Note: depending what ai you are using, this may exceed the maximum length. I’d recommend Microsoft copilot.
The quality is pretty hit and miss, but you might get lucky and get 1 or 2 good questions in a set.
The questions on this site were made using this prompt, but then I modified them to improve the quality (which I found faster than writing questions from scratch).
Using the provided authentic GAMSAT Section 3 question set as a benchmark, generate a new question set (1 stem, 2-6 questions) that closely mirrors its intellectual rigor and cognitive complexity. Base each question stem on carefully selected passages from peer-reviewed scientific journal articles or equivalent scholarly sources. Ensure that the language is formal, precise, and reflects the advanced reasoning and psychological subtlety characteristic of ACER’s official GAMSAT Section 3. Your questions should challenge higher-order thinking skills, including analysis, synthesis, and evaluation, while maintaining clarity and coherence. Avoid oversimplification or superficial questioning.
Below is information detailing the general requirements of Section 3: Section 3 features integrated biology, chemistry, and physics multiple-choice questions with varied stimuli (text, math, graphs, etc.). It assesses reasoning, problem-solving, data analysis, hypothesis testing, and application of basic science knowledge, at the grade 10-11 level. The emphasis is on applying foundational knowledge to solve problems. Test takers have approximately 2 minutes per question.
Use a stimulus that presents unfamiliar applications of foundational science concepts (biology, chemistry, or physics) taught up to year 11, avoiding topics that require undergraduate-level understanding. The passage may include novel contexts or experimental data, but the underlying science should be accessible to someone with high school content knowledge. Ensure each question requires at least two steps of reasoning, involves data interpretation or competing explanations, and uses plausible but incorrect distractors that test for common misconceptions or overapplication of prior knowledge. Avoid rote formula use. Challenge the candidate’s ability to reason through scientific ambiguity, not just recall.
While maintaining ACER-style rigor, ensure that each question includes sufficient contextual detail or hints to guide the reasoning process, so that well-prepared candidates can trace the logic independently of external expertise.
Ensure that incorrect answer choices (distractors) are scientifically plausible but clearly distinguishable from the correct answer. Distractors should reflect common reasoning errors or overextensions of prior knowledge, but must be phrased in a way that is accessible to a well-prepared high school graduate. Avoid jargon-heavy or obscure phrasing.
Use jesse osborne's sample question walkthrough youtube videos as a guide for the type of reasoning required.
Use only the principles and instructions outlined in this prompt to guide question construction. Do not draw from prior knowledge, external data, or examples unless explicitly included here.
Topic and reasoning skills must be selected randomly from across biology, chemistry, or physics. Do not select based on user history, prior chats, or topic frequency.
List answer options in the form A-D with each option on a new line. Return the generated question set as plain text, not in an interactive quiz format or HTML.
1. Einstein’s theory of special relativity describes the distortion of time and length when observed from differing frames of reference, inertial reference frames, with a large velocity difference, v, close to the speed of light, c.
The theory explains the apparent dilation or slowing of time when measured on a moving clock relative to the observer and the contraction of apparent length. Actual time, $t_0$ is that which is measured on the device in the same inertial reference frame as the observer and dilated time, $t$ is measured on the device in the moving inertial reference frame relative to the observer. Likewise, actual length, $l_0$ and contracted length, $l$ are described in the same way.
$$
t=\\gamma t_0
$$
$$
l=\\frac{l_0}{\\gamma}
$$
where $\\gamma$ is the Lorentz factor, calculated as
$$
⁍
$$
Because this is a distortion of perception, this phenomenon only applies to observations of velocity that is perpendicular to the observer’s viewing direction.
**Question 1**
At what approximate percentage of the speed of light would an object need to be travelling to appear to be half of its actual length?
A. 50%
B. 75%
C. 99%
D. 85%
**Question 2**
Which of the following graphs correctly describes the change in time and length with increasing velocity?
**Question 3**
If an Astronaut on the surface of the moon sees a comet hurtling directly towards them at a speed of 0.99c, what proportion of its actual width would it appear to be according to the astronaut?
A. 14%
B. 40%
C. 99%
D. 100%
**Question 4**
Which of the following observations would produce the greatest contraction in absolute length, measured in cm?
A. A 4.8m long formula one car observed as it crosses the finish line at 320 km/hr.
B. A 4cm diameter golf ball observed as it travels at 220 km/hr.
C. A 80m long plane travelling at 720 km/hr.
D. A 16m long bus travelling at 100 km/hr.
**Oxidation States**
Below is a table containing the potential oxidation states of four metals W, X, Y, and Z.
| W | X | Y | Z |
| --- | --- | --- | --- |
| - | - | 5+ | - |
| - | 4+ | 4+ | - |
| - | 3+ | 3+ | - |
| 2+ | 2+ | 2+ | - |
| 1+ | 1+ | 1+ | 1+ |
| 0 | 0 | 0 | 0 |
| - | 1- | - | - |
| - | 2- | - | - |
| - | 3- | - | - |
| - | - | - | - |
Metal oxides are the result of oxidation of metals in certain redox reaction.
Metals can also bind to other anions called ligands to form metal-ligand complexes (coordination complexes). An example of a coordination complex is show below
This particular corodination complex has six ligands attached to the central metal (M) and therefore has a coordination number of six. It also has a formal charge of 3-
Metal-ligand complexes can also bind to other oxidised metals in the same way that oxides can attach to metals to form metal oxides.
Metal oxides can be classified as being of the $nth$ degree where there are $n$ metal ions per metal oxide molecule. For example, Sodium Oxide $Na_2O$ is a 2nd degree metal oxide. The same system can be applied to metal ligand complexes.
**Question 1**
Given the following chemical reaction
$$
4MHCO_3+AO_2 \\rightleftharpoons 2M_2O+A(OH)_4+4CO
$$
where M and A are unknown species of metal
M and A could be
A. metals W and X but not Y and Z
B. metals W and Y but not X and Z
C. metals X & Z but not W and Y
D. metals X & Y but not W and Z
**Question 2**
In the potassium salt, $K_2[MCl_4]$, the metal M could be metal
A. W only
B. W, X, or Y, but not Z
C. W or Y but not X or Z
D. X or Z but not W or Y
**Question 3**
If metal Y is oxidised, which of the following is **not** a possible oxidant?
A. $X_2O$
B. $Y(OH)_4$
C. $WNH_3$
D. $Na[Z(NH_3)_5]$
**Question 4**
Which of the metals can form second degree metal oxides?
A. X and Y but not W and Z
B. W and X but not Y and Z
C. W, X, and Y but not Z
D. All of W, X, Y, and Z
Hormone-sensitive lipase (HSL) is an enzyme that, in humans, is encoded by the LIPE gene.
HSL is an intracellular neutral lipase that is capable of hydrolyzing a variety of esters. The enzyme has a long and a short form. The long form is expressed in steroidogenic tissues such as the testis, where it converts cholesteryl esters to free cholesterol for steroid hormone production. The short form is expressed in adipose tissue, among others, where it hydrolyzes stored triglycerides to free fatty acids.
HSL functions to hydrolyze either a fatty acid from a triacylglycerol molecule, freeing a fatty acid and diglyceride, or a fatty acid from a diacylglycerol molecule, freeing a fatty acid and monoglyceride. This process allows energy metabolism in mammals. Another enzyme found in adipose tissue, Adipose Triglyceride Lipase (ATGL), has a higher affinity for triglycerides than HSL, and predominantly acts as the enzyme for triglyceride hydrolysis in the adipocyte. HSL is also known as triglyceride lipase, while the enzyme that cleaves the second fatty acid in the triglyceride is known as diglyceride lipase, and the third enzyme that cleaves the final fatty acid is called monoglyceride lipase. Only the initial enzyme is affected by hormones, hence its hormone-sensitive lipase name. The diglyceride and monoglyceride enzymes are tens to hundreds of times faster, hence HSL is the rate-limiting step in cleaving fatty acids from the triglyceride molecule.
HSL is activated when the body needs to mobilize energy stores, and so responds positively to catecholamines, ACTH. It is inhibited by insulin. Previously, glucagon was thought to activate HSL, however the removal of insulin's inhibitory effects is the source of activation. The lipolytic effect of glucagon in adipose tissue is minimal in humans.
Another important role is the release of cholesterol from cholesteryl esters for use in the production of steroids and cholesterol efflux. Activity of HSL is important in ameliorating the generation of foam cells in atherosclerosis.
**Question 1**
A mutation in the gene responsible for the production of which molecule is least likely to cause significant impact in tryglyceride metabolism in adipose tissue.
A. HSL
B. ACTH
C. ATGL
D. Glucagon
**Question 2**
Consider the following statements
I. HSL would be inhibited immediately following digestion
II. The long and short form of HSL catalyse the production of equivalent products
III. The removal of insulin has an excitatory effect on HSL
Which of the statements are correct?
A. I and II
B. I and III
C. I only
D. II. and III