Nursing Elites

1. When is work done by a force on an object?

• A. Only when the object moves in the direction of the force
• B. Only when the object moves against the force
• C. Only when the object moves vertically
• D. Only when the force is applied for a specific duration

Correct answer: A

Rationale: Work is done by a force on an object when the object moves in the direction of the force. If the object moves perpendicular to the force, no work is done, as the force does not contribute to the displacement of the object. Similarly, if the object moves against the force, work is done because the force is causing the displacement. The vertical movement of the object does not determine whether work is done; it is the direction of the force relative to the object's displacement that matters. The duration of the force application does not affect whether work is done; as long as the force causes the object to move in its direction, work is being done.

2. How does lymph move through the lymphatic vessels?

• A. By the pumping action of the heart
• B. Due to muscle contractions and breathing movements
• C. Through one-way valves within the vessels
• D. All of the above

Correct answer: D

Rationale: The correct answer is D: "All of the above." Lymph, a clear fluid that carries immune cells and waste products, moves through the lymphatic vessels by multiple mechanisms. While the pumping action of the heart plays a minor role, the primary driving forces are muscle contractions and breathing movements that squeeze the vessels. Additionally, lymphatic vessels contain one-way valves that prevent the backward flow of lymph, ensuring that it moves in the right direction. Therefore, all of the options provided contribute to the movement of lymph through the lymphatic system.

3. Which property of a substance refers to its ability to be stretched into thin wires?

• A. Conductivity
• B. Viscosity
• C. Ductility
• D. Malleability

Correct answer: c

Rationale: Ductility refers to a substance's ability to be stretched into thin wires without breaking.

4. What is the scientific term for a broken bone?

• A. Osteoporosis
• B. Fracture
• C. Sprain
• D. Dislocation

Correct answer: B

Rationale: The correct answer is B: 'Fracture.' A fracture is the scientific term used to describe a broken bone. Osteoporosis (A) is a condition where bones become weak and brittle, increasing the risk of fractures. A sprain (C) is an injury to a ligament, not a bone. A dislocation (D) occurs when the bones in a joint are forced out of their normal position, but it is not the term for a broken bone.

5. Which respiratory structure is responsible for the humidification and warming of inhaled air?

• A. Trachea
• B. Larynx
• C. Nasal passages
• D. Bronchi

Correct answer: c

Rationale: The correct answer is C: Nasal passages. The nasal passages are lined with mucous membranes that produce mucus to humidify and warm the inhaled air before it reaches the lungs. This process helps to protect the delicate lung tissues from drying out and becoming irritated. The trachea, larynx, and bronchi play important roles in the respiratory system, but specifically, the nasal passages are primarily responsible for humidifying and warming the air as it enters the body.

6. Your hypothesis predicts that exposing plants to classical music will enhance their growth. How could you design an experiment to test this hypothesis?

• A. Play classical music to all plants in the greenhouse and compare their growth to a control group without music.
• B. Select plants with personal preferences for classical music and compare their growth to plants who dislike it.
• C. Play different genres of music to separate plants and analyze which genre promotes the most growth.
• D. Observe the behavior of plants listening to music and measure their happiness levels.

Correct answer: A

Rationale: To test the hypothesis that exposing plants to classical music enhances their growth, the most appropriate experimental design would be to play classical music to all plants in the greenhouse (experimental group) and compare their growth to a control group of plants that are not exposed to any music. This design allows for a direct comparison between the effects of classical music exposure on plant growth, eliminating confounding variables that may arise from individual plant preferences or different music genres.

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