questionID stringlengths 10 10 | question_text stringlengths 5 324 | answer_choices stringlengths 22 473 | correct_answer stringclasses 7
values | context stringclasses 209
values |
|---|---|---|---|---|
NDQ_000001 | Steps of the scientific method include all of the following except | a. doing background research, b. constructing a hypothesis, c. asking a question, d. proving a theory | d | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000002 | Why do scientists call the Big Bang a theory? | a. It is probably unlikely and therefore not a fact, b. A very well respected scientist proved it to be true, c. Many scientists have agreed upon this explanation after repeated experiments and models have shown it, d. All possible answers to a scientific idea are called theories | c | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000003 | The data collected in an experiment should always be | a. labeled, b. recorded, c. reported, d. all of the above | d | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000004 | Which of the following is not a scientific model? | a. A cross section of an apple that mimics the layers of the Earth, b. A chart with nutritional information about food we eat, c. A computer simulation that can show what will happen to algae in a pond over 10 years given conditions, d. An explanation for the extinction of the dinosaurs that takes into account volcanic... | b | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000005 | If the results of an experiment disprove a hypothesis, then the | a. results should not be reported, b. hypothesis is just a theory, c. data must contain errors, d. none of the above | d | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000006 | Which of the following are good measures to follow when working in the field? | a. Bring sun protection and sufficient water, b. Do not travel without someone who knows the area, c. Bring first aid supplies, d. More than one answer is correct | d | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000007 | A scientist is conducting an experiment to determine which of three building structure types will best withstand the force of an earthquake. Which of the following is most likely to be the dependent variable? | a. The amount of damage each building receives, b. The magnitude of the earthquake, c. The structure of the building, d. The type of soil each building is sitting on | a | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000008 | Which statement about a scientific theory is false? | a. A theory can never be disproven, b. A theory is supported by many observations, c. A theory may develop from a well-supported hypothesis, d. A theory may be rejected if conflicting data are discovere | a | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000009 | Types of scientific models include | a. mathematical equations, b. computer models, c. physical models, d. all of the above | d | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000010 | Conclusions in an experiment | a. Improve with greater and more accurate dat, b. Often lead a researcher to new scientific questions, c. Can agree or disagree with the hypothesis, d. All of the above | d | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000012 | Which of the following is a lab safety rule? | a. You may drink but not eat in the lab, b. You should tie back your hair if it is long, c. You may wear sandals but not flip-flops in the lab, d. You should leave used glassware for your teacher to wash | b | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000014 | representation of something using objects | a. control, b. dependent variable, c. hypothesis, d. independent variable, e. physical model, f. theory, g. scientific method | e | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000017 | factor that is held constant in a scientific experiment | a. control, b. dependent variable, c. hypothesis, d. independent variable, e. physical model, f. theory, g. scientific method | a | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000019 | variable that is changed in an experiment to see how it affects another variable | a. control, b. dependent variable, c. hypothesis, d. independent variable, e. physical model, f. theory, g. scientific method | d | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000021 | scientific explanation that is widely accepted because it has been tested repeatedly and not proven false | a. control, b. dependent variable, c. hypothesis, d. independent variable, e. physical model, f. theory, g. scientific method | f | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000023 | series of logical steps that scientists may use to seek answers to questions | a. control, b. dependent variable, c. hypothesis, d. independent variable, e. physical model, f. theory, g. scientific method | g | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000024 | possible answer to a question that can be tested to see whether it is false | a. control, b. dependent variable, c. hypothesis, d. independent variable, e. physical model, f. theory, g. scientific method | c | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000026 | variable that is measured in an experiment to see how it is affected by another variable | a. control, b. dependent variable, c. hypothesis, d. independent variable, e. physical model, f. theory, g. scientific method | b | Lesson: the nature of science
Scientific Method:
The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followe... |
NDQ_000149 | type of erosion caused by wind-blown sand | a. loess, b. sand dune, c. suspension, d. wind, e. saltation, f. abrasion, g. traction | f | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000150 | type of deposit formed when wind drops very small particles of sediment | a. loess, b. sand dune, c. suspension, d. wind, e. saltation, f. abrasion, g. traction | a | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000151 | how wind carries particles larger than sand | a. loess, b. sand dune, c. suspension, d. wind, e. saltation, f. abrasion, g. traction | g | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000152 | air moving over Earths surface | a. loess, b. sand dune, c. suspension, d. wind, e. saltation, f. abrasion, g. traction | d | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000153 | how wind carries sand | a. loess, b. sand dune, c. suspension, d. wind, e. saltation, f. abrasion, g. traction | e | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000154 | small hill of sand deposited by wind | a. loess, b. sand dune, c. suspension, d. wind, e. saltation, f. abrasion, g. traction | b | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000155 | how wind carries the smallest sediments | a. loess, b. sand dune, c. suspension, d. wind, e. saltation, f. abrasion, g. traction | c | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000156 | Wind drops the sediment it is carrying when it | a. slows down, b. is very moist, c. arrives at a beach, d. reaches a certain altitude | a | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000157 | What is the first step in the formation of a sand dune? | a. Wind carrying sand strikes an obstacle, b. Wind moves particles of sand up a gentle slope, c. Wind moves particles of sand down a slip face, d. Wind deposits particles of silt and clay | a | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000158 | A sand dune migrates because wind keeps | a. reversing its direction, b. blowing sand up and over the dune, c. causing longshore drift, d. none of the above | b | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000159 | Deposits called loess | a. form vertical cliffs, b. have thick rich soil, c. are deposited by wind, d. all of the above | d | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000160 | Loess deposits consist of | a. sand and silt, b. silt and clay, c. clay and gravel, d. gravel and san | b | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000161 | Loess deposits are used for | a. rock climbing, b. gold mining, c. farming, d. none of the above | c | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000162 | Soil is less likely to be eroded by wind if it is | a. located on flat land, b. covered with plants, c. surrounded by trees, d. two of the above | d | Lesson: erosion and deposition by wind
Wind Erosion:
Dust storms like the one in Figure 10.20 are more common in dry climates. The soil is dried out and dusty. Plants may be few and far between. Dry, bare soil is more easily blown away by the wind than wetter soil or soil held in place by plant roots.
How the Wind M... |
NDQ_000472 | geologic era known as the age of reptiles | a. mutation, b. evolution, c. Paleozoic, d. variation, e. adaptation, f. Mesozoic, g. Cenozoic | f | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000473 | When large numbers of organisms die out completely at the same time, it is a(n) ____________. | a. mass evolution, b. mass extinction, c. punctuated equilibrium, d. punctuated evolution | b | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000474 | trait that helps an organism survive or reproduce | a. mutation, b. evolution, c. Paleozoic, d. variation, e. adaptation, f. Mesozoic, g. Cenozoic | e | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000475 | A species changes over time if | a. its environment changes, b. its members contain genetic variations, c. it survives, d. all of these | d | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000476 | random change in a gene | a. mutation, b. evolution, c. Paleozoic, d. variation, e. adaptation, f. Mesozoic, g. Cenozoic | a | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000477 | The Cambrian is best known for | a. a huge mass extinction, b. the swamps that produced massive coal deposits, c. an incredible increase in the number of species, d. the origin of life | c | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000478 | Compared with their ancestors, horses today are | a. very similar, b. smaller than those ice age giants, c. adapted to a different environment, d. none of these | c | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000479 | geologic era in which plants and animals first lived on land | a. mutation, b. evolution, c. Paleozoic, d. variation, e. adaptation, f. Mesozoic, g. Cenozoic | c | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000480 | genetic changes in a population or species over time | a. mutation, b. evolution, c. Paleozoic, d. variation, e. adaptation, f. Mesozoic, g. Cenozoic | b | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000481 | At the end of the Paleozoic, | a. more than 95% of all species went extinct, b. a giant asteroid certainly struck Earth, c. dinosaurs and other land animals went extinct, d. none of these | a | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000483 | geologic era during which human beings evolved | a. mutation, b. evolution, c. Paleozoic, d. variation, e. adaptation, f. Mesozoic, g. Cenozoic | g | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000484 | difference in a genetic trait in a population | a. mutation, b. evolution, c. Paleozoic, d. variation, e. adaptation, f. Mesozoic, g. Cenozoic | d | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000511 | The Cambrian Period occurred at the beginning of the | a. Mesozoic Er, b. Paleozoic Era, c. Phanerozoic Eon, d. two of the above | d | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000512 | Our own species evolved during the | a. Cambrian Period, b. Cenozoic Era, c. Proterozoic Eon, d. two of the above | b | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000513 | Which answer best completes the following sentence? Adaptations help an organism survive ... | a. without new mutations, b. in a specific environment, c. during a given geologic eon, d. in any ecosystem on Earth | b | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000514 | Cacti have traits that help them survive in a | a. tropical rainforest, b. very cold climate, c. desert, d. none of the above | c | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000515 | Variation in a genetic trait is first introduced by | a. mutation, b. evolution, c. adaptation, d. reproduction | a | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000516 | How did Earths climate change during the Phanerozoic Eon? | a. The climate became steadily colder, b. The climate became steadily warmer, c. The climate cycled between warmer and colder, d. none of the above | c | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000517 | Which statement about the Cambrian Period is false? | a. It began about 540 million years ago, b. It had a warm, humid tropical climate, c. It had an explosion of living things, d. It ended with the Permian mass extinction | d | Lesson: history of earths life forms
Biological Diversity:
There are over 1 million species of plants and animals living on Earth today. Scientists think that there are millions more that have not yet been discovered.
Ways to Live in the Environment:
Each organism has the ability to survive in a specific environment... |
NDQ_000947 | Rising air creates an area of | a. high pressure on the surface, b. low pressure near the ground, c. high wind in the stratosphere, d. low temperature close to the surface | b | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000948 | A low pressure zone forms where | a. warm air rises, b. cold air rises, c. water evaporates, d. cold and warm air rapidly mix | a | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000949 | Winds always blow from an area of higher to lower | a. mass, b. density, c. pressure, d. temperature | c | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000950 | Winds blow when | a. warm air rises, b. cool air sinks, c. air flows from high to low pressure, d. air flows from low to high pressure | c | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000951 | Examples of local winds include | a. easterlies, b. westerlies, c. monsoons, d. trade winds | c | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000952 | Rain is most likely to fall as an air mass | a. descends down a mountain range, b. rises up a mountain range, c. rises over the desert, d. none of these | b | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000953 | The time for an airplane to fly between San Francisco and New York relative to NY to SF is | a. greater due to the westerly winds, b. less due to the westerly winds, c. greater due to the easterly winds, d. less due to the easterly winds | b | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000954 | Air that rises over the equator sinks back to the surface at | a. 90 N and S, b. 45 N and S, c. 30 N and S, d. 15 N and S | c | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000955 | North of the equator, the trade winds blow from | a. northeast to southwest, b. northwest to southeast, c. southwest to northeast, d. southeast to northwest | a | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000956 | Precipitation is high | a. in low pressure areas where air is sinking, b. in high pressure areas where air is rising, c. in high pressure areas where air is sinking, d. in low pressure areas where air is rising | d | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000958 | Which statement about jet streams is false? | a. They result from unequal heating, b. They circle the planet, c. They are very fast, d. none of the above | d | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000959 | The northern polar jet stream helps planes fly from | a. east to west, b. west to east, c. south to north, d. north to south | b | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000961 | wind that blows from the land to the ocean during the night | a. global wind, b. jet stream, c. land breeze, d. local wind, e. monsoon, f. sea breeze, g. wind | c | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000964 | fast-moving air current high in the troposphere | a. global wind, b. jet stream, c. land breeze, d. local wind, e. monsoon, f. sea breeze, g. wind | b | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000966 | any air movement that occurs because of unequal heating of the atmosphere | a. global wind, b. jet stream, c. land breeze, d. local wind, e. monsoon, f. sea breeze, g. wind | g | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000968 | wind that blows over a limited area | a. global wind, b. jet stream, c. land breeze, d. local wind, e. monsoon, f. sea breeze, g. wind | d | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000970 | wind that blows between the ocean and land in southern Asia | a. global wind, b. jet stream, c. land breeze, d. local wind, e. monsoon, f. sea breeze, g. wind | e | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000971 | wind that blows from the ocean to the land during the day | a. global wind, b. jet stream, c. land breeze, d. local wind, e. monsoon, f. sea breeze, g. wind | f | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_000973 | wind that occurs in a belt that goes around the planet | a. global wind, b. jet stream, c. land breeze, d. local wind, e. monsoon, f. sea breeze, g. wind | a | Lesson: air movement
Why Air Moves:
Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds. Figure 15.19 shows how this happens. Air in the troposphere is warmer near the ground. The wa... |
NDQ_001025 | A warm front occurs when | a. a cold air mass slides over a warm air mass, b. a warm air mass slides over a cold air mass, c. two warm air masses meet, d. two cold air masses meet | b | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001027 | A cold front in winter will produce | a. thunderstorms and tornadoes, b. strong rain, c. cold temperatures and heavy snow, d. cold temperatures but clear or slightly cloudy skies | c | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001029 | Air masses do not form in temperate zones because | a. the air is too unstable, b. the area is not hot or cold enough to affect the air, c. there is too much rain in the mid-latitudes, d. none of these | a | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001030 | After a cold front passes, the cold air mass is over you and you can expect | a. thunderstorms or snow showers, b. a squall line passing overhead, c. cold weather and clear or partly cloudy skies, d. tornadoes and thunderstorms | c | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001033 | Thunderstorms tend to form | a. in summer and autumn, b. in autumn and winter, c. in winter and spring, d. in spring and summer | d | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001056 | large body of air that has about the same conditions throughout | a. cold front, b. cyclone, c. warm front, d. anticyclone, e. occluded front, f. air mass, g. stationary front | f | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001057 | front that occurs when a cold air mass runs into a warm air mass. | a. cold front, b. cyclone, c. warm front, d. anticyclone, e. occluded front, f. air mass, g. stationary front | a | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001058 | front that occurs when a warm air mass runs into a cold air mass | a. cold front, b. cyclone, c. warm front, d. anticyclone, e. occluded front, f. air mass, g. stationary front | c | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001059 | front that occurs when a warm air mass becomes trapped between two cold air masses | a. cold front, b. cyclone, c. warm front, d. anticyclone, e. occluded front, f. air mass, g. stationary front | e | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001060 | front that occurs between two stalled air masses | a. cold front, b. cyclone, c. warm front, d. anticyclone, e. occluded front, f. air mass, g. stationary front | g | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001061 | system of winds that rotates around a center of low pressure | a. cold front, b. cyclone, c. warm front, d. anticyclone, e. occluded front, f. air mass, g. stationary front | b | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001062 | system of winds that rotates around a center of high pressure | a. cold front, b. cyclone, c. warm front, d. anticyclone, e. occluded front, f. air mass, g. stationary front | d | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001063 | Which type of air mass has cold dry air? | a. maritime tropical, b. continental polar, c. maritime polar, d. continental tropical | b | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001064 | The air mass in question 1 might form over | a. the North Atlantic, b. the mid-Atlantic, c. Canada, d. Mexico | c | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001065 | Air masses over the United States usually move toward the | a. northwest, b. southwest, c. northeast, d. southeast | c | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001066 | After a cold front passes, the air mass behind it brings | a. warm temperatures, b. cool temperatures, c. high humidity, d. two of the above | b | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001067 | Which type of front usually moves most quickly? | a. cold, b. warm, c. occluded, d. stationary | a | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001068 | How do winds blow in a cyclone? | a. toward a center of high pressure, b. toward a center of low pressure, c. away from a center of high pressure, d. away from a center of low pressure | b | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001069 | In the Northern Hemisphere, the direction that winds blow around a center of high pressure is | a. toward the southwest, b. from north to south, c. counterclockwise, d. none of the above | c | Lesson: changing weather
Air Masses:
An air mass is a large body of air that has about the same conditions throughout. For example, an air mass might have cold dry air. Another air mass might have warm moist air. The conditions in an air mass depend on where the air mass formed.
Formation of Air Masses:
Most air mas... |
NDQ_001070 | A strong thunderstorm may have | a. heavy rain, b. high winds, c. hail, d. all of the above | d | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001071 | The categories of the Saffir-Simpson Hurricane Scale are divided by | a. the amount of precipitation, b. the wind speed, c. the amount of precipitation and the wind speed, d. the amount of damage done | b | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001072 | The F scale classifies tornadoes on the basis of | a. location, b. wind speed, c. damage done, d. two of the above | d | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001073 | Which of the following is true? | a. You hear thunder before you see lightning, b. You hear thunder and see lightning at the same time, c. You see lightning before you hear thunder, d. The arrival time of sound and light waves is random | c | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001074 | The wind speed of a tornado may be as high as | a. 500 km/h, b. 250 km/h, c. 100 km/h, d. 50 km/h | a | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001075 | Tornadoes are common in the late spring when | a. warm wet air from the south meets cold dry air from the north, b. hurricanes come off of the Atlantic and onto land, c. nor-easters come off of the Atlantic and onto land, d. none of these | a | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001076 | The eye of a hurricane is relatively calm because | a. it is located at the end of the storm, b. there is a lot of precipitation so air motion is downward, c. it is a high pressure, d. none of these | d | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001077 | Hurricanes form over | a. Florid, b. coastal states, c. South America, d. warm ocean water | d | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001078 | Factors that contribute to flooding by a hurricane include | a. high tide, b. high winds, c. storm surge, d. all of the above | d | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001079 | Frigid air warms and collects moisture over the Great Lakes, so that downwind the air | a. warms the region and rain falls, b. warms the region and skies clear, c. cools and creates a noreaster, d. cools and drops lots of snow | d | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
NDQ_001081 | Winter storms develop from | a. cyclones, b. anticyclones, c. high pressure centers, d. two of the above | a | Lesson: storms
What Are Storms:
A storm is an episode of severe weather caused by a major disturbance in the atmosphere. Storms can vary a lot in the time they last and in how severe they are. A storm may last for less than an hour or for more than a week. It may affect just a few square kilometers or thousands. Some ... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.