3.1.5.1, "A wise man ... proportions his belief to the evidence." - David Hume What quality of academic culture does this relate to? Check one option. a. The contingent nature of academic knowledge b. The need for proof to support opinions c. The use of research to produce knowledge d. The importance of independent learning

b. The need for proof to support opinions

a. The contingent nature of academic knowledge

c. The use of research to produce knowledge

d. The importance of independent learning

3.1.5.2, Consider the following situation: For a course Timmy is taking, he has to conduct a research experiment and write a full research report. Part of the research report is a literature review. Timmy feels really lucky because earlier in the semester they had to write a literature review for the same class. Can Timmy use the same literature review he did earlier in the course for this assignment? Check one option. a. No, this would be considered self-plagiarism. b. No, this would be considered Fabrication. c. Definitely. If it is on the same topic for the same course, Timmy does not need to write the literature review again. d. It depends; Timmy should check his course outline or lecturer to make sure.

d. It depends; Timmy should check his course outline or lecturer to make sure.

a. No, this would be considered self-plagiarism.

b. No, this would be considered Fabrication.

c. Definitely. If it is on the same topic for the same course, Timmy does not need to write the literature review again.

3.1.5.3, Which of the following is a trait of critical thinking according to lecture 1.2b? Check two options. 1. It is forceful and persuasive. 2. It reflects on its own basis, background and reasons. 3. It is easy and carefree. 4. It aims to be objective and free from bias.

2. It reflects on its own basis, background and reasons.

4. It aims to be objective and free from bias.

1. It is forceful and persuasive.

3.1.5.4, How had university changed some of the people interviewed in lesson 1.3a? Check two options. 1. It had caused them to ask people their feelings. 2. It had helped them understand communication in different contexts. 3. It caused them to change careers and become actors. 4. It had given them better people skills.

2. It had helped them understand communication in different contexts.

4. It had given them better people skills.

1. It had caused them to ask people their feelings.

3. It caused them to change careers and become actors.

3.1.5.5, What is argumentation? Check one option. a. Taking a stance or position in relation to a topic b. A set of reasons to show that a conclusion is valid c. An angry disagreement d. The process of disagreeing with someone

a. Taking a stance or position in relation to a topic

b. A set of reasons to show that a conclusion is valid

d. The process of disagreeing with someone

3.2.2.3, Which argument sphere does the following argument belong to? "We definitely need the new rail system in this area. Buses are usually late, and it's a long way to drive to the city. It's a bit more comfortable getting a train too I think." Check one option. a. The technical sphere of argumentation b. The private sphere of argumentation. c. The public sphere of argumentation d. The personal sphere of argumentation

d. The personal sphere of argumentation

a. The technical sphere of argumentation

b. The private sphere of argumentation.

c. The public sphere of argumentation

3.2.3.1, Which of the following are characteristics of argument fields? Check three options. 1. Shared academic discipline such as biology or law 2. Shared processes of thought 3. Common object of study 4. Shared opinion on the common object of study 5. Agreement on what knowledge is

5. Agreement on what knowledge is

1. Shared academic discipline such as biology or law

4. Shared opinion on the common object of study

3.2.3.3, Think back to the lesson on differences in argumentation in History and Biology. What is an example of a difference in argumentation in the arts and social sciences courses on the one hand, and science courses on the other? Check one option. a. In arts and social sciences courses students will generally need to engage in argumentation much earlier in their courses than science students. b. In arts and social sciences courses students will generally need to engage in argumentation much later in their courses than science students. c. In the sciences argumentation generally takes the form of arguing for solutions. d. In the arts and social sciences argumentation generally takes the form of arguing for solutions.

a. In arts and social sciences courses students will generally need to engage in argumentation much earlier in their courses than science students.

b. In arts and social sciences courses students will generally need to engage in argumentation much later in their courses than science students.

c. In the sciences argumentation generally takes the form of arguing for solutions.

d. In the arts and social sciences argumentation generally takes the form of arguing for solutions.

3.2.4.1, What is a questioning stance, according to the lesson? Check two options. 1. A general way of life 2. A way of standing that improves concentration 3. A way of approaching a text 4. A way of reading a text

2. A way of standing that improves concentration

3.2.4.2, Why is a questioning stance a central part of academic culture, according to Brick, Herke and Wong (2016)? Check one option. a. Because students are assessed on their ability to adopt a questioning stance b. Because students need to analyze the reliability of sources c. Because it is a form of independent learning d. Because argument and debate advance knowledge

d. Because argument and debate advance knowledge

a. Because students are assessed on their ability to adopt a questioning stance

b. Because students need to analyze the reliability of sources

c. Because it is a form of independent learning

3.2.4.3, Why do we need to take a questioning stance in our learning at university? Check one option. a. Because it is so important in academic culture b. To poke holes in an argument c. To more fully understand the topic you are learning d. To avoid the 'who cares' questions

c. To more fully understand the topic you are learning

a. Because it is so important in academic culture

b. To poke holes in an argument

d. To avoid the 'who cares' questions

3.2.5.2, Consider the following situation. A student is asked to do a feminist analysis of a movie. The student already has strong opinions about both feminism and the film they must analyse. However, they make a mental note of their biases when conducting research. The student makes sure they read sources representing a variety of different views, rather than just their own. Which of the following dispositions or habits of mind for critical thinking is the student displaying? Check one option. a. Being systemic in your thinking b. Self-confidence c. Inquisitiveness d. Metacognition

a. Being systemic in your thinking

3.2.5.3, Which argument sphere does the following argument belong to? "Proponents of the new rail network say that it will reduce traffic and car emissions. What is overlooked, however, is the enormous bill for the cost of the new rail network will present to current and future generations, a bill that the citizens of this state will be paying off for quite some time." Check one option. a. The technical sphere of argumentation b. The media sphere of argumentation. c. The public sphere of argumentation. d. The personal sphere of argumentation

c. The public sphere of argumentation.

a. The technical sphere of argumentation

b. The media sphere of argumentation.

d. The personal sphere of argumentation

3.2.5.4, Which argument sphere does the following argument belong to? "In contrast with many neoclassical theorists, who see government spending as constrained, modern monetary theory (MMT) sees government spending as relatively less limited. This is because according to MMT the very notion of government debt is a misnomer due to the government's control over the fiat money supply. Thus spending on infrastructure projects is often seen as advantageous, particularly at times of low interest rates." Check one option. a. The technical sphere of argumentation b. The academic sphere of argumentation c. The public sphere of argumentation d. The personal sphere of argumentation

a. The technical sphere of argumentation

b. The academic sphere of argumentation

c. The public sphere of argumentation

d. The personal sphere of argumentation

3.2.5.5, Consider the following methodology, which can be considered an argument field. Conversation analysis is a well-defined method and school of thought that analyses language from a social perspective. It seeks to study naturally occurring talk, either in everyday conversations or institutional settings such as schools and organizations. Any conversation analysis must be strictly based on the actual conversation, and outside categories (such as the race or class of the speaker) cannot be imposed unless they are referred to in the conversation being analyzed. Conversation analysts seek to find out what actions are performed by speakers in conversation (e.g. telling stories, making arrangements), and how they organize their talk in order to do that. They use a special mode of analysis to understand how actions are performed in talk called the next turn proof procedure. In this procedure, the action of the speaker is understood by examining how the following speaker understood them. When discussing the organization of talk, conversation analysts use terms such as turns, sequence organization and repair (how speakers fix errors in their talk). When thinking about Conversation Analysis as an argument field, what is a specialized process of thought? Check one option. a.The next turn proof procedure b.Sequence organization and repair c.What actions are performed in the talk-in-interaction, and how the talk is sequentially organized into turns and sequences d.Naturally occurring talk-in-interaction.

a.The next turn proof procedure

b.Sequence organization and repair

c.What actions are performed in the talk-in-interaction, and how the talk is sequentially organized into turns and sequences

d.Naturally occurring talk-in-interaction.

3.2.5.6, Consider the following methodology, which can be considered an argument field. Conversation analysis is a well-defined method and school of thought that analyses language from a social perspective. It seeks to study naturally occurring talk, either in everyday conversations or institutional settings such as schools and organizations. Any conversation analysis must be strictly based on the actual conversation, and outside categories (such as the race or class of the speaker) cannot be imposed unless they are referred to in the conversation being analyzed. Conversation analysts seek to find out what actions are performed by speakers in conversation (e.g. telling stories, making arrangements), and how they organize their talk in order to do that. They use a special mode of analysis to understand how actions are performed in talk called the next turn proof procedure. In this procedure, the action of the speaker is understood by examining how the following speaker understood them. When discussing the organization of talk, conversation analysts use terms such as turns, sequence organization and repair (how speakers fix errors in their talk). When thinking about Conversation Analysis as an argument field, what is object of study? Check one option. a.The next turn proof procedure b.Sequence organization and repair c.What actions are performed in the talk-in-interaction, and how the talk is sequentially organized into turns and sequences d.Naturally occurring talk-in-interaction

c.What actions are performed in the talk-in-interaction, and how the talk is sequentially organized into turns and sequences

a.The next turn proof procedure

b.Sequence organization and repair

d.Naturally occurring talk-in-interaction

3.3.1.2, Have a look at the following argument. What is one problem with the argument? According to the Universal Declaration of Human Rights, article 24, everyone has the right to rest and leisure, including reasonable limitation of working hours. I have been working an unreasonable amount of hours. Therefore, I have the right to leave work after lunch. Check one option. a.The conclusion doesn't logically follow the premises. b.The premises are not logically connected. c.The first premise is not valid. d.The second premise is not strong, because the definition of 'reasonable' is unclear and needs to be further illustrated.

d.The second premise is not strong, because the definition of 'reasonable' is unclear and needs to be further illustrated.

a.The conclusion doesn't logically follow the premises.

b.The premises are not logically connected.

c.The first premise is not valid.

3.3.1.3, Have a look at the following argument. What is the problem with the conclusion? I have the right to leave work after lunch. According to the Universal Declaration of Human Rights, article 24, everyone has the right to rest and leisure, including reasonable limitation of working hours. I have been working an unreasonable amount of hours. Check one option. a.The conclusion comes before the premises. b.The conclusion is not the most logical result of the premises. c.The conclusion does not follow from the premises.

b.The conclusion is not the most logical result of the premises.

a.The conclusion comes before the premises.

c.The conclusion does not follow from the premises.

3.3.2.1, Have a look at the following passage. What is wrong with the argument? Every morning, as it gets closer to midday, the temperature rises. At the same time, I always start to feel hungry. Therefore, an increase in temperature makes me hungry. Check one option. a.It assumes that there is a cause-effect relationship between the two trends. b.It draws a conclusion based on too few examples. c.It misrepresents the original argument.

a.It assumes that there is a cause-effect relationship between the two trends

b.It draws a conclusion based on too few examples.

c.It misrepresents the original argument.

3.3.2.2, Which of the following statements can be considered hasty generalizations? Check one option. a.All generalizations are bad. b.All homeless people are unemployed. c.Winter months are colder than Summer months.

b.All homeless people are unemployed.

c.Winter months are colder than Summer months.

3.3.2.3, Have a look at the following passage. What is wrong with the counter-argument? Argument: Research suggests that restorative and reparative punishments, such as community-service sentences, result in a reduction of repeat offenders. This is particularly the case for minor, non-violent offenses. The justice system should reduce the amount of prison sentences and increase the number of community-service sentences for minor, non-violent offences.* Counter-argument: According to crime statistics, between 50% and 60% of all released prisoners will re-offend. If you take criminals out of jail and let them free on the street you will be putting innocent people's lives in danger.* *Arguments are fictional Check one option. a.It assumes that there is a cause effect relationship between the two trends. b.It draws a conclusion based on too little evidence. c.It misrepresents the original argument.

c.It misrepresents the original argument.

a.It assumes that there is a cause effect relationship between the two trends.

b.It draws a conclusion based on too little evidence.

3.3.3.1, What is one of the downsides to using deductive reasoning in a university context? Check one option. a.Deductive reasoning needs to use strong, fixed language and this means it can be more easily attacked and disproven than other forms of reasoning. b.Deductive reasoning is weaker than other forms of reasoning. c.Deductive reasoning uses probabilities and is therefore not always true.

a.Deductive reasoning needs to use strong, fixed language and this means it can be more easily attacked and disproven than other forms of reasoning.

b.Deductive reasoning is weaker than other forms of reasoning.

c.Deductive reasoning uses probabilities and is therefore not always true.

3.3.3.2, What are the two main types of reasoning that you find at university? Check two options. 1. Reasoning that moves from theory to practice 2. Reasoning that moves from general statements to specific conclusions. 3. Reasoning that moves from specific observations to general conclusions 4. Reasoning using generalizations. 5. Reasoning using probabilities

2. Reasoning that moves from general statements to specific conclusions.

3. Reasoning that moves from specific observations to general conclusions

1. Reasoning that moves from theory to practice

4. Reasoning using generalizations.

5. Reasoning using probabilities

3.3.3.3, Consider the following argument: The Artape people have lived on the island of Staples for between 20,000 and 25,000 years. A number of archaeological sites have been radiocarbon dated to around 19,000 BC, although there is evidence of some tools being used by hunters as early as 23,000 BC. They are thought to have migrated across from Africa on land bridges that existed before the last ice age. Archaeological evidence, such as oral stories, rock pictures and some ancient fossils, suggests that there was trade between the main land and the smaller island across these land bridges, but this stopped when the seas rose around 12,000 years ago.* *Fictional people & history What kind of reasoning is evident here? Check one option. a.This is an example of reasoning from specific observations to general conclusions. b.This is an example of reasoning from general observations to specific conclusions. c.This is an example of reasoning using probabilities.

a.This is an example of reasoning from specific observations to general conclusions.

b.This is an example of reasoning from general observations to specific conclusions.

c.This is an example of reasoning using probabilities.

3.3.4.1, What is the problem with the following 'laundry list' approach to the issue of homelessness? Mental health issues > Poverty > homelessness Unemployment > Check two options. 1. The factors are not relevant. 2. The factors are not related to each other. 3. The list only indicates a one way relationship between the causes and effect. 4. The list doesn't demonstrate the relationship between each factor and how they are related.

3. The list only indicates a one way relationship between the causes and effect.

4. The list doesn't demonstrate the relationship between each factor and how they are related.

1. The factors are not relevant.

2. The factors are not related to each other.

3.3.4.2, How can re-framing the following statement as a cycle (or a 'feedback loop') help create a better understanding of the issue? Mental health issues, unemployment and poverty are all factors that lead to homelessness. Check two options. 1. It shows that all factors are equally important. 2. It demonstrates that the factors are all inter-related and therefore a solution that addresses only one factor would not be sufficient to solve the issue. 3. Thinking in terms of a cycle shows that it is not only a cause-effect relationship, and that homelessness itself can contribute to the factors of mental health issues, unemployment and poverty as well.

2. It demonstrates that the factors are all inter-related and therefore a solution that addresses only one factor would not be sufficient to solve the issue.

3. Thinking in terms of a cycle shows that it is not only a cause-effect relationship, and that homelessness itself can contribute to the factors of mental health issues, unemployment and poverty as well.

1. It shows that all factors are equally important.

3.3.4.3, As well as the benefits mentioned in regards to the feedback loop above, why else would it be useful to see the issue of homelessness through a systems thinking perspective, looking at the issue as a web of interrelated components? Check two options. 1. To be able to see how insignificant individual factors are overall 2. To be able to see what occurs between each of the individual components 3. To see how complex and confusing everything is 4. It helps understand the complexity of the issue and to see the bigger picture.

2. To be able to see what occurs between each of the individual components

4. It helps understand the complexity of the issue and to see the bigger picture.

1. To be able to see how insignificant individual factors are overall

3. To see how complex and confusing everything is

3.3.5.1, Have a look at the following argument based on an advertisement. What are the implicit (unspoken) premises? There are many young, beautiful people on a beach having fun. They are drinking Cool Cola. You should buy Cool Cola. Check two options. 1. That if you buy Cool Cola you will also be young, beautiful and happy 2. That the young people are actors hired to promote Cool Cola 3. That Cool Cola is high in sugar and should only be drunk in moderation 4. That Cool Cola makes the young, beautiful people in the advertisement happy

1. That if you buy Cool Cola you will also be young, beautiful and happy

4. That Cool Cola makes the young, beautiful people in the advertisement happy

2. That the young people are actors hired to promote Cool Cola

3. That Cool Cola is high in sugar and should only be drunk in moderation

3.3.5.2, Have a look at the following argument. What is the problem with the conclusion? Cool Cola makes people happy. There are many young, beautiful people on a beach having fun. They are drinking Cool Cola. Check one option. a.The conclusion comes before the premise. b.The conclusion does not follow from the premises. c.The conclusion is not the most logical result of the premises.

c.The conclusion is not the most logical result of the premises.

a.The conclusion comes before the premise.

b.The conclusion does not follow from the premises.

3.3.5.3, Consider the following argument: The Artape people have lived on the island of Staples for between 20,000 and 31,000 years. A number of archaeological sites have been radiocarbon dated to around 20,000 BC. They are thought to have migrated across from Africa on land bridges that existed before the last ice age. Movement between the main land and Staples across these land bridges was quite common. Archaeological evidence, such as oral stories, rock pictures and some ancient fossils, suggests that the Staler people, the ancestors of the Artape, used the island for hunting from as far back as 31,000 BC. However, there is no evidence of settlement or continuous habitation of the island until around 25,000 BC, when evidence of temporary camps starts. It is not until 20,000 BC that we start to see evidence of permanent dwellings. All migration from the main land to Stapes stopped when the seas rose around 12,000 years ago. Fictional peoples & History What is the conclusion of this argument? Check one option. a.The Artape people and their ancestors have lived on the island of Staples for between 20,000 and 31,000 years. b.Movement between the main land and Staples across these land bridges was quite common. c.All migration from the main land to Staples stopped when the seas rose around 12,000 years ago. d.Archaeological evidence, such as oral stories, rock pictures and some ancient fossils, suggests that the Staler people, the ancestors of the Artape, used the island for hunting from as far back as 31,000 BC.

a.The Artape people and their ancestors have lived on the island of Staples for between 20,000 and 31,000 years.

b.Movement between the main land and Staples across these land bridges was quite common.

c.All migration from the main land to Staples stopped when the seas rose around 12,000 years ago.

d.Archaeological evidence, such as oral stories, rock pictures and some ancient fossils, suggests that the Staler people, the ancestors of the Artape, used the island for hunting from as far back as 31,000 BC.

3.3.5.4, People lived on the island of Staples as far back as 19,000 BC. Man-made artifacts have been found at a number of archaeological sites. These man-made artifacts have been carbon dated to 19,000 BC. For example, a partial leg bone of a juvenile marsupial herbivore was discovered at one of the sites. This partial leg bone has been sharpened into a bone point. There is clear evidence of sharp stone tools being used to refine the bone, which were also found at the site. The fossil has no carnivore tooth marks on it and was found in a shelter on a steep escarpment unsuitable for climbing by this kind of marsupial herbivore. Only humans have the capability and dexterity to make and use these kinds of tools. This leg bone tool, therefore, was made by humans. This serves as evidence that humans lived on the island of Staples as far back as 19,000 BC. Fictional historical account What kind of formal reasoning is being used in this example? Check one option. a.This is an example of reasoning from specific observations to general conclusions. b.This is an example of reasoning from general observations to specific conclusions. c.This is an example of reasoning that combines general and specific observations to make a general conclusion. d.This is an example of reasoning using probabilities.

c.This is an example of reasoning that combines general and specific observations to make a general conclusion.

a.This is an example of reasoning from specific observations to general conclusions.

b.This is an example of reasoning from general observations to specific conclusions.

d.This is an example of reasoning using probabilities.

3.3.5.5, Have a look at the following passage. What is wrong with the argument? During the 2000s smart phone sales and ownership increased dramatically. At the same time, warfare in the Middle East escalated. It is clear that smart phones usage was a main contributor to the intensity of international warfare in the 2000s. Check one option. a.It assumes that there is a cause-effect relationship between the two trends. b.It draws a conclusion based on too few examples. c.It misrepresents the original argument.

a.It assumes that there is a cause-effect relationship between the two trends.

b.It draws a conclusion based on too few examples.

c.It misrepresents the original argument.

3.3.5.6, Have a look at the following passage. What is wrong with the counter-argument? Argument: Sometimes when you are having trouble writing your assignment it is good to take a short break. Counter-argument: Procrastinating instead of doing your work means nothing will ever get done. Check one option. a.It assumes that there is a cause effect relationship between the two trends. b.It draws a conclusion based on too few examples. c.It misrepresents the original argument.

c.It misrepresents the original argument.

a.It assumes that there is a cause effect relationship between the two trends.

b.It draws a conclusion based on too few examples.

3.3.5.7, What problems are there with the following 'laundry list' approach to the following issue: Too many private cars=> Inadequate public transport=>congestion Insufficient road networks=> Check two options. 1. It suggests a one-way relationship between the causes and the effect. 2. It suggests that each factor is of equal importance. 3. It doesn't provide any solutions to the problem. 4. It suggests that there are only three causes that contribute to the issue.

1. It suggests a one-way relationship between the causes and the effect.

2. It suggests that each factor is of equal importance.

3. It doesn't provide any solutions to the problem.

4. It suggests that there are only three causes that contribute to the issue.

SSL101c_3

Authored by Kieu Dinh Hung

Education

University

Used 1+ times

AI Actions

Add similar questions

Adjust reading levels

Convert to real-world scenario

Translate activity

More...

Content View

Student View

96 questions

Show all answers

MULTIPLE CHOICE QUESTION

1 min • 1 pt

3.1.2.2, What metaphor do Molinari and Kavanagh (2013) use to describe critical thinking?
Check one option.
A. A slippery eel
B. A proud lion
C. A lazy sloth
D. A friendly dog

A. A slippery eel

B. A proud lion

C. A lazy sloth

D. A friendly dog

MULTIPLE CHOICE QUESTION

1 min • 1 pt

3.1.2.3, At university, what is an argument?
Check one option.
A. An angry disagreement between two people
B. An attempt to defend, validate or explain a conclusion using specific reasons or evidence
C. A more polite term for a fight
D. Another word for a conclusion

A. An angry disagreement between two people

B. An attempt to defend, validate or explain a conclusion using specific reasons or evidence

C. A more polite term for a fight

D. Another word for a conclusion

MULTIPLE SELECT QUESTION

1 min • 1 pt

3.1.3.1, In lesson 1.3a, Jonathon mentions that he learnt two valuable skills when he struggled to pass a first year university course. What were they?
Check two options
1. How to ask for help
2. Resilience
3. Curiosity
4. Flexibility

1. How to ask for help

2. Resilience

3. Curiosity

4. Flexibility

MULTIPLE CHOICE QUESTION

1 min • 1 pt

3.1.3.2, In lesson 1.3a, why does Ben say he felt comfortable at university?
Check one option.
A. Because he met lots of new people
B. Because he was pushed to think in new ways
C. Because it gave him the confidence to have an opinion

A. Because he met lots of new people

B. Because he was pushed to think in new ways

C. Because it gave him the confidence to have an opinion

MULTIPLE SELECT QUESTION

1 min • 1 pt

3.1.3.3, In lesson 1.3b, Jenni contrasts her essay writing and argumentation at the beginning of her university course with the argumentation at the end. What differences did she notice?
Check two options.
1. At the end of her course, she wrote more about how she felt.
2. At the end of her course, she wrote longer arguments.
3. At the end of her time at university, she was able to use references more to support her propositions.
4. At the end of her course, she made broader, more cohesive arguments.

1. At the end of her course, she wrote more about how she felt.

2. At the end of her course, she wrote longer arguments.

3. At the end of her time at university, she was able to use references more to support her propositions.

4. At the end of her course, she made broader, more cohesive arguments.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

3.1.4.1, Mohammed is a third year undergraduate student studying epidemiology. His professor is highly regarded in the field and Mohammed is very excited to study under him. While trying to replicate one of his professor's experiments, Mohammed notices that another student has made a mistake while calculating the data for the experiment. In one of the equations, one of the signs is around the wrong way. This has made the results of the experiment seem really positive. However, when Mohammed does his calculations, he notices that his results aren't very good at all.
Mohammed does the calculations multiple times. He consults a few other students, and they all come up with the same thing. It isn't an assignment, and students are allowed to collaborate and work together, so Mohammed tells the student about the mistake. However, the other student shrugs and refuses to change it because it is the same as the one used in the original paper.
What is Mohammed required to do?
Check one option.
a. Mohammed isn't required to do anything.
b. He must tell the professor because the student is falsifying his/her results.
c .He must go to the dean of the faculty and accuse the other student of academic misconduct.

a. Mohammed isn't required to do anything.

b. He must tell the professor because the student is falsifying his/her results.

c .He must go to the dean of the faculty and accuse the other student of academic misconduct.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

3.1.4.2, Consider the following situation.
Mohammed is a third year undergraduate student studying epidemiology. His professor is highly regarded in the field and Mohammed is very excited to study under him. However, after seeing another student use an incorrect equation while trying to replicate one of his professor's experiments, Mohammed notices that his professor made a small error when calculating the data for the original experiment. When Mohammed fixes the error, it changes the results so much that the conclusion isn't correct any more. Mohammed checks the original and his own multiple times but he still gets the same result.
Mohammed is very concerned because the paper with the published results of the experiments his professor did has been referenced many times.
What should Mohammed do?
Check one option.
a. Bring this to his professor's attention as soon as possible.
b. Go to the head of the school and tell her that his professor has been falsifying his results.
c. Do nothing. Mohammed obviously isn't doing the calculations properly as his professor is much more intelligent and knows much more about the subject than he does.

a. Bring this to his professor's attention as soon as possible.

b. Go to the head of the school and tell her that his professor has been falsifying his results.

c. Do nothing. Mohammed obviously isn't doing the calculations properly as his professor is much more intelligent and knows much more about the subject than he does.

Access all questions and much more by creating a free account

Create resources

Host any resource

Get auto-graded reports

Continue with Google

Continue with Email

Continue with Classlink

Continue with Clever

or continue with

Microsoft

Apple

Others

Already have an account?

Similar Resources on Wayground

99 questions

KN GT&ĐPKD

Quiz

•

University

100 questions

PAKET 100 SOAL CPNS

Quiz

•

University - Professi...

100 questions

Latihan Soal Kelas 9

Quiz

•

9th Grade - University

100 questions

問題作成3-3

Quiz

•

9th Grade - University

100 questions

QUIZ 2 PPD

Quiz

•

University

92 questions

4.sınıf tüm dersler

Quiz

•

4th Grade - University

93 questions

I love you GB

Quiz

•

University

91 questions

Đề Kiểm Tra Giữa Kỳ I GDQPAN 10

Quiz

•

10th Grade - University

Popular Resources on Wayground

15 questions

Fractions on a Number Line

Quiz

•

3rd Grade

20 questions

Equivalent Fractions

Quiz

•

3rd Grade

25 questions

Multiplication Facts

Quiz

•

5th Grade

$fractions$

22 questions

fractions

Quiz

•

3rd Grade

20 questions

Main Idea and Details

Quiz

•

5th Grade

20 questions

Context Clues

Quiz

•

6th Grade

15 questions

Equivalent Fractions

Quiz

•

4th Grade

20 questions

Figurative Language Review

Quiz

•

6th Grade

Discover more resources for Education

10 questions

Blended or Not Blended

Quiz

•

University

SSL101c_3

3.1.2.2, What metaphor do Molinari and Kavanagh (2013) use to describe critical thinking?Check one option.A. A slippery eelB. A proud lionC. A lazy slothD. A friendly dog

3.1.2.3, At university, what is an argument?Check one option.A. An angry disagreement between two peopleB. An attempt to defend, validate or explain a conclusion using specific reasons or evidenceC. A more polite term for a fightD. Another word for a conclusion

3.1.3.1, In lesson 1.3a, Jonathon mentions that he learnt two valuable skills when he struggled to pass a first year university course. What were they?Check two options1. How to ask for help2. Resilience3. Curiosity4. Flexibility

3.1.3.2, In lesson 1.3a, why does Ben say he felt comfortable at university?Check one option.A. Because he met lots of new peopleB. Because he was pushed to think in new waysC. Because it gave him the confidence to have an opinion

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for Education

3.1.2.2, What metaphor do Molinari and Kavanagh (2013) use to describe critical thinking?
Check one option.
A. A slippery eel
B. A proud lion
C. A lazy sloth
D. A friendly dog

3.1.2.3, At university, what is an argument?
Check one option.
A. An angry disagreement between two people
B. An attempt to defend, validate or explain a conclusion using specific reasons or evidence
C. A more polite term for a fight
D. Another word for a conclusion

3.1.3.1, In lesson 1.3a, Jonathon mentions that he learnt two valuable skills when he struggled to pass a first year university course. What were they?
Check two options
1. How to ask for help
2. Resilience
3. Curiosity
4. Flexibility

3.1.3.2, In lesson 1.3a, why does Ben say he felt comfortable at university?
Check one option.
A. Because he met lots of new people
B. Because he was pushed to think in new ways
C. Because it gave him the confidence to have an opinion