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

Physics For The Life Sciences , 2nd UK Ed. Edition Test Bank prepares you for success with a mix of theoretical knowledge, problem-solving techniques, and exam strategies.

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    NETA ASSESSMENT Test Bank to accompany Prepared by Vesna Milosevic-Zdjelar and Murray E. Alexander University of Winnipeg

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

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    iv

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

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    iv

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    v PREFACE In most post-secondary courses, a large percentage of student assessment is based on multiple-choice testing. Many instructors use multiple-choice reluctantly, believing that it is a methodology best used for testing what a student remembers rather than what she or he has learned . Nelson Education Ltd. understands that a good quality multiple-choice test bank can provide the means to measure higher-level thinking skills as well as recall. Recognizing the importance of multiple-choice testing in today’s classroom, we have created NETA —the N elson E ducation T eaching A dvantage program—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 “get beyond remembering” to assess higher-level thinking. All NETA test banks include David DiBattista’s guide for instructors, “Multiple Choice Tests: Getting Beyond Remembering.” This guide has been designed to assist you in using Nelson test banks to achieve 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 Murray E. Alexander, University of Winnipeg. The multiple-choice questions were written and edited to conform to NETA guidelines, which emphasize the development of higher-order thinking and the effective construction of questions. NETA principles of question construction help eliminate ambiguity, arguable answers, guesswork, and unconscious cues to test-savvy students, resulting in a test that accurately reflects student understanding. This Test Bank offers over 1000 questions, including over 500 multiple-choice, 255 true/false, and 255 essay questions. In addition to providing a variety of questions related to each chapter topic, this test bank also employs a series of tags that can help design effective, balanced tests by the measure of course outcomes. All of the 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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    vi The Computerized Test Bank All items from this Test Bank are also available in ExamView ® , a computerized testing package with online capabilities. ExamView ® helps you create, customize and deliver both print and online tests in minutes. 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 on the Instructor’s Resource CD in Windows PC and Macintosh platforms (ISBN 017-6604456) Additional Teaching Resources Additional teaching aids are available from Nelson Education in support of this textbook for teaching Physics for the Life Sciences students in Canadian colleges and universities. The following supplements are available on the Instructor’s Resource CD (ISBN 0176604456) and the password-protected Faculty Resources web page at www.physicsforthelifesciences2e.nelson.com • NETA Engagement : This material helps instructors deliver engaging content and activities to their classes. Instead of an Instructor’s Manual that regurgitates chapter outlines and key terms from the text, this NETA Enriched Instructor’s Manual (EIM) provides genuine assistance to teachers. The EIM answers questions like What should students learn?, Why should students care?, and What are some common student misconceptions and stumbling blocks? Dr. Roger Fisher’s Instructor’s Guide to Classroom Engagement (IGCE) accompanies every Enriched Instructor’s Manual. • NETA Presentation: Microsoft® PowerPoint® lecture slides for every chapter have been created by Philip Backman, University of New Brunswick. There is an average of 30-40 slides per chapter, many featuring key figures and tables, from Physics for Life Sciences , second edition text. • Instructor Solutions Manual: The Solutions Manual, prepared by Johann Bayer, University of Toronto, has been independently checked for accuracy by Abdelhaq Hamza, University of New Brunswick. It contains complete solutions to end-of-chapter multiple-choice questions, conceptual questions, and problems. • NETA Assessment : This Test Bank and Computerized Test Bank are also available on the Instructor’s Resource CD. • Image Library: This resource consists of digital copies of figures, short tables, and photographs used 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 orient your 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 of solutions for physics courses, and reinforces student learning through practice and instant feedback. With the assistance of Abdelhaq Hamza, University of New Brunswick, for compiling appropriate questions, 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 more information.

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    CHAPTER 1—PHYSICS AND THE LIFE SCIENCES MULTIPLE CHOICE 1. 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: A RAT: The principle is often inaccurately summarized as "the simplest explanation is most likely the correct one." Rather, the principle generally recommends that, when faced with competing hypotheses that are equal in other respects, one should select the one that makes the fewest new assumptions. PTS: 1 REF: p. 4 BLM: Remember 2. When creating of a model to explain a certain physical concept, what are observations and collected data most useful for? a. making predictions b. proving that the model is correct without a doubt c. testing predictions made by the model d. generating catalogues ANS: C RAT: Observations are used in testing predictions of a model. PTS: 1 REF: p. 4 BLM: Higher Order 3. How many significant figures are in 20 006? a. 2 b. 3 c. 4 d. 5 ANS: D RAT: all zeroes are significant here PTS: 1 REF: p. 5 BLM: Higher Order

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    1-2 4. How many significant figures are in 0.0235? a. 2 b. 3 c. 4 d. 5 ANS: B RAT: leading zeroes are not significant PTS: 1 REF: p. 5 BLM: Higher Order 5. 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: B RAT: Accuracy measures the degree of closeness of measurements to the true value, whereas precision is the degree of variation of measurements among themselves, when the underlying true quantity is unchanging. PTS: 1 REF: p. 5 BLM: Higher Order 6. Which of the following is the value for (6.28  0.21  1125), with the correct number of significant figures? a. 34000 b. 33640 c. 33643 d. 33642.871428 ANS: A RAT: The result has the same number of significant figures as the least accurate number used in calculation. PTS: 1 REF: p. 5 BLM: Higher Order 7. Which of the following numbers has the highest precision? a. 12.534 b. 6  10 -8 m 3 c. 2.38675  10 9 m 3 d. 1.200008 ANS: B RAT: The smallest power of ten quoted in a result should represent the precision of the result. PTS: 1 REF: p. 5 BLM: Higher Order

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    1-3 8. Which of the following numbers has the highest accuracy? a. 12.534 b. 6  10 -8 m 3 c. 2.38675  10 9 m 3 d. 1.200008 ANS: D RAT: The number of significant figures should represent the accuracy of the result. PTS: 1 REF: p. 5 BLM: Higher Order 9. Which of the following is the value for the product of (1.362  10 5 ) · (8.5  10 6 ), with the correct number of significant figures? a. 1.1577  10 12 b. 1.158  10 12 c. 1.16  10 12 d. 1.2  10 12 ANS: D RAT: The result has the same number of significant figures as the least accurate number used in calculation. PTS: 1 REF: p. 7 BLM: Higher Order 10. To convert a quantity from m  s 2 to km  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: D RAT: m  s 2 = (m/s)  s = [(1  1000) km / (1  3600) h]  s = 3600  1000 [(km  h)  s] PTS: 1 REF: p. 8 BLM: Higher Order 11. Total lung capacity of a male, on average, is about 6 litres of air. What would this be, expressed in cubic metres? a. 6 m 3 b. 6  10 -3 m 3 c. 6  10 -6 m 3 d. This cannot be done. The dimensions are different. ANS: B RAT: 6  (10 -1 ) 3 m 3 = 6  10 -3 m 3 PTS: 1 REF: p. 8 BLM: Higher Order

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    1-4 12. The largest blue whale ever measured weighed around 420 000 pounds (lb.). The SI unit for weight is the Newton (N), and one pound (1 lb.)? 6 ~ 4.5 N. Which of the following values represents the mass of the whale in SI units? Note: weight = mass  g, where g = 9.8 m/s 2 . a. 1.9  10 5 g b. 1.9  10 5 kg c. 1.9  10 7 g d. 1.9  10 7 kg ANS: B RAT: (420 000  4.5) N / 9.8 m/s 2 = 1.9  10 5 kg PTS: 1 REF: p. 9 BLM: Higher Order 13. Which of the following is a fundamental unit in the SI? a. kilometre (km) b. kilogram (kg) c. gram (g) d. Newton (N) ANS: B RAT: metre is a fundamental SI unit, not kilometre, kilogram not gram PTS: 1 REF: p. 9 BLM: Remember 14. Which of the following relationships is dimensionally consistent? In these equations, a is acceleration, v is velocity, t is time, and x is distance. a. a = v  t 2 b. a = v  x 2 c. a = v 2  t d. a = v 2  x ANS: D RAT: m  s 2 = m 2  s 2 m PTS: 1 REF: p. 11 BLM: Higher Order

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    1-5 15. Which of the following relationships is dimensionally consistent? In these equations, a is acceleration, v is velocity, t is time and x is distance. a. x = v 2  a b. x = at  v c. x = v  t d. x = a 2  v ANS: A RAT: m = m 2 s 2  m s 2 PTS: 1 REF: p. 11 BLM: Higher Order 16. In the expression v f 2 = v 0 2 + P x , where x has units metre ( m ), and v f and v 0 have units m  s , what are the units for P ? a. m/s b. m c. m/s 2 d. no units ANS: C RAT: m 2 s 2 is ( m ) ( m/s 2 ) PTS: 1 REF: p. 11 BLM: Higher Order 17. Flow rate of a fluid is expressed as a velocity of fluid multiplied by the cross sectional area of the pipe (v A ). Assume that the pipe is a blood vessel with circular cross sectional area, calculated as A =  r 2 , where r is a radius. In a continuous flow rate, where v 1 A 1 = v 2 A 2 , calculate the change of the velocity of blood if a blood vessel with radius r 1 reduced its radius by the factor of 2, to r 2 = r 1  2. a. v 2 =(1  4) v 1 b. v 2 = 2 v 1 c. v 2 = 4 v 1 d. v 2 = (1  2) v 1 ANS: C RAT: v 1 A 1 = v 2 A 2  v 1  r 1 2 = v 2  r 2 2  v 1  r 1 2 = v 2  (r 1 / 2 ) 2  v 1  r 1 2 = v 2  r 1 2 (1/4)  v 2 = 4 v 1 PTS: 1 REF: p. 12 BLM: Higher Order

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    1-6 18. Exploring proportions in the human body, you can notice that the span of your arms is equal to your body height. If a child has height of 1.3 m, and an adult 1.74 m, approximately by what factor is the adult’s arm length longer than that of the child? a. 1.34 b. 1.55 c. 1.79 d. 2.40 ANS: A RAT: proportion 1.74 m / 1.3 m = 1.34 PTS: 1 REF: p. 12 BLM: Higher Order 19. If an adult has 3 times the weight of a child, the adult’s foot will be twice as long and twice as wide as the child’s foot. What is the ratio of force per unit area (pressure P ) exerted on the feet of the child, compared to the force exerted on the adult’s feet? a. 1  3 b. 3  4 c. 4  3 d. 3 ANS: C RAT: P child = W child  Area child-foot , P adult = W adult  Area adult-foot P child / P adult = W child Area adult-foot  Area child-foot W adult P child / P adult = W child 4Area child-foot  Area child-foot 3 W child P child / P adult = 4  3 PTS: 1 REF: p. 12 BLM: Higher Order 20. The thickness of human hair is around 100 micrometres (m). If a width of a DNA molecule is around 10 nanometres (nm), how many DNA molecules can fit across a hair strand? a. 10 2 b. 10 3 c. 10 4 d. 10 5 ANS: C RAT: hair 100  m = 10 -4 m , DNA 10 nm = 10 -8 m, 10 -4 m  10 -8 m = 10 4 m PTS: 1 REF: p. 16 BLM: Higher Order

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    1-7 TRUE/FALSE 1. In creating of a model which would explain a certain physical concept, observations and collected data are most useful for proving that the model is a true representation of a concept. ANS: F RAT: Observations are testing predictions of a model. PTS: 1 REF: p. 4 BLM: Higher Order 2. The calculator can hold only a few significant digits. When adding a set of positive numbers of widely varying magnitude on a calculator, in order to get the most accurate result one should start at the largest number and add successively smaller ones. ANS: F RAT: One should start at the smallest number and add successively larger numbers. The calculator can hold only a few significant digits, so adding a small number to a larger one will result in losing the least significant digits, while adding several small numbers may accumulate to a larger number with more significant digits, so that rounding off to the appropriate number of significant figures would provide a more accurate result. PTS: 1 REF: p. 4 BLM: Higher Order 3. A precise measurement is not necessarily an accurate one. ANS: T RAT: Example: scale can be very precise but not set to zero, so it does not show accurate weight. PTS: 1 REF: p. 5 BLM: Higher Order 4. When adding or subtracting numbers, the result has the same precision as the least precise number used in the calculation. ANS: T RAT: When adding or subtracting numbers, the result has the same precision as the least precise number used in the calculation. PTS: 1 REF: p. 5 BLM: Remember 5. Numbers 20 and 20.0 have the same number of significant figures. ANS: F RAT: No, in 20, only 2 is significant, trailing zero is not, in 20.0 both zeros are significant because of decimal point. PTS: 1 REF: p. 5 BLM: Higher Order

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    1-8 6. Numbers 0.025 and 25 have the same number of significant figures. ANS: T RAT: leading zeros are not significant PTS: 1 REF: p. 5 BLM: Higher Order 7. The smallest power of ten quoted in a result should represent the precision of the result. ANS: T RAT: The smallest power of ten quoted in a result should represent the precision of the result. PTS: 1 REF: p. 5 BLM: Remember 8. The smallest power of ten quoted in a result should represent the accuracy of the result. ANS: F RAT: No, the number of significant figures should represent the accuracy of the result. The smallest power of ten quoted in a result should represent the precision of the result. PTS: 1 REF: p. 5 BLM: Remember 9. The Earth’s equator, with a circumference around 40 000 km, is longer than the total length of capillaries in human body, 6x10 9 cm. ANS: F RAT: 6  10 9 cm = 60 000 km PTS: 1 REF: p. 9 BLM: Higher Order 10. Nerve fibres conduct impulses with a speed of 72 m/s in rats, which is faster than the 72 km/h speed of conduction in squids. ANS: T RAT: 72 km/h = 20 m/s which is less than 72 m/s. PTS: 1 REF: p. 9 BLM: Higher Order

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