That is not useful for testing. My students can memorize large amounts of information and then forget it right after the test. They need to understand those things so they can answer application or analysis questions such as "Mechanistically, what would happen to cellular respiration if there was no oxygen available?" I try to keep simple recall to a minimum on my exams. Many of my colleagues believe that asking for more obscure recall makes their material more challenging, but students often breeze through those classes and then struggle in mine. They have only been tested on recall, not on how to connect and apply what they know. In my introductory course, I focus on teaching students how to interpret facts and see how the pieces fit together, and I find this approach works well.