Nursing Elites

1. Which is bigger, a mile or a kilometer? What's the conversion factor?

• A. Mile is bigger; 1 mile is 1.609 km
• B. Kilometer is bigger; 1 km is 1.609 miles
• C. Mile is bigger; 1 mile is 1.5 km
• D. Kilometer is bigger; 1 km is 2 miles

Correct answer: A

Rationale: A mile is bigger than a kilometer. The correct conversion factor is 1 mile = 1.609 km. This means that one mile is equivalent to approximately 1.609 kilometers. Choice B is incorrect because a mile is bigger than a kilometer, and the conversion is not 1 km = 1.609 miles. Choice C is incorrect as the conversion factor provided is inaccurate; 1 mile is not equal to 1.5 km. Choice D is incorrect as it states that a kilometer is bigger, which is not true according to the actual conversion factor.

2. On a floor plan drawn at a scale of 1:100, the area of a rectangular room is 50 cm². What is the actual area of the room?

• A. 500 m²
• B. 50 m²
• C. 5000 cm²
• D. 500 cm²

Correct answer: D

Rationale: The scale of 1:100 means that 1 cm² on the floor plan represents 100 cm² in real life. To find the actual area of the room, you need to multiply the area on the floor plan by the square of the scale factor. Since the scale is 1:100, the scale factor is 100. Therefore, 50 cm² on the floor plan represents 50 * 100 = 5000 cm² in real life. Choice A (500 m²) is incorrect as it converts the area from cm² to m² without considering the scale factor. Choice B (50 m²) is incorrect as it does not account for the scale factor. Choice C (5000 cm²) is incorrect as it gives the area on the floor plan, not the actual area.

3. A teacher asked all the students in the class which days of the week they get up after 8 a.m. Which of the following is the best way to display the frequency for each day of the week?

• A. Histogram
• B. Pie chart
• C. Bar graph
• D. Scatter plot

Correct answer: A

Rationale: A histogram is the best way to display the frequency for each day of the week in this scenario. Histograms are ideal for showing the distribution of numerical data by dividing it into intervals and representing the frequency of each interval with bars. In this case, each day of the week can be represented as a category with the frequency of students getting up after 8 a.m. displayed on the vertical axis. Choice B, a pie chart, would not be suitable for this scenario as it is more appropriate for showing parts of a whole, not frequency distributions. Choice C, a bar graph, could potentially work but is more commonly used to compare different categories rather than displaying frequency distribution data. Choice D, a scatter plot, is used to show the relationship between two variables and is not the best choice for displaying frequency for each day of the week.

4. Complete the following equation: 2 + (2)(2) - 2 ÷ 2 = ?

• A. 5
• B. 3
• C. 2
• D. 1

Correct answer: A

Rationale: To solve the equation, follow the order of operations (PEMDAS/BODMAS): Parentheses, Exponents, Multiplication and Division (from left to right), Addition and Subtraction (from left to right). 1. Calculate inside the parentheses first: (2)(2) = 4. 2. Then, perform multiplication and division: 2 + 4 - 1 = 6 - 1 = 5. Therefore, the correct answer is 5. Choice B (3) is incorrect because multiplication is done before subtraction. Choices C (2) and D (1) are incorrect as they do not follow the correct order of operations to solve the equation.

5. A quantity increases from 40 to 60. Express this increase as a percentage.

• A. 26%
• B. 50%
• C. 35%
• D. 12%

Correct answer: B

Rationale: To calculate the percentage increase, use the formula: Percentage Increase = ((New Value - Original Value) / Original Value) x 100 Substitute the values: ((60 - 40) / 40) x 100 = (20 / 40) x 100 = 0.5 x 100 = 50% Therefore, the correct answer is 50%. Choice A (26%) is incorrect as the percentage increase is not 26%. Choice C (35%) is incorrect as the percentage increase is not 35%. Choice D (12%) is incorrect as the percentage increase is not 12%.

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