a. Techne ![]() |
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b. Experimentation ![]() |
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c. Imitation of nature ![]() |
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d. Nous ![]() |
a. A means of draining water from mines ![]() |
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b. The outside opening into a mine ![]() |
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c. A hoisting device ![]() |
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d. A horizontal tunnel near the ore ![]() |
a. Metal ![]() |
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b. Aggregate ![]() |
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c. Volcanic dust ![]() |
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d. Mud ![]() |
a. To serve as a place of worship ![]() |
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b. To demonstrate the connection between the imperial family and all the gods ![]() |
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c. To store grain for the city ![]() |
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d. To house sporting events for the populace ![]() |
a. Carrying torches ![]() |
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b. Opening shafts for sunlight ![]() |
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c. Using oil lamps ![]() |
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d. Lighting bonfires ![]() |
a. Ancient Roman ![]() |
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b. Ancient Greek ![]() |
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c. Medieval European ![]() |
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d. Medieval Chinese ![]() |
a. Roman architects incorporated arches, vaults, and domes. ![]() |
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b. Roman architects built massive pyramids. ![]() |
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c. Roman architects stressed harmonious proportions above all. ![]() |
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d. Roman architects built great cathedrals. ![]() |
a. Roman roads made frequent turns. ![]() |
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b. Roman soldiers relied heavily on the roads. ![]() |
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c. Surveyors determined the road's direction. ![]() |
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d. Roman roads were built with consideration for water drainage. ![]() |
a. They constructed adits to drain mines. ![]() |
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b. They used steam pumps to drain mines. ![]() |
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c. They used waterwheels underground to drain mines. ![]() |
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d. They used Archimedean screws to drain mines. ![]() |
a. Techne is craft knowledge. ![]() |
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b. Techne includes experimentation. ![]() |
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c. Techne is scientific knowledge. ![]() |
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d. Techne is unchanging truth. ![]() |
a. Geometry ![]() |
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b. Roman numerals ![]() |
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c. The abacus ![]() |
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d. Zero and decimal places ![]() |
a. How to turn lead into silver ![]() |
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b. How to use a sundial ![]() |
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c. Roman engineering ![]() |
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d. How to make and use an astrolabe ![]() |
a. Greek ![]() |
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b. Latin ![]() |
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c. Hebrew ![]() |
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d. Chinese ![]() |
a. Using cannons on the battle field ![]() |
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b. Shooting bows and arrows on horseback ![]() |
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c. Using sling shots ![]() |
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d. Using lances on horseback ![]() |
a. Move the rete. ![]() |
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b. Focus the telescope on the moon. ![]() |
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c. Select a star, and determine its altitude. ![]() |
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d. Lay the device flat on the ground. ![]() |
a. A form of magic that never existed ![]() |
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b. An early form of chemistry concerning such things as alcohol and gunpowder ![]() |
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c. A means of surveying ![]() |
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d. A method of iron production ![]() |
a. He explored no farther than Southeast Asia. ![]() |
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b. He made it to Hormuz in the Persian Gulf in his final voyage. ![]() |
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c. He crossed the Indian Ocean and explored the coast of Africa. ![]() |
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d. He rounded the African continent and entered the Atlantic Ocean. ![]() |
a. Geometry ![]() |
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b. Calculus ![]() |
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c. Trigonometry ![]() |
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d. Addition ![]() |
a. The use of gunpowder in cannons ![]() |
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b. The process of making paper ![]() |
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c. The process of preparing gunpowder ![]() |
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d. Block printing ![]() |
a. Paper ![]() |
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b. Printing Press ![]() |
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c. Gunpowder ![]() |
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d. Moveable type ![]() |
a. Village-level communism ![]() |
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b. Rule of a king or queen ![]() |
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c. A set of relationships between lords and serfs ![]() |
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d. The rule of a powerful few ![]() |
a. Metal smiths were capable of fashioning stirrups. ![]() |
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b. The Mongols invented the stirrup. ![]() |
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c. The stirrup was strong enough to support a knight in armor. ![]() |
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d. The stirrup promoted feudalism. ![]() |
a. When a merchant acted as middleman between wool supplier and weaver ![]() |
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b. The system of loaning weavers capital ![]() |
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c. Organizing the machines in factories ![]() |
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d. Long-distance wool trade with India ![]() |
a. How to build taller, larger cathedrals ![]() |
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b. How to build cathedrals out of marble ![]() |
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c. How to build cathedrals out of cement ![]() |
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d. How to build cathedrals on river beds ![]() |
a. Women had little role in the crafts. ![]() |
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b. The shop owners kept their wives out of public view. ![]() |
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c. Shop owners and their wives could work together to maintain a shop. ![]() |
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d. Women could not learn the trade of their husbands. ![]() |
a. The Pantheon ![]() |
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b. A medieval shop ![]() |
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c. The Tower of Pisa ![]() |
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d. Chartres Cathedral ![]() |
a. Flying buttresses ![]() |
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b. Pointed arches ![]() |
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c. Stained glass windows ![]() |
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d. Stone barrel vault ![]() |
a. To organize worship ![]() |
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b. To promote free market competition between producers ![]() |
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c. To regulate the production, standards, and marketing of a craft or trade ![]() |
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d. To defend workers from factory owners ![]() |
a. Because artists use it today ![]() |
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b. Because it dates to the 14th century ![]() |
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c. Because it is about painting ![]() |
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d. Because it was written in Italian ![]() |
a. Plows were made heavy with a moldboard. ![]() |
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b. Slaves pulled the plows. ![]() |
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c. Plows were mechanized. ![]() |
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d. Plows were put on wheels. ![]() |
a. The Military Revolution thesis should be revised to account for Prussia. ![]() |
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b. The Military Revolution thesis may be true. ![]() |
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c. The Military Revolution thesis is false. ![]() |
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d. Large armies do not require substantial state backing. ![]() |
a. Spain's "outdated" tactics remained influential throughout the 17th century. ![]() |
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b. Spain never competed well against better developed states. ![]() |
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c. Spain adopted many French military innovations. ![]() |
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d. Spain was the first kingdom to employ cannon on the battlefield. ![]() |
a. To press down on the structure ![]() |
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b. To house a fog light for ships ![]() |
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c. To store building machines ![]() |
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d. To allow air to ventilate the building ![]() |
a. The caravel's large size could withstand heavy waves. ![]() |
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b. The caravel was small, light, and could sail into the wind. ![]() |
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c. The caravel's large size could accommodate many soldiers. ![]() |
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d. The caravel's steel rudder was highly durable. ![]() |
a. He baptized hundreds of natives. ![]() |
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b. He found gold and silver among the Aztecs. ![]() |
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c. He discovered Cuba and Hispaniola. ![]() |
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d. He crossed the Isthmus of Panama, suggesting a new route to the East. ![]() |
a. To demonstrate the color of his proposed dome ![]() |
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b. To symbolize his displeasure at having lost the competition for the Baptistery doors ![]() |
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c. Because the Medici enjoyed eating eggs ![]() |
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d. To demonstrate the shape of his proposed structure ![]() |
a. He was a rebel without an institutional base. ![]() |
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b. He always placed painting ahead of engineering in importance. ![]() |
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c. He continually attempted to serve noble patrons. ![]() |
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d. He never managed to remove himself from the world of common artisans. ![]() |
a. He sought to begin anew without consideration for prior architects. ![]() |
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b. He rejected most classical learning and built on medieval examples. ![]() |
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c. He revived classical architects like Vitruvius. ![]() |
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d. He revived medieval architects like Abbot Suger. ![]() |
a. Likely invented first in Korea, Gutenberg independently developed a similar process. ![]() |
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b. Gutenberg first invented the process after having traveled to China. ![]() |
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c. Gutenberg's assistant invented it, but as the master, Gutenberg took credit for inventing moveable type. ![]() |
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d. Gutenberg stumbled upon the invention while printing the Bible. ![]() |
a. Wooden blocks ![]() |
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b. Reusable wooden pieces ![]() |
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c. Reusable metallic pieces ![]() |
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d. A mechanical printing press ![]() |
a. The New World had more large mammals. ![]() |
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b. Columbus introduced the IIama into the New World. ![]() |
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c. The Old World had more large mammals. ![]() |
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d. The horse was native to the New World. ![]() |
a. Prior to Da Vinci, most artists were nobility. ![]() |
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b. Prior to Da Vinci, most artists were lower-class artisans. ![]() |
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c. Prior to Da Vinci, most artists were wealthy but lower than nobility. ![]() |
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d. Prior to Da Vinci, most artists were regarded like kings and queens. ![]() |
a. Through pendulum experiments ![]() |
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b. By understanding the effects of gravity ![]() |
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c. After dropping balls from the Tower of Pisa ![]() |
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d. By using a 20-powered telescope ![]() |
a. Expanding air ![]() |
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b. Human-powered cranks ![]() |
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c. A waterwheel ![]() |
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d. A vacuum ![]() |
a. Marxist theorists teaching at Oxford ![]() |
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b. Craftsmen who destroyed textile machines ![]() |
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c. Wives of cotton factory workers ![]() |
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d. Miners who went on strike ![]() |
a. A mechanical philosophy ![]() |
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b. Aristotle's philosophy ![]() |
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c. Copernicus's conception of the universe ![]() |
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d. The Industrial Revolution ![]() |
a. Members of the Royal Society of Science ![]() |
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b. Monks of the Augustinian order ![]() |
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c. Jesuits of the Collegio Romano ![]() |
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d. Oxford University ![]() |
a. A bridge ![]() |
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b. A carriage ![]() |
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c. A steam engine ![]() |
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d. A printing press ![]() |
a. The family could run a small factory from the home. ![]() |
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b. Women more often stayed at home, which was now distinct from work. ![]() |
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c. Women would care for children in the factory environment. ![]() |
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d. Working class families quickly enjoyed the benefits of industrial society. ![]() |
a. He founded the Royal Society of Science. ![]() |
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b. He developed a mathematical explanation of bodies in motion from planets to falling apples. ![]() |
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c. He was the first to publicly support Copernicus. ![]() |
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d. He wrote in a style accessible to a wide audience. ![]() |
a. The division of labor ![]() |
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b. Steam-powered machines ![]() |
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c. Interchangeable parts ![]() |
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d. Employing women and children at low wage ![]() |
a. The invention of the steam train ![]() |
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b. Organization of spinning and weaving in factories ![]() |
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c. New farming technologies and a boom in agricultural productivity ![]() |
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d. More humane labor laws ![]() |
a. To determine the speed of the earth's rotation ![]() |
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b. To prove the Copernican system ![]() |
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c. To understand the mechanics of motion ![]() |
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d. To understand Aristotle's theories ![]() |
a. Galileo made the representative of medieval cosmology a fool. ![]() |
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b. Galileo claimed that everything in the Bible was wrong. ![]() |
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c. Galileo was sympathetic to Ptolemy. ![]() |
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d. Galileo failed to include the voice of the Pope. ![]() |
a. He did not dedicate any of his work to the Pope. ![]() |
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b. He tutored leading religious figures in astronomy. ![]() |
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c. He found passages in the Bible that suggested the earth moved around the sun. ![]() |
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d. In the preface to his major work, he stated it was intended only for mathematicians. ![]() |
a. Steam ships became a part of the culture of subjugated nations. ![]() |
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b. Steam ships transported thousands of British soldiers to the coast of Africa. ![]() |
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c. Steam ships lay the first Trans-Atlantic cable. ![]() |
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d. Steam ships allowed imperialists to move deeper into foreign territories. ![]() |
a. The cost of shipping soap ![]() |
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b. The difficulty of keeping sailors healthy ![]() |
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c. The difficulty of getting natives to work ![]() |
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d. The white man's belief that he needed to civilize the natives ![]() |
a. It was necessary to lay track on flatland rather than mountainous. ![]() |
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b. Steam power would render the work of the farmers in the foreground obsolete. ![]() |
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c. Technologies of imperialism clear the West of Indians and buffalo. ![]() |
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d. Advances in steam technology lagged behind advances in telegraphy. ![]() |
a. Colombia encouraged Panama's uprising. ![]() |
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b. Colombia rejected American plans and sought a more lucrative deal. ![]() |
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c. Colombia declared war on the US. ![]() |
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d. Colombia allied with the Panamanians against the US. ![]() |
a. To force the Japanese to trade with the US ![]() |
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b. To demonstrate the usefulness of the Panama Canal ![]() |
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c. To build railroads ![]() |
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d. To test the efficiency of coal-powered steam ships ![]() |
a. He wanted to force the French out of Panama. ![]() |
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b. He wanted to expand the Navy and increase its presence in the Pacific Ocean. ![]() |
||
c. He wanted to strengthen Colombia. ![]() |
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d. He was preparing to attack Japan. ![]() |
a. The Transcontinental Railroad interrupted Indian irrigation systems. ![]() |
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b. The Transcontinental Railroad disrupted buffalo migration patterns. ![]() |
||
c. The Transcontinental Railroad brought more white settlement to Indian lands. ![]() |
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d. White buffalo hunters could travel easily to the Plains. ![]() |
a. To maximize profits ![]() |
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b. To showcase advanced technology to the world ![]() |
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c. To better communicate with its vast colonial holdings ![]() |
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d. To get ahead of the Germans, who had neglected to maintain the infrastructure it built ![]() |
a. The Japanese believed the ships were alive. ![]() |
||
b. The Japanese were suggesting that the Americans were monstrous or barbaric. ![]() |
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c. The cannons on board resembled eyes. ![]() |
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d. Perry had eyes painted on his warships. ![]() |
a. Savagery ![]() |
||
b. Barbarism ![]() |
||
c. Civilization ![]() |
||
d. Rational ![]() |
a. By showcasing the wonders of electric cars ![]() |
||
b. By depicting Thomas Edison surrounded by electrical appliances ![]() |
||
c. By targeting women in articles, magazines, and exhibitions ![]() |
||
d. By showing how easily men could use the new appliances ![]() |
a. A network of human and non-human actors ![]() |
||
b. A union of hardware, software, physical surroundings, and people ![]() |
||
c. A means of processing complex data ![]() |
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d. A means of communicating over long distances ![]() |
a. The science of motion ![]() |
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b. The science of chemical reactions ![]() |
||
c. The science of atomic reactions ![]() |
||
d. The science of heat ![]() |
a. Rubber ![]() |
||
b. Cotton ![]() |
||
c. Electrical ![]() |
||
d. Iron ![]() |
a. Copper ![]() |
||
b. Aluminum ![]() |
||
c. Steel ![]() |
||
d. Tin ![]() |
a. Britain surpassed Germany in industrial production. ![]() |
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b. Germany accounted for 90 percent of world industrial production. ![]() |
||
c. Germany excelled in metallurgy but not in chemical and electrical industries. ![]() |
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d. Germany surpassed Britain in industrial production. ![]() |
a. The keeping of accurate time clocks for all shifts ![]() |
||
b. The application of time and motion studies to increase worker efficiency ![]() |
||
c. The computerization of management tasks ![]() |
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d. The analysis of managers' behaviors to increase their efficiency ![]() |
a. The ICE had already replaced battery power. ![]() |
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b. The ICE had replaced battery power but not steam power. ![]() |
||
c. There were still more steam- and battery-powered cars than gas-powered cars. ![]() |
||
d. Ford's Model T (ICE) already dominated the market. ![]() |
a. Female operators ![]() |
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b. Telephone wiring ![]() |
||
c. AT&T ![]() |
||
d. The telegraph ![]() |
a. The use of coke in iron smelting ![]() |
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b. The Bessemer Process of steel production ![]() |
||
c. The electric generator ![]() |
||
d. The internal combustion engine ![]() |
a. The steam engine ![]() |
||
b. Electric cars ![]() |
||
c. The generator ![]() |
||
d. The telegraph ![]() |
a. The company had drilled on lands illegally. ![]() |
||
b. The company had monopolized and restrained trade. ![]() |
||
c. The company had charged the US government with interfering in its business. ![]() |
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d. The company had contracted overseas illegally. ![]() |
a. Nixon wanted to attract a wider audience. ![]() |
||
b. Nixon wanted to show how Americans had improved Soviet technologies. ![]() |
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c. Nixon wanted to be sure that the Soviets did not censure the president's words. ![]() |
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d. Nixon wanted to show how capitalism improved domestic life. ![]() |
a. It was morally wrong to drop an atomic bomb on Japan. ![]() |
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b. He urged the president to keep university research separate from wartime needs. ![]() |
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c. His theories should not be used by government physicists. ![]() |
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d. Germany might be working on an atomic weapon. ![]() |
a. The French put forth a cease-fire ordinance. ![]() |
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b. The Allies bombed the German cylinders before they opened. ![]() |
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c. Mustard gas killed thousands of German soldiers. ![]() |
||
d. Chlorine gas drifted toward the French line. ![]() |
a. He produced highly enriched uranium. ![]() |
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b. He produced the first nuclear chain reaction. ![]() |
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c. He produced the first nuclear bomb. ![]() |
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d. He convinced the physics department to discontinue research on uranium. ![]() |
a. War released hidden impulses that disturbed a civilized mind. ![]() |
||
b. Shell shock was a physical disorder caused by experiencing heavy fire. ![]() |
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c. Sufferers treated the enemy like a father figure. ![]() |
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d. Sufferers had too weak a sense of manliness. ![]() |
a. A program to indoctrinate peasants with Soviet ideology ![]() |
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b. A new network of universities designed to teach Soviet science ![]() |
||
c. A means of forcing scientists and engineers to work for the state ![]() |
||
d. A US-led effort to spread ideas of freedom within the USSR ![]() |
a. The US began to dismantle its stockpile of chemical weapons. ![]() |
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b. The US continued to research and develop new chemical weapons. ![]() |
||
c. The US stockpiled existing weapons, but discontinued research. ![]() |
||
d. The US sold its entire stockpile of chemical weapons to France and England. ![]() |
a. How to start nuclear fission ![]() |
||
b. How to put a satellite into orbit ![]() |
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c. How to fit a bomber with an atomic bomb ![]() |
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d. How to place a nuclear warhead on a rocket ![]() |
a. To prepare for a bombing campaign ![]() |
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b. To promote joint aerospace engineering programs between the two nations ![]() |
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c. To encourage US spying from aircrafts ![]() |
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d. To encourage Soviet advances in aerospace engineering ![]() |
a. Major factory owners spent millions funding the war. ![]() |
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b. One nation, Britain, was able to mass produce equipment and food for its soldiers. ![]() |
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c. Developments in metallurgy, chemistry, and electricity found application in war. ![]() |
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d. It was the first wartime stalemate. ![]() |
a. He created DARPA. ![]() |
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b. He built the Difference Engine. ![]() |
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c. He developed the first calculating machine to use zeros and ones. ![]() |
||
d. He headed Project Ultra. ![]() |
a. With super-powered electron microscopes ![]() |
||
b. With super-powered telescopes ![]() |
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c. By colliding protons in CERN’s Large Hadron Collider ![]() |
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d. By conducting experiments on Mars ![]() |
a. The television promotes a form of patriarchy in society. ![]() |
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b. Humans can alter their televisions, and televisions change human behavior. ![]() |
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c. By 2050, humans will no longer need televisions to acquire news of the world. ![]() |
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d. The television determines all aspects of human society. ![]() |
a. Explosion of the Space Shuttle Challenger ![]() |
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b. Three-Mile Island meltdown ![]() |
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c. Chernobyl meltdown ![]() |
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d. The atomic bombing of Nagasaki ![]() |
a. Deciding whether a patient is dead or not ![]() |
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b. Deciding whether technology should be used in the hospital ![]() |
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c. Deciding whether to inform the patient’s family of the situation ![]() |
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d. Deciding who gets an organ transplant ![]() |
a. The Chinese government quickly warned citizens about the danger. ![]() |
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b. Citizens reported on buildings that were under code. ![]() |
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c. The Chinese government allowed Facebook so victims could share their stories. ![]() |
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d. The earthquake knocked out all social media for weeks. ![]() |
a. Do computer programs have feelings? ![]() |
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b. Can engineers develop a program to determine the gender of computer users? ![]() |
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c. Can a program be designed to help women form more masculine thinking patterns? ![]() |
||
d. Do women program differently than men do? ![]() |
a. Nuclear waste is easy to store. ![]() |
||
b. Uranium is widely available in the world. ![]() |
||
c. Nations avoid combining their nuclear energy programs with weapons programs. ![]() |
||
d. Decommissioned nuclear warheads can be converted into electricity. ![]() |
a. Creating a half man, half calf ![]() |
||
b. Creating a glowing kitten ![]() |
||
c. Producing a human eye from stem cells ![]() |
||
d. Transplanting a human brain ![]() |
a. Natural gas produces virtually no carbon emissions. ![]() |
||
b. The cost of maintaining aircraft carriers in the Persian Gulf is too high. ![]() |
||
c. Fracking can leak chemicals into underground water. ![]() |
||
d. OPEC prices gas more favorably than oil. ![]() |
a. When one nation hacks another nation’s computers to access data concerning a secret weapons program ![]() |
||
b. When one nation remotely attacks the electrical infrastructure of another nation’s nuclear facilities ![]() |
||
c. When an institution monitors the e-mail activity of its employees ![]() |
||
d. When citizens orchestrate systems failures at a bank as a form of protest ![]() |
a. The low pay of certain NASA engineers ![]() |
||
b. A faulty O-ring ![]() |
||
c. Competition with the Soviet space agency ![]() |
||
d. The tendency for certain managers to contain problems without communicating forward ![]() |
a. Britain ![]() |
||
b. Sweden ![]() |
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c. China ![]() |
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d. Canada ![]() |