MOOC3 Exam-Questions and Answers 100% Pass/Verified
1. Understand the importance and function of critical thinking in academic culture.
6. Identify types of argument, and bias within arguments, in order to better evaluate the
strength of arguments. - ✔✔3.1.1.1, Which of the following are learning objectives for this
MOOC?
Check all that apply.
1. Understand the importance and function of critical thinking in academic culture.
2. Recognize the importance & function of problem solving & creative thought within
academic study.
3. Communicate clearly across a variety of different contexts and to a wide range of
audiences by adapting communicative styles appropriately according to cultural and societal
expectations.
4. Apply problem-solving strategies to issues related to university life & study.
5. Critically evaluate the reliability of sources for an academic context.
6. Identify types of argument, and bias within arguments, in order to better evaluate the
strength of arguments.
3. In video questions & polls
5. Short quizzes after each lesson - ✔✔3.1.1.2, Which of the following are NON-assessed
activities on this MOOC?
Check all that apply.
1. Final summative assessment
2. Quizzes after each module.
3. In video questions & polls
4. Discussion board posts
5. Short quizzes after each lesson
35% - ✔✔3.1.1.3, What percentage of your total marks is the final summative assessment
worth?
Check one option only.
A. 5%
,B. 15%
C. 50%
D. 35%
1. Academic integrity
3. Critical thinking
4. Intellectual inquiry and communication
5. Ethical contribution - ✔✔3.1.2.1, Which of the following are some of the core values and
expectations of academic culture mentioned by academics in 1.2a?
Check all that apply.
1. Academic integrity
2. Freedom
3. Critical thinking
4. Intellectual inquiry and communication
5. Ethical contribution
6. The contingency of knowledge
A slippery eel - ✔✔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
An attempt to defend, validate or explain a conclusion using specific reasons or evidence -
✔✔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
1. How to ask for help
2. Resilience - ✔✔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
Because he was pushed to think in new ways - ✔✔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
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. - ✔✔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.
, Mohammed isn't required to do anything. - ✔✔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.
Bring this to his professor's attention as soon as possible. - ✔✔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.
1. Understand the importance and function of critical thinking in academic culture.
6. Identify types of argument, and bias within arguments, in order to better evaluate the
strength of arguments. - ✔✔3.1.1.1, Which of the following are learning objectives for this
MOOC?
Check all that apply.
1. Understand the importance and function of critical thinking in academic culture.
2. Recognize the importance & function of problem solving & creative thought within
academic study.
3. Communicate clearly across a variety of different contexts and to a wide range of
audiences by adapting communicative styles appropriately according to cultural and societal
expectations.
4. Apply problem-solving strategies to issues related to university life & study.
5. Critically evaluate the reliability of sources for an academic context.
6. Identify types of argument, and bias within arguments, in order to better evaluate the
strength of arguments.
3. In video questions & polls
5. Short quizzes after each lesson - ✔✔3.1.1.2, Which of the following are NON-assessed
activities on this MOOC?
Check all that apply.
1. Final summative assessment
2. Quizzes after each module.
3. In video questions & polls
4. Discussion board posts
5. Short quizzes after each lesson
35% - ✔✔3.1.1.3, What percentage of your total marks is the final summative assessment
worth?
Check one option only.
A. 5%
,B. 15%
C. 50%
D. 35%
1. Academic integrity
3. Critical thinking
4. Intellectual inquiry and communication
5. Ethical contribution - ✔✔3.1.2.1, Which of the following are some of the core values and
expectations of academic culture mentioned by academics in 1.2a?
Check all that apply.
1. Academic integrity
2. Freedom
3. Critical thinking
4. Intellectual inquiry and communication
5. Ethical contribution
6. The contingency of knowledge
A slippery eel - ✔✔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
An attempt to defend, validate or explain a conclusion using specific reasons or evidence -
✔✔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
1. How to ask for help
2. Resilience - ✔✔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
Because he was pushed to think in new ways - ✔✔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
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. - ✔✔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.
, Mohammed isn't required to do anything. - ✔✔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.
Bring this to his professor's attention as soon as possible. - ✔✔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.
