Nursing Elites

1. Which of the following is an example of a chemical property of matter?

• A. Boiling point
• B. Flammability
• C. Density
• D. Conductivity

Correct answer: B

Rationale: Flammability is an example of a chemical property of matter because it describes how a substance reacts with oxygen in the air to produce heat and light. Chemical properties involve the ability of a substance to undergo a chemical change or reaction, such as burning. Boiling point, density, and conductivity are examples of physical properties, not chemical properties. Boiling point is the temperature at which a substance changes from a liquid to a gas, density is the mass of a substance per unit volume, and conductivity is the ability to conduct electricity. Therefore, flammability best exemplifies a chemical property as it pertains to the substance's reaction with oxygen, while the other options are physical properties that describe characteristics without changing the substance's chemical composition.

2. A ball is thrown upwards. Which of the following statements is TRUE about its potential energy and kinetic energy at the peak of its trajectory?

• A. Both potential and kinetic energy are zero.
• B. Potential energy is maximum and kinetic energy is minimum.
• C. Potential energy is minimum and kinetic energy is maximum.
• D. Both potential and kinetic energy remain constant.

Correct answer: B

Rationale: At the peak of its trajectory, the ball momentarily stops moving before falling back down. This means its kinetic energy is at a minimum because it has come to a stop. At the same time, its potential energy is at a maximum because it is at the highest point in its trajectory, where it has the most potential to fall and convert that potential energy into kinetic energy as it descends. Choice A is incorrect because at the peak, the ball still has potential energy due to its height. Choice C is incorrect because kinetic energy is at a minimum when the ball is momentarily at rest. Choice D is incorrect because the energy conversion between potential and kinetic energy occurs at different points in the trajectory.

3. Isotopes are variants of a single element that differ in:

• A. Having the same number of protons but varying numbers of neutrons
• B. Having the same number of neutrons but varying numbers of protons
• C. Having the same mass but different atomic numbers
• D. None of the above

Correct answer: A

Rationale: Isotopes are variants of a single element that have the same number of protons, the defining characteristic of an element. They differ in the number of neutrons they possess, leading to isotopes having different atomic masses while retaining the same chemical properties. Choice B is incorrect because isotopes have the same number of neutrons and differ in the number of protons. Choice C is incorrect because isotopes have different masses due to varying numbers of neutrons, not different atomic numbers. Choice D is incorrect as isotopes do differ in the number of neutrons they possess.

4. Which of the following is an example of a polymer?

• A. Methane
• B. Ethanol
• C. Polyethylene
• D. Acetic acid

Correct answer: C

Rationale: The correct answer is C, Polyethylene. Polyethylene is a polymer composed of a large number of repeating ethylene units linked together, forming a long-chain molecule, characteristic of polymers. Methane, ethanol, and acetic acid are small organic molecules that do not demonstrate the repeating unit structure typical of polymers. Therefore, they are not examples of polymers.

5. What is the main purpose of biological classification?

• A. To create a rigid and unchanging system for labeling organisms
• B. To understand the diversity and interconnectedness of life
• C. To simplify nature into neat and tidy categories
• D. To assign organisms to specific ecological niches

Correct answer: B

Rationale: Biological classification, also known as taxonomy, is the science of categorizing and organizing living organisms based on shared characteristics. The main purpose of biological classification is not to create a rigid and unchanging system (option A) or to simplify nature into neat and tidy categories (option C). Instead, it aims to help us understand the diversity of life on Earth and how different organisms are related to each other. By classifying organisms into groups based on their evolutionary relationships, we can gain insights into the interconnectedness of life and better appreciate the complexity and beauty of the natural world. Assigning organisms to specific ecological niches (option D) is more related to ecological studies rather than biological classification.

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