. (4) As described above, the cyclol model provided a simple chemical explanation of denaturation and the difficulty of cleaving folded proteins with proteases.
Document 6 ::: The 4 main classes of molecules in biochemistry (often called biomolecules) are carbohydrates, lipids, proteins, and nucleic acids. Many biological molecules are polymers: in this terminology, monomers are relatively small macromolecules that are linked together to create large macromolecules known as polymers. When monomers are linked together to synthesize a biological polymer, they undergo a process called dehydration synthesis. Different macromolecules can assemble in larger complexes, often needed for biological activity.
Document 7 ::: Biochemistry is the science of the chemical processes which takes place within living organisms. Living organisms need essential elements to survive, among which are carbon, hydrogen, nitrogen, oxygen, calcium, and phosphorus. These elements make up the four macromolecules that living organisms need to survive: carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates, made up of carbon, hydrogen, and oxygen, are energy-storing molecules.
Document 8 ::: A macromolecule is a very large molecule important to biological processes, such as a protein or nucleic acid. It is composed of thousands of covalently bonded atoms. Many macromolecules are polymers of smaller molecules called monomers. The most common macromolecules in biochemistry are biopolymers (nucleic acids, proteins, and carbohydrates) and large non-polymeric molecules such as lipids, nanogels and macrocycles. Synthetic fibers and experimental materials such as carbon nanotubes are also examples of macromolecules.
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 ::: Amines are ubiquitous in biology. The breakdown of amino acids releases amines, famously in the case of decaying fish which smell of trimethylamine. Many neurotransmitters are amines, including epinephrine, norepinephrine, dopamine, serotonin, and histamine. Protonated amino groups (–NH+3) are the most common positively charged moieties in proteins, specifically in the amino acid lysine. The anionic polymer DNA is typically bound to various amine-rich proteins. Additionally, the terminal charged primary ammonium on lysine forms salt bridges with carboxylate groups of other amino acids in polypeptides, which is one of the primary influences on the three-dimensional structures of proteins.
|
11,590
|
What type of cells does meiosis produce?
|
[
"A. child cells",
"B. mutated cells",
"C. diploid daughter cells",
"D. haploid daughter cells"
] |
D. haploid daughter cells
|
Document 1 ::: The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Document 2 ::: The test had 50 multiple choice 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 ::: 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 5 ::: Contrast patroclinous. medical genetics The branch of medicine and medical science that involves the study, diagnosis, and management of hereditary disorders, and more broadly the application of knowledge about human genetics to medical care. meiosis A specialized type of cell division that occurs exclusively in sexually reproducing eukaryotes, during which DNA replication is followed by two consecutive rounds of division to ultimately produce four genetically unique haploid daughter cells, each with half the number of chromosomes as the original diploid parent cell.
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 biology of T. vaginalis has implications for understanding the origin of sexual reproduction in eukaryotes. T. vaginalis is not known to undergo meiosis, a key stage of the eukaryotic sexual cycle. However, when Malik et al. examined T. vaginalis for the presence of 29 genes known to function in meiosis, they found 27 such genes, including eight of nine genes that are specific to meiosis in model organisms.
Document 8 ::: All cells come from preexisting cells and contain the hereditary information necessary for regulating cell functions and for transmitting information to the next generation of cells. Cell biology – (formerly cytology) The study of cells. Cell division – The process of one parent cell separating into two or more daughter cells.
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 ::: Rather Medvedev thought that known features of the biochemistry and genetics of sexual reproduction indicate the presence of unique information maintenance and restoration processes at the gametogenesis stage of the biological life cycle. In particular, Medvedev considered that the most important opportunities for information maintenance of germ cells are created by recombination during meiosis and DNA repair; he saw these as processes within the germ line cells that were capable of restoring the integrity of DNA and chromosomes from the types of damage that cause irreversible ageing in non-germ line cells, e.g. somatic cells.The ancestry of each present day cell presumably traces back, in an unbroken lineage for over 3 billion years to the origin of life. It is not actually cells that are immortal but multi-generational cell lineages.
|
11,591
|
Organisms that lack both a nucleus and membrane-bound organelles are known as what, in general?
|
[
"A. prokaryotic",
"B. barren",
"C. photosynthetic",
"D. trophic"
] |
A. prokaryotic
|
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 NSEC contains only multiple choice questions. The questions 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 ::: 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 first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 7 ::: The answer sheet had room for 115 answers; however, no test had more than 95 questions. 1–100 were standard multiple-choice bubbles and 101–115 were for 'relationship analysis questions', which were only used for the chemistry exam. The biology test was the only test to use answers 96–100; questions 1–60 were common to both the E and M tests, in addition, the E used 61–80, and the M used 81–100.
Document 8 ::: 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 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 10 ::: This includes further education about microbial, molecular and cell biology. Classes can include cell biology, virology, microbial and plant biology
|
11,592
|
What happens to most of the energy in a trophic level as it passes to the next higher level?
|
[
"A. it is transferred",
"B. it stays the same",
"C. it increases",
"D. it is lost"
] |
D. it is lost
|
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 ::: 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 ::: b. What did the scientist criticize a proof of? c. What did the scientist criticize the proof of? d. Why did the scientist criticize Max's proof of the theorem?
Document 5 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 6 ::: (b) The size of the merged department of Neurosciences, Physiology and Pharmacology means less interaction between staff, and less collegiate spirit. (c) The changes created two extra levels of administration, so that now five levels existed between academics and the provost. Staff were told at the time that the new organisation would be rolled out to other Faculties across UCL, though this has not happened.
Document 7 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 8 ::: Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests.
Document 9 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 10 ::: 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.
|
11,593
|
What is the name for a specific amount of solute that can dissolve in a given amount of solvent?
|
[
"A. solubility",
"B. concentration",
"C. viscosity",
"D. humidity"
] |
A. solubility
|
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 concept and measure of solubility are extremely important in many sciences besides chemistry, such as geology, biology, physics, and oceanography, as well as in engineering, medicine, agriculture, and even in non-technical activities like painting, cleaning, cooking, and brewing. Most chemical reactions of scientific, industrial, or practical interest only happen after the reagents have been dissolved in a suitable solvent.
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 ::: In chemistry, a solution is a special type of homogeneous mixture composed of two or more substances. In such a mixture, a solute is a substance dissolved in another substance, known as a solvent. If the attractive forces between the solvent and solute particles are greater than the attractive forces holding the solute particles together, the solvent particles pull the solute particles apart and surround them. These surrounded solute particles then move away from the solid solute and out into the solution.
Document 7 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 8 ::: Some of the important factors influencing solubility are: Concentration Temperature Solvent mixture composition Polarity Ionic strengthSo one may identify two main families of crystallization processes: Cooling crystallization Evaporative crystallizationThis division is not really clear-cut, since hybrid systems exist, where cooling is performed through evaporation, thus obtaining at the same time a concentration of the solution. A crystallization process often referred to in chemical engineering is the fractional crystallization. This is not a different process, rather a special application of one (or both) of the above.
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 ::: Hard solvents such as hydrogen fluoride, water and the protic solvents tend to dissolve strong solute bases such as fluoride and oxide anions. On the other hand, dipolar aprotic solvents such as dimethyl sulfoxide and acetone are soft solvents with a preference for solvating large anions and soft bases. In coordination chemistry soft–soft and hard–hard interactions exist between ligands and metal centers.
|
11,594
|
What is freshwater below the earth's surface called?
|
[
"A. sediment",
"B. precipitation",
"C. geyser",
"D. groundwater"
] |
D. groundwater
|
Document 1 ::: 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 2 ::: Hydrology, oceanography and limnology are studies which focus on the movement, distribution, and quality of the water and involves all the components of the hydrologic cycle on the Earth and its atmosphere (or hydrosphere). "Sub-disciplines of hydrology include hydrometeorology, surface water hydrology, hydrogeology, watershed science, forest hydrology, and water chemistry." Glaciology covers the icy parts of the Earth (or cryosphere). Atmospheric sciences cover the gaseous parts of the Earth (or atmosphere) between the surface and the exosphere (about 1000 km). Major subdisciplines include meteorology, climatology, atmospheric chemistry, and atmospheric physics.
Document 3 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 4 ::: Groundwater refers to water located beneath the ground surface, as opposed to surface water that forms lakes and rivers. This is called hydrogeology. The nature and location of the groundwater is defined by the geological nature of the soils. In the mid-twentieth century, knowledge of groundwater in Switzerland suffered from significant gaps.
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 ::: C: Frank Wigglesworth Clarke of USGS and Henry Stephens Washington U: United States Geological Survey (USGS) B: Georg Ernst Wilhelm Berg F: Alexander Fersman G: Victor Goldschmidt M: Brian Mason K: Kenjiro Kimura H: Research on the history of chemistry
Document 7 ::: Ground water is water beneath Earth's surface, often pumped for drinking water. Groundwater hydrology (hydrogeology) considers quantifying groundwater flow and solute transport. Problems in describing the saturated zone include the characterization of aquifers in terms of flow direction, groundwater pressure and, by inference, groundwater depth (see: aquifer test). Measurements here can be made using a piezometer.
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 ::: Hydrogeology, as stated above, is a branch of the earth sciences dealing with the flow of water through aquifers and other shallow porous media (typically less than 450 m below the land surface). The very shallow flow of water in the subsurface (the upper 3 m) is pertinent to the fields of soil science, agriculture and civil engineering, as well as to hydrogeology. The general flow of fluids (water, hydrocarbons, geothermal fluids, etc.) in deeper formations is also a concern of geologists, geophysicists and petroleum geologists.
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.
|
11,595
|
What forms when crystals precipitate out from a liquid?
|
[
"A. plants sedimentary rocks",
"B. chemical sedimentary rocks",
"C. plasma sedimentary rocks",
"D. liquid sedimentary rocks"
] |
B. chemical sedimentary rocks
|
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 ::: (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 ::: (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 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 ::: Mineralogy 542 Practical laboratory chemistry. Preparative and experimental chemistry 543 Analytical chemistry 544 Physical chemistry 546 Inorganic chemistry 547 Organic chemistry 548/549 Mineralogical sciences. Crystallography. Mineralogy 55 Earth sciences. Geological sciences 56 Paleontology 57 Biological sciences in general 58 Botany 59 Zoology
Document 7 ::: Likewise, the specific crystal structure adopted by a crystalline solid depends on the material involved and on how it was formed. While many common objects, such as an ice cube or a coin, are chemically identical throughout, many other common materials comprise a number of different substances packed together. For example, a typical rock is an aggregate of several different minerals and mineraloids, with no specific chemical composition. Wood is a natural organic material consisting primarily of cellulose fibers embedded in a matrix of organic lignin. In materials science, composites of more than one constituent material can be designed to have desired properties.
Document 8 ::: Or, it can form a polycrystal, with various possibilities for the size, arrangement, orientation, and phase of its grains. The final form of the solid is determined by the conditions under which the fluid is being solidified, such as the chemistry of the fluid, the ambient pressure, the temperature, and the speed with which all these parameters are changing. Specific industrial techniques to produce large single crystals (called boules) include the Czochralski process and the Bridgman technique.
Document 9 ::: Electromagnetism 538.9 Condensed matter physics. Solid state physics 539 Physical nature of matter 54 Chemistry. Crystallography.
Document 10 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
|
11,596
|
What do people build to protect areas from floods?
|
[
"A. sewers",
"B. dams",
"C. drains",
"D. reinforced walls"
] |
B. dams
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: At the beginning of the contest, teams have a choice between three problems. Problem A involves a system that requires the use of continuous mathematics, and thus often involves concepts from geometry, physics, or engineering. Problem B involves a system that requires the use of discrete mathematics. In 2016, a "data insights" problem was added, where teams are given access to database files and tasked with using them to answer a question.
Document 3 ::: The first part contains 60 multiple-choice questions. Each question has four answer choices. The questions are loosely grouped into 10 sets of 6 items; each set corresponds to a different chemistry topic.
Document 4 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 5 ::: NBDE I consists of 400 multiple choice questions emphasizing basic sciences: 1. Human Anatomy, Embryology, and Histology 2. Biochemistry and Physiology 3.
Document 6 ::: At MIT, the major is described in their curriculum, including the following: The Bachelor of Science in Environmental Engineering Science emphasizes the fundamental physical, chemical, and biological processes necessary for understanding the interactions between man and the environment. Issues considered include the provision of clean and reliable water supplies, flood forecasting and protection, development of renewable and nonrenewable energy sources, causes and implications of climate change, and the impact of human activities on natural cycles
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 ::: Coastal engineering applies a mixture of civil engineering and other disciplines to create coastal solutions for areas along or near the ocean. In protecting coastlines from wave forces, erosion, and sea level rise, marine engineers must consider whether they will use a “gray" infrastructure solution - such as a breakwater, culvert, or sea wall made from rocks and concrete - or a “green” infrastructure solution that incorporates aquatic plants, mangroves, and/or marsh ecosystems. It has been found that gray infrastructure costs more to build and maintain, but it may provide better protection against ocean forces in high-energy wave environments. A green solution is generally less expensive and more well-integrated with local vegetation, but may be susceptible to erosion or damage if executed improperly. In many cases engineers will select a hybrid approach that combines elements of both gray and green solutions.
Document 9 ::: 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 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.
|
11,597
|
What system of the body is responsible for ultimately ridding it of waste and excess water?
|
[
"A. circulatory system",
"B. excretory system",
"C. respiratory system",
"D. digestive system"
] |
B. excretory 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 first part contains 60 multiple-choice questions. Each question 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 ::: 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 test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 6 ::: The NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
Document 7 ::: 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 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 ::: 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 ::: Q1 General biology Q2 Cytology Q3 Genetics Q4 Physiology Q5 Biochemistry Q6 Biophysics Q7 Molecular biology Q8 Bioengineering Q9 Zoology and botany
|
11,598
|
What's it called when there's a sudden flow of mud?
|
[
"A. avalanche",
"B. dirt bath",
"C. sediment",
"D. mudflow"
] |
D. mudflow
|
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 ::: : 715 "Gravity, geology, and the specific orbit of the moon lead to the tidal patterns of the Earth's oceans and thus to both the environment in which early life evolved and in which tsunamis bring death and destruction to countless thousands of people". : 717–718 Holmes Rolston III says nature embodies 'redemptive suffering' as exemplified by Jesus.
Document 5 ::: 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 ::: Most mathematics questions, or calculation questions from subjects such as chemistry, physics, or economics employ a style which does not fall into any of the above categories, although some papers, notably the Maths Challenge papers in the United Kingdom employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned. Higher-level mathematical papers may include variations on true/false, where the candidate is given a statement and asked to verify its validity by direct proof or stating a counterexample.
Document 8 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 9 ::: Hestenes (1998) found that while "nearly 80% of the could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions.Example question (question 4): A large truck collides head-on with a small compact car.
Document 10 ::: There was a hard, universally used pass-fail criterion for the Eddy Test, and a second chance was normally never allowed. Eddy described the test as having questions with multiple-choice answers, with each of the answers giving some indication of the test-taker's mathematics/physics knowledge, creativity, reasoning ability, and general aptitude. Most answers were weighted – not simply right or wrong – and speed certainly affected the results. No copies of the actual test have been found.
|
11,599
|
Which zone is located below 200 meters from the surface?
|
[
"A. observable zone",
"B. epipelagic",
"C. aphotic zone",
"D. mesopelagic"
] |
C. aphotic zone
|
Document 1 ::: The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Document 2 ::: The paper consists of single correct type questions. There are questions from high school level physics, mathematics and some questions from general astronomy.
Document 3 ::: The content within the book is written using a question and answer format. It contains some 250 questions, which The Science Teacher states each are answered with a "concise and well-formulated essay that is informative and readable." The Science Teacher review goes on to state that many of the answers given in the book are "little gems of science writing". The Science Teacher summarizes by stating that each question is likely to be thought of by a student, and that "the answers are informative, well constructed, and thorough".The book covers information about the planets, the Earth, the Universe, practical astronomy, history, and awkward questions such as astronomy in the Bible, UFOs, and aliens. Also covered are subjects such as the Big Bang, comprehension of large numbers, and the Moon illusion.
Document 4 ::: The 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 ::: P1 Astronomy P2 Geodesy P3 Geophysics P4 Meteorology P5 Geology P6 Mineralogy P7 Oceanography P9 Physiography
Document 6 ::: Because of the difficulty and cost of exploring this zone, current knowledge is limited. Pressure increases at approximately one atmosphere for every 10 meters meaning that some areas of the deep sea can reach pressures of above 1,000 atmospheres. This not only makes great depths very difficult to reach without mechanical aids, but also provides a significant difficulty when attempting to study any organisms that may live in these areas as their cell chemistry will be adapted to such vast pressures.
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 abyssal zone covers the abyssal plains between 4,000 and 6,000 m. Lastly, the hadal zone corresponds to the hadalpelagic zone, which is found in oceanic trenches.Distinct boundaries between ocean surface waters and deep waters can be drawn based on the properties of the water. These boundaries are called thermoclines (temperature), haloclines (salinity), chemoclines (chemistry), and pycnoclines (density).
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 NSEC contains only multiple choice questions. The questions include physical chemistry, organic chemistry, and inorganic chemistry. The stress on biochemistry is more in the NSEC than in the typical school syllabi.
|
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