Nursing Elites

1. What is the term for the ability of a substance to dissolve in another substance?

• A. Solubility
• B. Miscibility
• C. Immiscibility
• D. Reactivity

Correct answer: A

Rationale: Solubility is the property that describes the ability of a substance to dissolve in another substance. When a substance is soluble in another, it means it can form a homogeneous solution by dispersing at a molecular level within the solvent. Miscibility, on the other hand, refers to the ability of two liquids to mix and form a homogeneous solution. Immiscibility indicates the inability of substances to mix to form a homogeneous solution. Reactivity pertains to the ability of a substance to undergo chemical reactions, which is distinct from the concept of solubility.

2. Which of the following substances is a common base found in household products?

• A. Sodium chloride (NaCl)
• B. Ammonia (NH₃)
• C. Vinegar
• D. Lemon juice

Correct answer: B

Rationale: The correct answer is B, Ammonia (NH₃). Ammonia is commonly found in household products and is used in cleaning agents due to its alkaline properties. Sodium chloride (NaCl) is a common salt and not a base. Vinegar is acetic acid, which is acidic in nature. Lemon juice contains citric acid, making it acidic as well. Therefore, ammonia is the only base among the choices provided.

3. During photosynthesis, plants capture sunlight and convert water and carbon dioxide into glucose and oxygen. This is an example of a:

• A. Decomposition reaction
• B. Combustion reaction
• C. Synthesis reaction
• D. Double displacement reaction

Correct answer: C

Rationale: This is an example of a synthesis reaction because simpler substances (water and carbon dioxide) are combined to form a more complex substance (glucose) in the presence of sunlight. Choice A (Decomposition reaction) involves breaking down a compound into simpler substances, which is the opposite of what happens in photosynthesis. Choice B (Combustion reaction) typically involves a substance reacting with oxygen to produce heat and light, not the formation of glucose and oxygen from simpler substances. Choice D (Double displacement reaction) involves an exchange of ions between two compounds, which is not what occurs in photosynthesis.

4. What is the main function of the pancreas?

• A. To store food and break it down into smaller pieces
• B. To absorb nutrients into the bloodstream
• C. To produce enzymes that help digest food
• D. To regulate blood sugar levels

Correct answer: C

Rationale: The main function of the pancreas is to produce digestive enzymes that aid in breaking down carbohydrates, fats, and proteins in food. These enzymes are essential for the digestion and absorption of nutrients in the small intestine. While the pancreas also plays a role in regulating blood sugar levels by producing insulin and glucagon, its primary function is to produce enzymes for food digestion. Options A and B are incorrect as the pancreas is not involved in storing food or absorbing nutrients into the bloodstream.

5. 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.

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