Nursing practice questions with comprehensive rationales
NurseDive Free Nursing Practice Question
Microbes that are fatal and have no treatment or vaccines should be handled in a lab of what biosafety level?
A. Biosafety Level 1
Biosafety Level 1: This is for non-pathogenic organisms that pose minimal risk, so it is not suitable for highly fatal microbes.
B. Biosafety Level 2
Biosafety Level 2: This level is for moderate-risk organisms that may cause disease but have available treatments or preventive measures, which does not apply to untreatable fatal microbes.
C. Biosafety Level 3
Biosafety Level 3: This is for serious pathogens that can cause potentially lethal disease but for which treatments or vaccines may exist. It is not the highest level of containment.
D. Biosafety Level 4
Biosafety Level 4: BSL-4 is required for handling the most dangerous pathogens, including those with no available treatment or vaccines, such as Ebola and Marburg viruses.
This question is an excerpt from Nurse Dive's nursing test bank - Fa25 biol Microbiology (Hennepin Technical College) proctored exam. Take the full exam now
Full Explanation
A. Biosafety Level 1: This is for non-pathogenic organisms that pose minimal risk, so it is not suitable for highly fatal microbes.
B. Biosafety Level 2: This level is for moderate-risk organisms that may cause disease but have available treatments or preventive measures, which does not apply to untreatable fatal microbes.
C. Biosafety Level 3: This is for serious pathogens that can cause potentially lethal disease but for which treatments or vaccines may exist. It is not the highest level of containment.
D. Biosafety Level 4: BSL-4 is required for handling the most dangerous pathogens, including those with no available treatment or vaccines, such as Ebola and Marburg viruses.
Similar Questions
You want to conduct an experiment to see if a fertilizer increases the rate of growth of tomato plants. An appropriate control would be
A. growing corn plants with various amounts of fertilizer
growing corn plants with various amounts of fertilizer: Using corn plants introduces a different species, which makes results irrelevant to the effect of fertilizer on tomato plants.
B. growing tomato plants with various amounts of fertilizer
growing tomato plants with various amounts of fertilizer: This is part of the experimental group rather than a control, as it tests different fertilizer levels rather than providing a baseline for comparison.
C. growing corn plants without fertilizer
growing corn plants without fertilizer: Corn plants are not suitable because the research question focuses on tomato plants. A valid control must match the species being studied.
D. growing tomato plants without fertilizer
growing tomato plants without fertilizer: This is the correct control, as it provides a baseline growth rate for tomato plants without fertilizer, allowing meaningful comparison with fertilized groups.
Full Explanation
A. growing corn plants with various amounts of fertilizer: Using corn plants introduces a different species, which makes results irrelevant to the effect of fertilizer on tomato plants.
B. growing tomato plants with various amounts of fertilizer: This is part of the experimental group rather than a control, as it tests different fertilizer levels rather than providing a baseline for comparison.
C. growing corn plants without fertilizer: Corn plants are not suitable because the research question focuses on tomato plants. A valid control must match the species being studied.
D. growing tomato plants without fertilizer: This is the correct control, as it provides a baseline growth rate for tomato plants without fertilizer, allowing meaningful comparison with fertilized groups.
Science is
A. a process we use to better understand how the world works
a process we use to better understand how the world works: Science is a systematic process that involves observation, experimentation, and analysis to explain natural phenomena. It provides a structured way of building knowledge, testing ideas, and refining our understanding of the world.
B. running experiments
running experiments: Experiments are an important part of science, but they represent only one tool within the broader scientific method. Science also involves forming hypotheses, making observations, analyzing data, and drawing conclusions beyond just running experiments.
C. studying chemical reactions
studying chemical reactions: Studying chemical reactions is part of chemistry, which is a branch of science. However, science as a whole encompasses many fields, such as biology, physics, astronomy, and earth science, making it far broader than only chemical processes.
D. learning about life
learning about life: Learning about life is the focus of biology, which is one area within science. While biology is a major scientific discipline, science overall includes both living and non-living systems.
Full Explanation
A. a process we use to better understand how the world works: Science is a systematic process that involves observation, experimentation, and analysis to explain natural phenomena. It provides a structured way of building knowledge, testing ideas, and refining our understanding of the world.
B. running experiments: Experiments are an important part of science, but they represent only one tool within the broader scientific method. Science also involves forming hypotheses, making observations, analyzing data, and drawing conclusions beyond just running experiments.
C. studying chemical reactions: Studying chemical reactions is part of chemistry, which is a branch of science. However, science as a whole encompasses many fields, such as biology, physics, astronomy, and earth science, making it far broader than only chemical processes.
D. learning about life: Learning about life is the focus of biology, which is one area within science. While biology is a major scientific discipline, science overall includes both living and non-living systems.
What is the meaning of this sign?
A. Irritant to skin, eyes, or respiratory tract
Irritant to skin, eyes, or respiratory tract: The Globally Harmonized System (GHS) pictogram for an irritant is a diamond containing an exclamation mark (!). This symbol is used for less severe health hazards like skin or eye irritation.
B. Health hazard
Health hazard: While acute toxicity is a health hazard, the specific pictogram for a range of serious, but non-acute, long-term health issues (like carcinogenicity, mutagenicity, or respiratory sensitization) is a diamond containing a human silhouette with a starburst over the chest (often called the "man exploding" symbol).
C. Acute toxicity; fatal
cute toxicity; fatal: The skull and crossbones symbol is an internationally recognized icon representing poison or danger of death. In the GHS, this specific pictogram is used for substances that are toxic or fatal even after only a short exposure to a small amount.
D. Explosive
Explosive: The GHS pictogram for an explosive substance is a diamond containing a bomb undergoing an explosion
Full Explanation
A. Irritant to skin, eyes, or respiratory tract: The Globally Harmonized System (GHS) pictogram for an irritant is a diamond containing an exclamation mark (!). This symbol is used for less severe health hazards like skin or eye irritation.
B. Health hazard: While acute toxicity is a health hazard, the specific pictogram for a range of serious, but non-acute, long-term health issues (like carcinogenicity, mutagenicity, or respiratory sensitization) is a diamond containing a human silhouette with a starburst over the chest (often called the "man exploding" symbol).
C.Acute toxicity; fatal: The skull and crossbones symbol is an internationally recognized icon representing poison or danger of death. In the GHS, this specific pictogram is used for substances that are toxic or fatal even after only a short exposure to a small amount.
D. Explosive: The GHS pictogram for an explosive substance is a diamond containing a bomb undergoing an explosion