questionID stringlengths 10 10 | question_text stringlengths 5 324 | answer_choices stringlengths 17 473 | correct_answer stringclasses 7
values | context stringclasses 210
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_000020 | The scientific method is used to answer any question that one can think of. | a. true, b. false | 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_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_000022 | Scientific models are an organized step-by-step process to answer a question in science. | a. true, b. false | 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_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_000025 | The dependent variable in an experiment is directly influenced by the independent variable. | a. true, b. false | 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_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_000027 | Even if there is information we dont know, a model can be used to explain an event. | a. true, b. false | 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_000028 | A theory will still remain even if conflicting data is discovered. | a. true, b. false | 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_000036 | Science is a set of knowledge and also a way of knowing things. | a. true, b. false | 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_000037 | A scientific hypothesis is useful only if it is proven to be true. | a. true, b. false | 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_000038 | Controls are factors that could affect the outcome of an experiment. | a. true, b. false | 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_000039 | A scientific investigation always begins with a theory. | a. true, b. false | 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_000040 | An example of a scientific hypothesis is that angels dance on the head of a pin. | a. true, b. false | 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_000041 | An example of a scientific theory is the theory of plate tectonics. | a. true, b. false | 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_000042 | A globe is a physical model of planet Earth. | a. true, b. false | 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_000043 | Only models that are perfect representations of reality are useful in science. | a. true, b. false | 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_000044 | You should wear a hoodie to protect your hair when you work in a science lab. | a. true, b. false | 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_000045 | You should take a first aid kit when you do a science investigation in the field. | a. true, b. false | 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_000139 | Wind causes very little erosion. | a. true, b. false | 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_000140 | Wind can carry dust just a few kilometers. | a. true, b. false | 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_000141 | Particles that the wind moves by traction stay on the ground. | a. true, b. false | 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_000142 | Wind-blown sand cannot erode solid rock. | a. true, b. false | 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_000143 | When wind slows down, it deposits smaller sediments first. | a. true, b. false | 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_000144 | A sand dune migrates in the same direction that the wind usually blows. | a. true, b. false | 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_000145 | A sand dune has a gentle slope on the slip face side. | a. true, b. false | 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_000146 | Wind causes less erosion when it blows at a higher speed. | a. true, b. false | 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_000147 | Wind erosion can be reduced by planting rows of trees around fields. | a. true, b. false | 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_000148 | Fences are used to help prevent erosion of sand dunes. | a. true, b. false | 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_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_000492 | Organisms alive today evolved from earlier life forms. | a. true, b. false | 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_000494 | Adaptations are inheritable characteristics that help an organism to survive. | a. true, b. false | 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_000497 | Mass extinctions often separate the time periods on the geologic time scale. | a. true, b. false | 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_000499 | A mutation is almost always favorable. | a. true, b. false | 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_000500 | Any animal can adapt to any environmental conditions. | a. true, b. false | 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_000501 | More than a million species are known to live on Earth today. | a. true, b. false | 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_000502 | Almost all existing species have now been discovered. | a. true, b. false | 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_000503 | All organisms have a unique set of traits. | a. true, b. false | 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_000504 | All gene mutations are harmful. | a. true, b. false | 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_000505 | Adaptations evolve because they help organisms survive or reproduce. | a. true, b. false | 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_000506 | All organisms alive today evolved from earlier life forms. | a. true, b. false | 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_000507 | Ancient horses were much larger than they are today. | a. true, b. false | 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_000508 | Most species that once lived on Earth are now extinct. | a. true, b. false | 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_000509 | Paleozoic life was more diverse on land than in the oceans. | a. true, b. false | 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_000510 | Moving from water to land required many new adaptations. | a. true, b. false | 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_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... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.