| a. Techne | ||
| b. Experimentation | ||
| c. Imitation of nature | ||
| d. Nous |
| a. A means of draining water from mines | ||
| b. The outside opening into a mine | ||
| c. A hoisting device | ||
| d. A horizontal tunnel near the ore |
| a. Metal | ||
| b. Aggregate | ||
| c. Volcanic dust | ||
| d. Mud |
| a. To serve as a place of worship | ||
| b. To demonstrate the connection between the imperial family and all the gods | ||
| c. To store grain for the city | ||
| d. To house sporting events for the populace |
| a. Carrying torches | ||
| b. Opening shafts for sunlight | ||
| c. Using oil lamps | ||
| d. Lighting bonfires |
| a. Ancient Roman | ||
| b. Ancient Greek | ||
| c. Medieval European | ||
| d. Medieval Chinese |
| a. Roman architects incorporated arches, vaults, and domes. | ||
| b. Roman architects built massive pyramids. | ||
| c. Roman architects stressed harmonious proportions above all. | ||
| d. Roman architects built great cathedrals. |
| a. Roman roads made frequent turns. | ||
| b. Roman soldiers relied heavily on the roads. | ||
| c. Surveyors determined the road's direction. | ||
| d. Roman roads were built with consideration for water drainage. |
| a. They constructed adits to drain mines. | ||
| b. They used steam pumps to drain mines. | ||
| c. They used waterwheels underground to drain mines. | ||
| d. They used Archimedean screws to drain mines. |
| a. Techne is craft knowledge. | ||
| b. Techne includes experimentation. | ||
| c. Techne is scientific knowledge. | ||
| d. Techne is unchanging truth. |
| a. Geometry | ||
| b. Roman numerals | ||
| c. The abacus | ||
| d. Zero and decimal places |
| a. How to turn lead into silver | ||
| b. How to use a sundial | ||
| c. Roman engineering | ||
| d. How to make and use an astrolabe |
| a. Greek | ||
| b. Latin | ||
| c. Hebrew | ||
| d. Chinese |
| a. Using cannons on the battle field | ||
| b. Shooting bows and arrows on horseback | ||
| c. Using sling shots | ||
| d. Using lances on horseback |
| a. Move the rete. | ||
| b. Focus the telescope on the moon. | ||
| c. Select a star, and determine its altitude. | ||
| d. Lay the device flat on the ground. |
| a. A form of magic that never existed | ||
| b. An early form of chemistry concerning such things as alcohol and gunpowder | ||
| c. A means of surveying | ||
| d. A method of iron production |
| a. He explored no farther than Southeast Asia. | ||
| b. He made it to Hormuz in the Persian Gulf in his final voyage. | ||
| c. He crossed the Indian Ocean and explored the coast of Africa. | ||
| d. He rounded the African continent and entered the Atlantic Ocean. |
| a. Geometry | ||
| b. Calculus | ||
| c. Trigonometry | ||
| d. Addition |
| a. The use of gunpowder in cannons | ||
| b. The process of making paper | ||
| c. The process of preparing gunpowder | ||
| d. Block printing |
| a. Paper | ||
| b. Printing Press | ||
| c. Gunpowder | ||
| d. Moveable type |
| a. Village-level communism | ||
| b. Rule of a king or queen | ||
| c. A set of relationships between lords and serfs | ||
| d. The rule of a powerful few |
| a. Metal smiths were capable of fashioning stirrups. | ||
| b. The Mongols invented the stirrup. | ||
| c. The stirrup was strong enough to support a knight in armor. | ||
| d. The stirrup promoted feudalism. |
| a. When a merchant acted as middleman between wool supplier and weaver | ||
| b. The system of loaning weavers capital | ||
| c. Organizing the machines in factories | ||
| d. Long-distance wool trade with India |
| a. How to build taller, larger cathedrals | ||
| b. How to build cathedrals out of marble | ||
| c. How to build cathedrals out of cement | ||
| d. How to build cathedrals on river beds |
| a. Women had little role in the crafts. | ||
| b. The shop owners kept their wives out of public view. | ||
| c. Shop owners and their wives could work together to maintain a shop. | ||
| d. Women could not learn the trade of their husbands. |
| a. The Pantheon | ||
| b. A medieval shop | ||
| c. The Tower of Pisa | ||
| d. Chartres Cathedral |
| a. Flying buttresses | ||
| b. Pointed arches | ||
| c. Stained glass windows | ||
| d. Stone barrel vault |
| a. To organize worship | ||
| b. To promote free market competition between producers | ||
| c. To regulate the production, standards, and marketing of a craft or trade | ||
| d. To defend workers from factory owners |
| a. Because artists use it today | ||
| b. Because it dates to the 14th century | ||
| c. Because it is about painting | ||
| d. Because it was written in Italian |
| a. Plows were made heavy with a moldboard. | ||
| b. Slaves pulled the plows. | ||
| c. Plows were mechanized. | ||
| d. Plows were put on wheels. |
| a. The Military Revolution thesis should be revised to account for Prussia. | ||
| b. The Military Revolution thesis may be true. | ||
| c. The Military Revolution thesis is false. | ||
| d. Large armies do not require substantial state backing. |
| a. Spain's "outdated" tactics remained influential throughout the 17th century. | ||
| b. Spain never competed well against better developed states. | ||
| c. Spain adopted many French military innovations. | ||
| d. Spain was the first kingdom to employ cannon on the battlefield. |
| a. To press down on the structure | ||
| b. To house a fog light for ships | ||
| c. To store building machines | ||
| d. To allow air to ventilate the building |
| a. The caravel's large size could withstand heavy waves. | ||
| b. The caravel was small, light, and could sail into the wind. | ||
| c. The caravel's large size could accommodate many soldiers. | ||
| d. The caravel's steel rudder was highly durable. |
| a. He baptized hundreds of natives. | ||
| b. He found gold and silver among the Aztecs. | ||
| c. He discovered Cuba and Hispaniola. | ||
| d. He crossed the Isthmus of Panama, suggesting a new route to the East. |
| a. To demonstrate the color of his proposed dome | ||
| b. To symbolize his displeasure at having lost the competition for the Baptistery doors | ||
| c. Because the Medici enjoyed eating eggs | ||
| d. To demonstrate the shape of his proposed structure |
| a. He was a rebel without an institutional base. | ||
| b. He always placed painting ahead of engineering in importance. | ||
| c. He continually attempted to serve noble patrons. | ||
| d. He never managed to remove himself from the world of common artisans. |
| a. He sought to begin anew without consideration for prior architects. | ||
| b. He rejected most classical learning and built on medieval examples. | ||
| c. He revived classical architects like Vitruvius. | ||
| d. He revived medieval architects like Abbot Suger. |
| a. Likely invented first in Korea, Gutenberg independently developed a similar process. | ||
| b. Gutenberg first invented the process after having traveled to China. | ||
| c. Gutenberg's assistant invented it, but as the master, Gutenberg took credit for inventing moveable type. | ||
| d. Gutenberg stumbled upon the invention while printing the Bible. |
| a. Wooden blocks | ||
| b. Reusable wooden pieces | ||
| c. Reusable metallic pieces | ||
| d. A mechanical printing press |
| a. The New World had more large mammals. | ||
| b. Columbus introduced the IIama into the New World. | ||
| c. The Old World had more large mammals. | ||
| d. The horse was native to the New World. |
| a. Prior to Da Vinci, most artists were nobility. | ||
| b. Prior to Da Vinci, most artists were lower-class artisans. | ||
| c. Prior to Da Vinci, most artists were wealthy but lower than nobility. | ||
| d. Prior to Da Vinci, most artists were regarded like kings and queens. |
| a. Through pendulum experiments | ||
| b. By understanding the effects of gravity | ||
| c. After dropping balls from the Tower of Pisa | ||
| d. By using a 20-powered telescope |
| a. Expanding air | ||
| b. Human-powered cranks | ||
| c. A waterwheel | ||
| d. A vacuum |
| a. Marxist theorists teaching at Oxford | ||
| b. Craftsmen who destroyed textile machines | ||
| c. Wives of cotton factory workers | ||
| d. Miners who went on strike |
| a. A mechanical philosophy | ||
| b. Aristotle's philosophy | ||
| c. Copernicus's conception of the universe | ||
| d. The Industrial Revolution |
| a. Members of the Royal Society of Science | ||
| b. Monks of the Augustinian order | ||
| c. Jesuits of the Collegio Romano | ||
| d. Oxford University |
| a. A bridge | ||
| b. A carriage | ||
| c. A steam engine | ||
| d. A printing press |
| a. The family could run a small factory from the home. | ||
| b. Women more often stayed at home, which was now distinct from work. | ||
| c. Women would care for children in the factory environment. | ||
| d. Working class families quickly enjoyed the benefits of industrial society. |
| a. He founded the Royal Society of Science. | ||
| b. He developed a mathematical explanation of bodies in motion from planets to falling apples. | ||
| c. He was the first to publicly support Copernicus. | ||
| d. He wrote in a style accessible to a wide audience. |
| a. The division of labor | ||
| b. Steam-powered machines | ||
| c. Interchangeable parts | ||
| d. Employing women and children at low wage |
| a. The invention of the steam train | ||
| b. Organization of spinning and weaving in factories | ||
| c. New farming technologies and a boom in agricultural productivity | ||
| d. More humane labor laws |
| a. To determine the speed of the earth's rotation | ||
| b. To prove the Copernican system | ||
| c. To understand the mechanics of motion | ||
| d. To understand Aristotle's theories |
| a. Galileo made the representative of medieval cosmology a fool. | ||
| b. Galileo claimed that everything in the Bible was wrong. | ||
| c. Galileo was sympathetic to Ptolemy. | ||
| d. Galileo failed to include the voice of the Pope. |
| a. He did not dedicate any of his work to the Pope. | ||
| b. He tutored leading religious figures in astronomy. | ||
| c. He found passages in the Bible that suggested the earth moved around the sun. | ||
| 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. | ||
| b. Steam ships transported thousands of British soldiers to the coast of Africa. | ||
| c. Steam ships lay the first Trans-Atlantic cable. | ||
| d. Steam ships allowed imperialists to move deeper into foreign territories. |
| a. The cost of shipping soap | ||
| b. The difficulty of keeping sailors healthy | ||
| c. The difficulty of getting natives to work | ||
| 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. | ||
| b. Steam power would render the work of the farmers in the foreground obsolete. | ||
| c. Technologies of imperialism clear the West of Indians and buffalo. | ||
| d. Advances in steam technology lagged behind advances in telegraphy. |
| a. Colombia encouraged Panama's uprising. | ||
| b. Colombia rejected American plans and sought a more lucrative deal. | ||
| c. Colombia declared war on the US. | ||
| d. Colombia allied with the Panamanians against the US. |
| a. To force the Japanese to trade with the US | ||
| b. To demonstrate the usefulness of the Panama Canal | ||
| c. To build railroads | ||
| d. To test the efficiency of coal-powered steam ships |
| a. He wanted to force the French out of Panama. | ||
| b. He wanted to expand the Navy and increase its presence in the Pacific Ocean. | ||
| c. He wanted to strengthen Colombia. | ||
| d. He was preparing to attack Japan. |
| a. The Transcontinental Railroad interrupted Indian irrigation systems. | ||
| b. The Transcontinental Railroad disrupted buffalo migration patterns. | ||
| c. The Transcontinental Railroad brought more white settlement to Indian lands. | ||
| d. White buffalo hunters could travel easily to the Plains. |
| a. To maximize profits | ||
| b. To showcase advanced technology to the world | ||
| c. To better communicate with its vast colonial holdings | ||
| 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. | ||
| c. The cannons on board resembled eyes. | ||
| 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 | ||
| d. A means of communicating over long distances |
| a. The science of motion | ||
| 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. | ||
| b. Germany accounted for 90 percent of world industrial production. | ||
| c. Germany excelled in metallurgy but not in chemical and electrical industries. | ||
| 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 | ||
| d. The analysis of managers' behaviors to increase their efficiency |
| a. The ICE had already replaced battery power. | ||
| 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 | ||
| b. Telephone wiring | ||
| c. AT&T | ||
| d. The telegraph |
| a. The use of coke in iron smelting | ||
| 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. | ||
| 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. | ||
| c. Nixon wanted to be sure that the Soviets did not censure the president's words. | ||
| d. Nixon wanted to show how capitalism improved domestic life. |
| a. It was morally wrong to drop an atomic bomb on Japan. | ||
| b. He urged the president to keep university research separate from wartime needs. | ||
| c. His theories should not be used by government physicists. | ||
| d. Germany might be working on an atomic weapon. |
| a. The French put forth a cease-fire ordinance. | ||
| b. The Allies bombed the German cylinders before they opened. | ||
| c. Mustard gas killed thousands of German soldiers. | ||
| d. Chlorine gas drifted toward the French line. |
| a. He produced highly enriched uranium. | ||
| b. He produced the first nuclear chain reaction. | ||
| c. He produced the first nuclear bomb. | ||
| 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. | ||
| c. Sufferers treated the enemy like a father figure. | ||
| d. Sufferers had too weak a sense of manliness. |
| a. A program to indoctrinate peasants with Soviet ideology | ||
| 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. | ||
| 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 | ||
| c. How to fit a bomber with an atomic bomb | ||
| d. How to place a nuclear warhead on a rocket |
| a. To prepare for a bombing campaign | ||
| b. To promote joint aerospace engineering programs between the two nations | ||
| c. To encourage US spying from aircrafts | ||
| d. To encourage Soviet advances in aerospace engineering |
| a. Major factory owners spent millions funding the war. | ||
| b. One nation, Britain, was able to mass produce equipment and food for its soldiers. | ||
| c. Developments in metallurgy, chemistry, and electricity found application in war. | ||
| d. It was the first wartime stalemate. |
| a. He created DARPA. | ||
| b. He built the Difference Engine. | ||
| 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 | ||
| c. By colliding protons in CERN's Large Hadron Collider | ||
| d. By conducting experiments on Mars |
| a. The television promotes a form of patriarchy in society. | ||
| b. Humans can alter their televisions, and televisions change human behavior. | ||
| c. By 2050, humans will no longer need televisions to acquire news of the world. | ||
| d. The television determines all aspects of human society. |
| a. Explosion of the Space Shuttle Challenger | ||
| b. Three-Mile Island meltdown | ||
| c. Chernobyl meltdown | ||
| d. The atomic bombing of Nagasaki |
| a. Deciding whether a patient is dead or not | ||
| b. Deciding whether technology should be used in the hospital | ||
| c. Deciding whether to inform the patient's family of the situation | ||
| d. Deciding who gets an organ transplant |
| a. The Chinese government quickly warned citizens about the danger. | ||
| b. Citizens reported on buildings that were under code. | ||
| c. The Chinese government allowed Facebook so victims could share their stories. | ||
| d. The earthquake knocked out all social media for weeks. |
| a. Do computer programs have feelings? | ||
| b. Can engineers develop a program to determine the gender of computer users? | ||
| 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 | ||
| c. China | ||
| d. Canada |