how is power related to work and time

ATI TEAS 7

TEAS 7 practice test free science

1. How is power related to work and time?

A. Power = Work ÷ Time
B. Power = Work × Time
C. Power = Work + Time
D. Power = Work - Time

Correct answer: A

Rationale: Power is defined as the rate at which work is done or the amount of work done per unit of time. The correct formula to relate power, work, and time is Power = Work ÷ Time. This formula shows that power is calculated by dividing the amount of work done by the time taken to do that work, indicating the rate at which work is being done. Choice B (Power = Work × Time) is incorrect because multiplying work and time does not yield a measure of power. Choice C (Power = Work + Time) is incorrect as adding work and time does not define power. Choice D (Power = Work - Time) is also incorrect because subtracting work and time does not relate to the concept of power.

2. Which of the following is a true statement about dominance in genetics?

A. All genes adhere to Mendel’s law of dominance.
B. A dominant allele will always be expressed.
C. When two dominant alleles are present, the resulting phenotype will express both traits.
D. There are three or more alleles possible for all genes.

Correct answer: B

Rationale: In genetics, dominance refers to the relationship between two different alleles of a gene where one allele (dominant) masks the expression of another allele (recessive) in an individual's phenotype. The correct statement about dominance is that a dominant allele will always be expressed in the phenotype, even in the presence of a recessive allele. This means that if an individual has at least one dominant allele for a particular trait, that trait will be expressed. Choice A is incorrect because not all genes follow Mendel’s law of dominance; exceptions do exist. Choice C is incorrect because when two dominant alleles are present, only one will be expressed due to complete dominance. Choice D is incorrect as there can be more than three alleles for a gene, and not all genes have three or more alleles.

3. Which molecules are soluble in nonpolar solvents but are hydrophobic?

A. Carbohydrates
B. Lipids
C. Proteins
D. Nucleic acids

Correct answer: B

Rationale: Lipids are hydrophobic molecules that are soluble in nonpolar solvents like oils but insoluble in water. They consist of fats, oils, waxes, and steroids and play essential roles in energy storage, insulation, and cell membrane structure. Carbohydrates, proteins, and nucleic acids are not typically soluble in nonpolar solvents and do not exhibit the same hydrophobic characteristics as lipids. Carbohydrates are usually hydrophilic and soluble in water, proteins have both hydrophilic and hydrophobic regions but are not generally soluble in nonpolar solvents, and nucleic acids are polar molecules that are not known for their solubility in nonpolar solvents.

4. A student hypothesizes that higher sugar consumption negatively impacts test scores. To investigate this, the student recruits participants to consume varying amounts of sugar, wait for one hour, and then complete an aptitude test. The student will record both the amount of sugar consumed and the test scores to analyze the relationship. What is the best experimental approach?

A. Conduct one round of testing where each participant consumes a different amount of sugar.
B. Conduct two rounds of testing: In the first round, participants consume varying amounts of sugar; in the second round, they consume the same amount of sugar as they did in the first round.
C. Conduct two rounds of testing: In the first round, participants consume varying amounts of sugar; in the second round, participants consume no sugar.
D. Conduct one round of testing where all participants consume the same amount of sugar.

Correct answer: C

Rationale: Option C provides the most thorough experimental design by including a control group. In the first round, varying sugar intake levels help explore the relationship between sugar consumption and test scores. In the second round, by having participants consume no sugar, the student can compare results to observe any changes due to sugar intake. This approach enhances the validity of the findings by accounting for potential confounding factors and better identifying causal relationships. Choice A is not ideal as it lacks a control group and does not compare the impact of sugar consumption. Choice B does not explore the effects of sugar consumption adequately as it does not include a group without sugar. Choice D does not allow for comparison between different sugar consumption levels, limiting the ability to draw meaningful conclusions.

5. The number of protons in an atom is determined by its:

A. Atomic mass
B. Electron configuration
C. Chemical properties
D. Atomic number

Correct answer: D

Rationale: The number of protons in an atom is determined by its atomic number. The atomic number represents the number of protons in the nucleus of an atom, which also determines the element's identity. Therefore, the correct answer is (D) Atomic number. Choices (A) Atomic mass, (B) Electron configuration, and (C) Chemical properties are not directly related to the number of protons in an atom. Atomic mass is the total mass of protons, neutrons, and electrons in an atom. Electron configuration refers to the arrangement of electrons in an atom's energy levels, and chemical properties are determined by the arrangement of electrons in the outermost energy level.