护理入学考试生物
方法
- 说出这道题的主题:细胞结构、物质运输、细胞分裂、DNA 与蛋白质合成、遗传、生物分子、微生物或实验设计。
- 回忆关键规则:A–T 和 G–C,扩散由高浓度向低浓度,水向溶质更多的一侧移动,有丝分裂保持而减数分裂减半染色体数目。
- 对于杂交,先写出亲本的基因型,列出配子,并填好庞尼特方格再计数。
- 对于实验,标出自变量、因变量和控制变量,并问一问证据是支持还是仅仅提示了结论。
- 把每个选项与所问的问题对照,而不是只看它是不是一句真话。
公式表、每个专题的关键方法步骤和 8 道练习题,完整解答附在最后。
哪块肌肉是肘关节的主要伸肌?
为什么吸入的异物更常卡在右主支气管而不是左主支气管?
哪种 ABO 血型的血浆中同时含有抗 A 和抗 B 抗体?
在 Otto Loewi 的经典实验中,来自受迷走神经刺激的蛙心的液体使另一颗心脏变慢。这说明了什么?
The human arm, bat wing and whale flipper contain the same set of bones. What does this suggest?
Fleming saw a clear area with no bacteria around a Penicillium mould growing on a bacterial plate. What was the best explanation?
When diluting a concentrated acid, which method is safe?
A compound is 40% carbon, 6.7% hydrogen and 53.3% oxygen by mass (C = 12, H = 1, O = 16). What is its empirical formula?
答案: A · 肱三头肌
肱三头肌止于尺骨鹰嘴,使肘关节伸展。肱二头肌和肱肌是屈肘肌。
答案: C · 右主支气管更粗、更短、更陡直
右主支气管更粗、更短,与气管的走向更接近一条直线,因此误吸的物体往往落入其中。
答案: D · O 型
O 型血的人没有 A 或 B 抗原,同时产生抗 A 和抗 B 抗体。AB 型有两种抗原,但两种抗体都没有。
答案: C · 神经通过释放化学物质把信号传给靶器官
这种液体携带着"迷走素"(Vagusstoff),后来被确认为乙酰胆碱。这是化学性神经传递的第一个明确证据。
答案: A · They share a common ancestor
Homologous structures have the same basic plan because they were inherited from a common ancestor, even if they now do different jobs. They are evidence of evolution.
答案: B · The mould released a substance that killed or stopped the bacteria
The mould released penicillin, which diffused into the agar and killed nearby bacteria. Penicillin blocks the building of the peptidoglycan cell wall.
答案: B · Add the acid slowly to the water
Diluting strong acids releases a lot of heat. Adding acid slowly to a larger amount of water lets the water absorb the heat; adding water to acid can boil locally and spatter acid.
答案: A · CH₂O
In 100 g: C = 40 ÷ 12 ≈ 3.33 mol, H = 6.7 ÷ 1 = 6.7 mol, O = 53.3 ÷ 16 ≈ 3.33 mol. Dividing by 3.33 gives 1 : 2 : 1, so CH₂O.
本内容为独立练习材料。ExamProblems 与该考试的主办机构没有隶属关系,也未获其认可,考试名称仅用于描述内容。 ATI TEAS 是 Assessment Technologies Institute, LLC (ATI) 的商标,该机构与 ExamProblems 无关,不为其背书,也不保证其准确性。
ExamProblems · examproblems.com/courses/teas-science-practice