Physics For The Life Sciences , 2nd UK Ed. Edition Test Bank

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NETA ASSESSMENTTest Bankto accompanyPrepared byVesna Milosevic-Zdjelar and Murray E. AlexanderUniversity of Winnipeg

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iiiTABLE OF CONTENTSPreface ............................................................................................................................................ivChapter 1: Physics and the Life Sciences .................................................................................... 1-1Chapter 2: Kinematics.................................................................................................................. 2-1Chapter 3: Forces ......................................................................................................................... 3-1Chapter 4: Newton’s Laws........................................................................................................... 4-1Chapter 5: Centre of Mass and Linear Momentum...................................................................... 5-1Chapter 6: Torque and Equilibrium ............................................................................................. 6-1Chapter 7: Energy and Its Conservation ...................................................................................... 7-1Chapter 8: Gases .......................................................................................................................... 8-1Chapter 9: Work and Heat for Non–Mechanical Systems ........................................................... 9-1Chapter 10: Thermodynamics.................................................................................................... 10-1Chapter 11: Transport of Energy and Matter ............................................................................. 11-1Chapter 12: Static Fluids............................................................................................................ 12-1Chapter 13: Fluid Flow .............................................................................................................. 13-1Chapter 14: Elasticity and Vibrations ........................................................................................ 14-1Chapter 15: Sound I ................................................................................................................... 15-1Chapter 16: Sound II.................................................................................................................. 16-1Chapter 17: Electric Force and Field ......................................................................................... 17-1Chapter 18: Electric Energy and Potential................................................................................. 18-1Chapter 19: The Flow of Charges .............................................................................................. 19-1Chapter 20: The Atom ............................................................................................................... 20-1Chapter 21: Magnetism and Electromagnetic Waves ................................................................ 21-1Chapter 22: Geometric Optics.................................................................................................... 22-1Chapter 23: The Atomic Nucleus............................................................................................... 23-1Chapter 24: X-Rays ................................................................................................................... 24-1Chapter 25: Diagnostic Nuclear Medicine................................................................................. 25-1Chapter 26: Radiation Therapy.................................................................................................. 26-1Chapter 27: Nuclear Magnetic Resonance................................................................................. 27-1

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iiiTABLE OF CONTENTSPreface ............................................................................................................................................ivChapter 1: Physics and the Life Sciences .................................................................................... 1-1Chapter 2: Kinematics.................................................................................................................. 2-1Chapter 3: Forces ......................................................................................................................... 3-1Chapter 4: Newton’s Laws........................................................................................................... 4-1Chapter 5: Centre of Mass and Linear Momentum...................................................................... 5-1Chapter 6: Torque and Equilibrium ............................................................................................. 6-1Chapter 7: Energy and Its Conservation ...................................................................................... 7-1Chapter 8: Gases .......................................................................................................................... 8-1Chapter 9: Work and Heat for Non–Mechanical Systems ........................................................... 9-1Chapter 10: Thermodynamics.................................................................................................... 10-1Chapter 11: Transport of Energy and Matter ............................................................................. 11-1Chapter 12: Static Fluids............................................................................................................ 12-1Chapter 13: Fluid Flow .............................................................................................................. 13-1Chapter 14: Elasticity and Vibrations ........................................................................................ 14-1Chapter 15: Sound I ................................................................................................................... 15-1Chapter 16: Sound II.................................................................................................................. 16-1Chapter 17: Electric Force and Field ......................................................................................... 17-1Chapter 18: Electric Energy and Potential................................................................................. 18-1Chapter 19: The Flow of Charges .............................................................................................. 19-1Chapter 20: The Atom ............................................................................................................... 20-1Chapter 21: Magnetism and Electromagnetic Waves ................................................................ 21-1Chapter 22: Geometric Optics.................................................................................................... 22-1Chapter 23: The Atomic Nucleus............................................................................................... 23-1Chapter 24: X-Rays ................................................................................................................... 24-1Chapter 25: Diagnostic Nuclear Medicine................................................................................. 25-1Chapter 26: Radiation Therapy.................................................................................................. 26-1Chapter 27: Nuclear Magnetic Resonance................................................................................. 27-1

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vPREFACEIn most post-secondary courses, a large percentage of student assessment is based on multiple-choicetesting. Many instructors use multiple-choice reluctantly, believing that it is a methodology best usedfor testing what a studentremembersrather than what she or he haslearned.Nelson Education Ltd. understands that a good quality multiple-choice test bank can provide the meansto measurehigher-level thinkingskills as well as recall. Recognizing the importance of multiple-choicetesting in today’s classroom, we have createdNETA—theNelsonEducationTeachingAdvantageprogram—to ensure the value of our high quality test banks.The NETA program was created in partnership with David DiBattista, a 3M National Teaching Fellow,professor of psychology at Brock University, and researcher in the area of multiple-choice testing.NETA ensures that subject-matter experts who author test banks have had training in two areas:avoiding common errors in test construction, and developing multiple-choice test questions that “getbeyond remembering” to assess higher-level thinking.All NETA test banks include David DiBattista’s guide for instructors, “Multiple Choice Tests: GettingBeyond Remembering.” This guide has been designed to assist you in using Nelson test banks toachieve your desired outcomes in your course.The Test Bank for Martin Zinke-Allmang, Ken Sills, Reza Nejat, and Eduardo Galiano-Riveros,Physics for the Life Sciences, Second Edition has been written by Vesna Milosevic-Zdjelar and MurrayE. Alexander, University of Winnipeg. The multiple-choice questions were written and edited toconform to NETA guidelines, which emphasize the development of higher-order thinking and theeffective construction of questions. NETA principles of question construction help eliminateambiguity, arguable answers, guesswork, and unconscious cues to test-savvy students, resulting in atest that accurately reflects student understanding. This Test Bank offers over1000questions,including over500multiple-choice,255true/false, and255essay questions.In addition to providing a variety of questions related to each chapter topic, this test bank also employsa series of tags that can help design effective, balanced tests by the measure of course outcomes. All ofthe tags are included with the question in the test bank. These tags include:•ANS: The correct answer. (Suggested answers are provided for the essay questions.)•RAT: The rationale for the correct answer.•PTS:The number of points an instructor can assign for each question. The default is 1 point.•REF: The textbook page reference.•BLM: The category from Bloom’s taxonomy for learning (Remember or Higher Order).

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viThe Computerized Test BankAll items from this Test Bank are also available in ExamView®, a computerized testing package withonline capabilities. ExamView®helps you create, customize and deliver both print and online tests inminutes. Its “what you see is what you get” interface and easy-to-use test wizard guide you step-by-step through the test creation process. The ExamView®Test Bank files and software are included onthe Instructor’s Resource CD in Windows PC and Macintosh platforms (ISBN 017-6604456)Additional Teaching ResourcesAdditional teaching aids are available from Nelson Education in support of this textbook for teachingPhysics for the Life Sciences students in Canadian colleges and universities.The following supplements are available on theInstructor’s Resource CD(ISBN 0176604456) andthe password-protectedFaculty Resources web pageatwww.physicsforthelifesciences2e.nelson.com•NETA Engagement: Thismaterial helps instructors deliver engaging content and activities to theirclasses. Instead of an Instructor’s Manual that regurgitates chapter outlines and key terms from thetext, this NETA Enriched Instructor’s Manual (EIM) provides genuine assistance to teachers. TheEIM answers questions likeWhat should students learn?, Why should students care?,andWhat aresome common student misconceptions and stumbling blocks?Dr. Roger Fisher’sInstructor’s Guideto Classroom Engagement(IGCE)accompanies every Enriched Instructor’s Manual.•NETA Presentation:Microsoft® PowerPoint® lecture slidesforevery chapter have been createdby Philip Backman, University of New Brunswick. There is an average of 30-40 slides per chapter,many featuring key figures and tables, fromPhysics for Life Sciences, second edition text.•Instructor Solutions Manual:The Solutions Manual, prepared by Johann Bayer, University ofToronto, has been independently checked for accuracy by Abdelhaq Hamza, University of NewBrunswick. It contains complete solutions to end-of-chapter multiple-choice questions, conceptualquestions, and problems.•NETA Assessment: This Test Bank and Computerized Test Bank are also available on theInstructor’s Resource CD.•Image Library:This resource consists of digital copies of figures, short tables, and photographsused in the book. Instructors may use these jpegs to create their own PowerPoint presentations.•DayOne:Day One—Prof InClass is a PowerPoint presentation that you can customize to orientyour students to the class and their text at the beginning of the course.Also available for instructors:•Enhanced WebAssign® is a powerful instructional tool that delivers automatic grading ofsolutions for physics courses, and reinforces student learning through practice and instant feedback.With the assistance of Abdelhaq Hamza, University of New Brunswick, for compiling appropriatequestions, this proven and reliable homework system allows instructors to assign, collect, grade,and record homework assignments via the Web. Contact your Nelson sales representative for moreinformation.

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CHAPTER 1—PHYSICS AND THE LIFE SCIENCESMULTIPLE CHOICE1.The principle of Occam's Razor is a principle of reasoning; what does it say we should generally do?a.Prefer simpler or more parsimonious explanations to the more complicated ones.b.Reason from detailed particular observations to general or universal principles.c.Accept nothing as true without compelling empirical or mathematical evidence of its truth.d.Reason from general or universal principles to particular results.ANS:ARAT:The principle is often inaccurately summarized as "the simplest explanation is most likely thecorrect one." Rather, the principle generally recommends that, when faced with competing hypothesesthat are equal in other respects, one should select the one that makes the fewest new assumptions.PTS:1REF:p. 4BLM: Remember2.When creating of a model to explain a certain physical concept, what are observations and collecteddata most useful for?a.making predictionsb.proving that the model is correct without a doubtc.testing predictions made by the modeld.generating cataloguesANS:CRAT:Observations are used in testing predictions of a model.PTS:1REF:p. 4BLM: Higher Order3.How many significant figures are in 20 006?a.2b.3c.4d.5ANS:DRAT:all zeroes are significant herePTS:1REF:p. 5BLM: Higher Order

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1-24.How many significant figures are in 0.0235?a.2b.3c.4d.5ANS:BRAT:leading zeroes are not significantPTS:1REF:p. 5BLM: Higher Order5.When would the measurement of weight with a scale be precise but not accurate?a.If it is precise it has to be accurate.b.The scale does not read zero at zero.c.The zero is not consistently set for all measurements.d.If it is precise it cannot be accurate.ANS:BRAT:Accuracy measures the degree of closeness of measurements to the true value, whereasprecision is the degree of variation of measurements among themselves, when the underlying truequantity is unchanging.PTS:1REF:p. 5BLM: Higher Order6.Which of the following is the value for (6.280.211125), with the correct number of significantfigures?a.34000b.33640c.33643d.33642.871428ANS:ARAT:The result has the same number of significant figures as the least accurate number used incalculation.PTS:1REF:p. 5BLM: Higher Order7.Which of the following numbers has the highest precision?a.12.534b.610-8m3c.2.38675109m3d.1.200008ANS:BRAT:The smallest power of ten quoted in a result should represent the precision of the result.PTS:1REF:p. 5BLM: Higher Order

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1-38.Which of the following numbers has the highest accuracy?a.12.534b.610-8m3c.2.38675109m3d.1.200008ANS:DRAT:The number of significant figures should represent the accuracy of the result.PTS:1REF:p. 5BLM: Higher Order9.Which of the following is the value for the product of (1.362105) · (8.5106), with the correctnumber of significant figures?a.1.15771012b.1.1581012c.1.161012d.1.21012ANS:DRAT:The result has the same number of significant figures as the least accurate number used incalculation.PTS:1REF:p. 7BLM: Higher Order10.To convert a quantity fromms2tokmhrs, what must you do?a.Multiply by 1000 and divide by 60.b.Multiply by 1000 and divide by 3600.c.Multiply by 60 and divide by 1000.d.Multiply by 3600 and divide by 1000.ANS:DRAT:ms2= (m/s)s = [(11000) km / (13600) h]s = 36001000 [(kmh)s]PTS:1REF:p. 8BLM: Higher Order11.Total lung capacity of a male, on average, is about 6 litres of air. What would this be, expressed incubic metres?a.6 m3b.610-3m3c.610-6m3d.This cannot be done. The dimensions are different.ANS:BRAT:6(10-1)3m3= 610-3m3PTS:1REF:p. 8BLM: Higher Order

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1-412.The largest blue whale ever measured weighed around 420 000 pounds (lb.).The SI unit for weight isthe Newton (N), and one pound (1 lb.)? 6~4.5 N. Which of the following values represents the mass ofthe whale in SI units?Note:weight = massg, where g = 9.8 m/s2.a.1.9105gb.1.9105kgc.1.9107gd.1.9107kgANS:BRAT:(420 0004.5) N / 9.8 m/s2= 1.9105kgPTS:1REF:p. 9BLM: Higher Order13.Which of the following is a fundamental unit in the SI?a.kilometre (km)b.kilogram (kg)c.gram (g)d.Newton (N)ANS:BRAT:metre is a fundamental SI unit, not kilometre, kilogram not gramPTS:1REF:p. 9BLM: Remember14.Which of the following relationships is dimensionally consistent? In these equations,ais acceleration,vis velocity,tis time, andxis distance.a.a = vt2b.a = vx2c.a = v2td.a = v2xANS:DRAT:ms2= m2s2mPTS:1REF:p. 11BLM: Higher Order

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1-515.Which of the following relationships is dimensionally consistent? In these equations,ais acceleration,vis velocity,tis time andxis distance.a.x = v2ab.x = atvc.x = vtd.x = a2vANS:ARAT:m = m2s2m s2PTS:1REF:p. 11BLM: Higher Order16.In the expressionvf2= v02+P x, wherexhas units metre (m), andvfandv0have unitsms, what are theunits forP?a.m/sb.mc.m/s2d.no unitsANS:CRAT:m2s2is (m) (m/s2)PTS:1REF:p. 11BLM: Higher Order17.Flow rate of a fluid is expressed as a velocity of fluid multiplied by the cross sectional area of the pipe(vA). Assume that the pipe is a blood vessel with circular cross sectional area, calculated asA=r2,whereris a radius.In a continuous flow rate, wherev1A1=v2A2, calculate the change of the velocityof blood if a blood vessel with radiusr1reduced its radius by the factor of 2, tor2=r12.a.v2=(14)v1b.v2=2v1c.v2=4v1d.v2=(12)v1ANS:CRAT:v1A1= v2A2v1r12= v2r22v1r12= v2(r1/2)2v1r12= v2r12(1/4)v2=4v1PTS:1REF:p. 12BLM: Higher Order

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1-618.Exploring proportions in the human body, you can notice that the span of your arms is equal to yourbody height. If a child has height of 1.3 m, and an adult 1.74 m, approximately by what factor is theadult’s arm length longer than that of the child?a.1.34b.1.55c.1.79d.2.40ANS:ARAT:proportion 1.74 m / 1.3 m = 1.34PTS:1REF:p. 12BLM: Higher Order19.If an adult has 3 times the weight of a child, the adult’s foot will be twice as long and twice as wide asthe child’s foot. What is the ratio of force per unit area (pressureP) exerted on the feet of the child,compared to the force exerted on the adult’s feet?a.13b.34c.43d.3ANS:CRAT:Pchild= WchildAreachild-foot,Padult= WadultAreaadult-footPchild/ Padult= WchildAreaadult-footAreachild-footWadultPchild/ Padult= Wchild4Areachild-footAreachild-foot3WchildPchild/ Padult= 43PTS:1REF:p. 12BLM: Higher Order20.The thickness of human hair is around 100 micrometres (m). If a width of a DNA molecule is around10 nanometres (nm), how many DNA molecules can fit across a hair strand?a.102b.103c.104d.105ANS:CRAT:hair 100m = 10-4m , DNA 10 nm = 10-8m, 10-4m10-8m = 104mPTS:1REF:p. 16BLM: Higher Order

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1-7TRUE/FALSE1.In creating of a model which would explain a certain physical concept, observations and collected dataare most useful for proving that the model is a true representation of a concept.ANS:FRAT:Observations are testing predictions of a model.PTS:1REF:p. 4BLM: Higher Order2.The calculator can hold only a few significant digits. When adding a set of positive numbers of widelyvarying magnitude on a calculator, in order to get the most accurate result one should start at thelargest number and add successively smaller ones.ANS:FRAT:One should start at the smallest number and add successively larger numbers. The calculatorcan hold only a few significant digits, so adding a small number to a larger one will result in losing theleast significant digits, while adding several small numbers may accumulate to a larger number withmore significant digits, so that rounding off to the appropriate number of significant figures wouldprovide a more accurate result.PTS:1REF:p. 4BLM: Higher Order3.A precise measurement is not necessarily an accurate one.ANS:TRAT:Example: scale can be very precise but not set to zero, so it does not show accurate weight.PTS:1REF:p. 5BLM: Higher Order4.When adding or subtracting numbers, the result has the same precision as the least precise numberused in the calculation.ANS:TRAT:When adding or subtracting numbers, the result has the same precision as the least precisenumber used in the calculation.PTS:1REF:p. 5BLM: Remember5.Numbers 20 and 20.0 have the same number of significant figures.ANS:FRAT:No, in 20, only 2 is significant, trailing zero is not, in 20.0 both zeros are significant because ofdecimal point.PTS:1REF:p. 5BLM: Higher Order

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1-86.Numbers 0.025 and 25 have the same number of significant figures.ANS:TRAT:leading zeros are not significantPTS:1REF:p. 5BLM: Higher Order7.The smallest power of ten quoted in a result should represent the precision of the result.ANS:TRAT:The smallest power of ten quoted in a result should represent the precision of the result.PTS:1REF:p. 5BLM: Remember8.The smallest power of ten quoted in a result should represent the accuracy of the result.ANS:FRAT:No, the number of significant figures should represent the accuracy of the result. The smallestpower of ten quoted in a result should represent the precision of the result.PTS:1REF:p. 5BLM: Remember9.The Earth’s equator, with a circumference around 40 000 km, is longer than the total length ofcapillaries in human body, 6x109cm.ANS:FRAT:6109cm = 60 000 kmPTS:1REF:p. 9BLM: Higher Order10.Nerve fibres conduct impulses with a speed of 72 m/s in rats, which is faster than the 72 km/h speed ofconduction in squids.ANS:TRAT:72 km/h = 20 m/s which is less than 72 m/s.PTS:1REF:p. 9BLM: Higher Order

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