questionID stringlengths 10 10 | question_text stringlengths 5 324 | answer_choices stringlengths 17 473 | correct_answer stringclasses 7
values | context stringclasses 210
values |
|---|---|---|---|---|
NDQ_003808 | three letters specify the source region of an air mass; e.g. cpk. these three letters indicate in order: | a. land or sea; approximate latitude; its properties relative to the ground it is moving over, b. approximate latitude; its properties relative to the ground it is moving over; land or sea, c. its properties relative to the ground it is moving over; land or sea; approximate latitude;, d. approximate latitude; land or s... | a | Lesson: air masses
What is an Air Mass:
An air mass is a batch of air that has nearly the same temperature and humidity (Figure 1.1). An air mass acquires these characteristics above an area of land or water known as its source region. When the air mass sits over a region for several days or longer, it picks up the di... |
NDQ_003809 | how does air movement keep earths temperature balanced? | a. cold air masses stay in cold places and warm air masses stay in warm places, b. cold air masses draw warm air toward them and vice versa so both mix, c. cold air masses move toward warm regions and warm air masses toward cold regions, d. none of these | c | Lesson: air masses
What is an Air Mass:
An air mass is a batch of air that has nearly the same temperature and humidity (Figure 1.1). An air mass acquires these characteristics above an area of land or water known as its source region. When the air mass sits over a region for several days or longer, it picks up the di... |
NDQ_003810 | an air mass with the symbol mtk formed over | a. the land in a tropical region and is moving over warmer ground, b. cool ground in a polar region and is moving over the sea, c. cold ground in an arctic region and is moving over land, d. the sea in a tropical region and is moving over cooler ground | d | Lesson: air masses
What is an Air Mass:
An air mass is a batch of air that has nearly the same temperature and humidity (Figure 1.1). An air mass acquires these characteristics above an area of land or water known as its source region. When the air mass sits over a region for several days or longer, it picks up the di... |
NDQ_003871 | all the individuals of a single species that live together in a particular location are a(n) | a. ecosystem, b. habitat, c. community, d. population | d | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003873 | the rainforest is an ecosystem, but the digestive system of a tree sloth is also an ecosystem. | a. true, b. false | a | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003874 | all the populations that live together in a particular location are a(n) | a. ecosystem, b. habitat, c. community, d. system | c | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003875 | abiotic factors in an ecosystem include | a. factors such as living space and temperature range, b. decomposers, c. fungi, algae and bacteria, d. all of these | a | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003876 | biotic factors in an ecosystem include | a. decomposers, b. fungi, algae and bacteria, c. plants and animals, d. all of these | d | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003877 | a habitat is | a. the individuals of a single species that exist together in a time and place, b. where an organism lives, c. the living organisms in a community and the nonliving things they need, d. all of these | b | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003878 | important characteristics of a habitat include | a. climate, b. water, c. resources, d. all of these | d | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003879 | energy moves through an ecosystem in multiple directions; nutrients move through an ecosystem in one direction. | a. true, b. false | b | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003880 | the __________ for a hummingbird is to have a long bill to suck nectar from a flower. | a. niche, b. habitat, c. community, d. ecosystem | a | Lesson: biological communities
Biological Communities:
A population consists of all individuals of a single species that exist together at a given place and time. A species is a single type of organism that can interbreed and produce fertile offspring. All of the populations living together in the same area make up a ... |
NDQ_003881 | blizzards are most common in winter when the jet stream has | a. travelled north, b. travelled south, c. shut off, d. none of the above | b | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003882 | blizzards are usually part of a ___________________. | a. hurricane, b. squall line, c. mid-latitude cyclone, d. tornado | c | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003883 | blizzards happen when cold northern air contacts warmer semitropical air. | a. true, b. false | a | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003884 | when a frigid polar air crosses a warm water body, it absorbs moisture. | a. true, b. false | a | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003885 | buffalo and rochester, new york are the snowiest metropolitan areas in the united states because they are downwind from the | a. atlantic ocean, b. pacific ocean, c. great lakes, d. lake tahoe | c | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003886 | when a moisture-filled air mass moves over very cold land it is very unstable and a tremendous amount of snow will fall. | a. true, b. false | a | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003887 | snow may appear to be moving horizontally in a blizzard due to the high winds. | a. true, b. false | a | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003888 | blizzards can produce which of the following? | a. cold winds, b. snow storms, c. sleet, d. all of the above | d | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003889 | very strong winds develop in blizzards because of the | a. high pressure gradient between the storm and the air west of the storm, b. small pressure difference between the storm and the air surrounding the storm, c. strong coriolis effect typical of these storms, d. none of these | a | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003890 | a blizzard is different from a snowstorm because it | a. is colder, b. has stronger winds, c. has so much snow that visibility is severely restricted, d. all of the above | d | Lesson: blizzards
Blizzards:
A blizzard is distinguished by certain conditions: Temperatures below -7 C (20 F); -12 C (10 F) for a severe blizzard. Winds greater than 56 kmh (35 mph); 72 kmh (45 mph) for a severe blizzard. Snow so heavy that visibility is 2/5 km (1/4 mile) or less for at least three hours; near zero v... |
NDQ_003891 | the study of earths solid material and structures, and the processes that create them. | a. oceanography, b. meteorology, c. geology, d. astronomy | c | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_003892 | the study of everything in about 70% of earths surface. | a. astronomy, b. meteorology, c. geology, d. oceanography | d | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_003893 | weather predictions have become much more accurate in recent years due to radar and satellites. | a. true, b. false | a | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_003894 | the study of the effects of people on the environment. | a. meteorology, b. environmental science, c. geology, d. astronomy | b | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_003895 | included in the science of __________ is how weather affects the ocean; included in the science of __________ is how the ocean affects climate. | a. climatology; meteorology, b. meteorology; meteorology, c. climatology; climatology, d. meteorology; climatology | d | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_003896 | if you were to study the rocks that are found at the bottom of the ocean basins, you would be studying this. | a. geological oceanography, b. oceanography, c. meteorology, d. geology | a | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_003898 | what instruments or devices do astronomers use to study space? | a. telescopes, b. spacecraft, c. satellites, d. all of the above | d | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_003899 | earth science is known as a combined science because it applies principles from chemistry, physics and biology to the study of earth. | a. true, b. false | a | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_003900 | geologists search for natural resources, such as minerals and fuels. | a. true, b. false | a | Lesson: branches of earth science
Geology:
Geology is the study of the Earths solid material and structures and the processes that create them. Some ideas geologists might consider include how rocks and landforms are created or the composition of rocks, minerals, or various landforms. Geologists consider how natural p... |
NDQ_004020 | a ________________ measures air pressure. | a. thermometer, b. barometer, c. radiosonde, d. radar | b | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004021 | a weather forecast takes into account | a. air temperature, b. air pressure, c. humidity, d. all of the above | d | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004022 | in the atmosphere weather data is collected on buoys. | a. true, b. false | b | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004023 | scientists that collect and study the weather. | a. biologists, b. geologists, c. meteorologists, d. chemists | c | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004024 | radar images storms by | a. bouncing radio waves off of the nearest object, b. detecting different colors of visible light, c. collecting temperature and pressure data, d. all of these | a | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004025 | a radiosonde | a. measures atmospheric characteristics, b. moves through the air, c. transmits data through a radio to a computer, d. all of these | d | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004026 | the advantage of a radiosonde is that it can go places that are too dangerous for an airplane. | a. true, b. false | a | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004027 | the advantage of satellites in weather monitoring is | a. the ability to monitor large-scale systems, b. the ability to record changes over time, c. the ability to record all wavelengths in the electromagnetic spectrum, d. all of these | d | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004028 | our ability to predict weather is no better than it was 200 years ago. | a. true, b. false | b | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004029 | radar stands for radio detection and ranging. | a. true, b. false | a | Lesson: collecting weather data
Collecting Weather Data:
To make a weather forecast, the conditions of the atmosphere must be known for that location and for the surrounding area. Temperature, air pressure, and other characteristics of the atmosphere must be measured and the data collected.
Thermometer:
Thermometers... |
NDQ_004130 | a theory | a. has major inconsistencies, b. must be tested and have no significant evidence against it, c. is not reliable, d. has conflicting data | b | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004131 | an explanation that always applies under the same circumstances is a | a. law, b. theory, c. factor, d. variable | a | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004132 | a law is an explanation of why something happens. | a. true, b. false | b | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004133 | laws always hold true. | a. true, b. false | b | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004134 | a theory can be used to predict the future. | a. true, b. false | a | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004135 | a scientific law always applies under the same conditions. | a. true, b. false | a | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004136 | after many experiments and evidence that supports a hypothesis, with no evidence to oppose it, the hypothesis becomes a | a. law, b. theory, c. fact, d. variable | b | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004137 | a theory can | a. be used to predict the future, b. have flaws, c. be verified beyond a shadow of a doubt, d. none of the above | a | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004138 | a scientific law | a. does not necessarily hold under all circumstances, b. holds under all circumstances, c. means that water never flows uphill, d. none of the above | a | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004139 | a theory can offer an unreliable explanation. | a. true, b. false | b | Lesson: development of theories
Theory:
Scientists seek evidence that supports or refutes a hypothesis. If there is no significant evidence to refute the hypothesis and there is an enormous amount of evidence to support it, the idea is accepted. It may become a theory. A scientific theory is strongly supported by many... |
NDQ_004360 | ocean currents can affect the temperature of land. | a. true, b. false | a | Lesson: effect of continental position on climate
Continental Position:
When a particular location is near an ocean or large lake, the body of water plays an extremely important role in affecting the regions climate. A maritime climate is strongly influenced by the nearby sea. Temperatures vary a relatively small amou... |
NDQ_004361 | compared to maritime climate, continental climate has | a. greater differences in daytime and nighttime temperatures, b. smaller differences in summer and winter temperatures, c. no difference in temperatures, d. greater differences in both day-night and summer-winter temperatures | d | Lesson: effect of continental position on climate
Continental Position:
When a particular location is near an ocean or large lake, the body of water plays an extremely important role in affecting the regions climate. A maritime climate is strongly influenced by the nearby sea. Temperatures vary a relatively small amou... |
NDQ_004363 | this ocean current affects the climate of northern europe. | a. the gulf stream, b. the humboldt current, c. the canaries current, d. the alaska current | a | Lesson: effect of continental position on climate
Continental Position:
When a particular location is near an ocean or large lake, the body of water plays an extremely important role in affecting the regions climate. A maritime climate is strongly influenced by the nearby sea. Temperatures vary a relatively small amou... |
NDQ_004364 | continental climates are affected by the sea. | a. true, b. false | b | Lesson: effect of continental position on climate
Continental Position:
When a particular location is near an ocean or large lake, the body of water plays an extremely important role in affecting the regions climate. A maritime climate is strongly influenced by the nearby sea. Temperatures vary a relatively small amou... |
NDQ_004365 | upwelling always cools off nearby lands. | a. true, b. false | b | Lesson: effect of continental position on climate
Continental Position:
When a particular location is near an ocean or large lake, the body of water plays an extremely important role in affecting the regions climate. A maritime climate is strongly influenced by the nearby sea. Temperatures vary a relatively small amou... |
NDQ_004367 | san francisco and virginia beach are both by oceans and are at about the same latitude. why is the climate of sf more moderate than the climate of vb? | a. that latitude has the easterly winds, so sf gets weather off the pacific but vb gets weather off the continent, b. both get most of their weather from the ocean, but the pacific is cooler than the atlantic, c. that latitude has the westerly winds, so sf gets weather off the pacific but vb gets, d. both get most of t... | c | Lesson: effect of continental position on climate
Continental Position:
When a particular location is near an ocean or large lake, the body of water plays an extremely important role in affecting the regions climate. A maritime climate is strongly influenced by the nearby sea. Temperatures vary a relatively small amou... |
NDQ_004368 | why is the ocean off of san francisco cooler than the ocean off of virginia beach? | a. the california current and upwelling cool down the california coast, b. the gulf stream warms up the eastern seaboard, c. the pacific ocean is much cooler than the atlantic ocean, d. a & b | d | Lesson: effect of continental position on climate
Continental Position:
When a particular location is near an ocean or large lake, the body of water plays an extremely important role in affecting the regions climate. A maritime climate is strongly influenced by the nearby sea. Temperatures vary a relatively small amou... |
NDQ_004369 | why is it warmer in the summer and colder in the winter in kansas city than in san francisco? | a. kansas city has a continental climate, b. san francisco has a continental climate, c. kansas city is at a higher latitude than san francisco, d. kansas city is at a lower latitude than san francisco | a | Lesson: effect of continental position on climate
Continental Position:
When a particular location is near an ocean or large lake, the body of water plays an extremely important role in affecting the regions climate. A maritime climate is strongly influenced by the nearby sea. Temperatures vary a relatively small amou... |
NDQ_004390 | without jet contrails to block sunlight, air temperature across the united states would be lower. | a. true, b. false | a | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004391 | visibility in the united states has been reduced as much as 30% from pre- industrial times. | a. true, b. false | b | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004392 | particulates in the air may reduce photosynthesis. | a. true, b. false | a | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004393 | the effect of ozone on plants can be any of the following except | a. no effect at all, b. dissolved leaves, c. spotted leaves, d. reduced productivity | b | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004394 | when nitrous oxide levels increase in the atmosphere, this plant may do well | a. pine trees, b. sunflowers, c. moss, d. lichen | d | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004395 | increased particulates in the air may | a. increase precipitation, b. decrease precipitation, c. create a whitish grey pollutant haze, d. create a blue pollutant haze | a | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004396 | if you see orange colored smog with an unpleasant odor you know that there is __________ pollution. | a. so2, b. o3, c. no2, d. h2o | c | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004397 | lichen can indicate changes in the atmosphere because they take a lot of their nutrients from the air. | a. true, b. false | a | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004398 | ozone can change an ecosystem by | a. killing off trees so that nothing can grow in the area, b. damaging trees that, c. causing a die off of one species that is then replaced by another, d. none of these | c | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004399 | the increase in particulates in the atmosphere may | a. increase the amount of global warming that is taking place, b. mask the amount of global warming that is taking place, c. reduce the amount of precipitation, d. all of these | b | Lesson: effects of air pollution on the environment
Smog Effects on the Environment:
All air pollutants cause some damage to living creatures and the environment. Different types of pollutants cause different types of harm.
Particulates:
Particulates reduce visibility. In the western United States, people can now or... |
NDQ_004470 | what are the essential theories of earth science? | a. evolution, b. plate tectonics, c. climate change, d. all of the above | d | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004471 | which earth science theory explains the geological activity? | a. evolution, b. plate tectonics, c. climate change, d. continental drift | b | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004472 | global warming is studied under this theory. | a. evolution, b. plate tectonics, c. climate change, d. continental drift | c | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004473 | the mechanism for evolution where traits are favored causing change in species. | a. evolution, b. natural selection, c. tectonics, d. climate change | b | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004474 | natural selection favored the dark peppered moth when the industrial revolution made the environment grayer. what theory explains this phenomenon? | a. evolution, b. plate tectonics, c. climate change, d. continental drift | a | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004475 | theories have very little information that contradicts them. | a. true, b. false | a | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004476 | theories can never be tested because they are solid. | a. true, b. false | b | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004477 | theories can predict the future. | a. true, b. false | a | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004478 | before plate tectonics, people thought that animals and plants found on different continents spread by ___________. | a. boats, b. land bridges, c. swimming across oceans, d. flying | b | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004479 | a change through time where the genetic make up of populations of organisms result in new species. | a. evolution, b. natural selection, c. tectonics, d. climate change | a | Lesson: evolution plate tectonics and climate change
Three Essential Theories:
Scientific theories are sometimes thrown out when the data shows them to be wrong. Before plate tectonics theory was accepted, people thought that fossil organisms had spread around using land bridges. Although a land bridge across the Atla... |
NDQ_004510 | most scientists think that an asteroid impact caused the extinction of | a. marine organisms at the end of the paleozoic, b. wooly mammoths and other organisms at the end of the pleistocene, c. dinosaurs and other organisms at the end of the mesozoic, d. all of earths life at the end of the precambrian | c | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004512 | during a mass extinction, | a. a few species go extinct each century, b. a large number of species go extinct in a short amount of time, c. at least 95% of species on earth go extinct, d. about 10% of all species go extinct | b | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004513 | most of the species that have lived on earth have gone extinct. | a. true, b. false | a | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004514 | after a mass extinction many habitats are unfilled for a period of time. | a. true, b. false | a | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004515 | which of these is believed to be the closest living native of dinosaurs? | a. birds, b. turtles, c. lizards, d. snakes | a | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004516 | which of the following is true about the rate of species extinction? | a. species go extinct at a very slow but steady rate, b. species only go extinct during periods when many go extinct at once, c. species may go extinct at a slow rate and sometimes all at once, d. no species ever goes extinct | c | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004517 | many new species evolve to fill available niches during a(n) | a. mass extinction, b. adaptive radiation, c. small-scale extinction, d. evolutionary speedup | b | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004518 | if the environment changes, a species will | a. evolve to the new environment, b. go extinct, c. move to a more favorable environment, d. any of the above | d | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004519 | after the dinosaurs went extinct, what happened to mammals? | a. different species evolved into niches previously filled by reptiles, b. they underwent adaptive radiation, c. they became the dominant life form, d. all of the above | d | Lesson: extinction and radiation of life
Extinction:
Most of the species that have lived have also gone extinct. There are two ways to go extinct: besides the obvious way of dying out completely, a species goes extinct if it evolves into a different species. Extinction is a normal part of Earths history. But sometimes... |
NDQ_004550 | an energy pathway that includes all organisms that are linked as they pass along food energy. | a. food web, b. food pyramid, c. food chain, d. trophic web | c | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004552 | the energy that powers all ecosystems on earth comes from the sun. | a. true, b. false | b | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004553 | food energy gets created by producers and is passed to | a. consumers, b. scavengers, c. decomposers, d. all of the above | d | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004554 | organisms burn food energy for | a. locomotion, b. heat, c. growth, d. all of the above | d | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004555 | organisms always get larger up the trophic levels because only a large fish can eat a small fish. | a. true, b. false | b | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004556 | why does a food pyramid only have four or five trophic levels before it ends? | a. there isnt enough energy to pass along to another trophic level, b. an organism at the next trophic level would have to be too huge to live, c. the world would be too hot from all the excess heat, d. all of the above | a | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004557 | why is a food pyramid more accurate than a food chain? | a. food chains do not include all trophic levels, b. many organisms eat at multiple trophic levels, c. energy is not lost from a food chain, but is from a food web, d. all of the above | b | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004558 | there are two global food webs: one has phytoplankton at the base and the other has land plants. (there is also a small food web with chemosynthetic bacteria at the base). | a. true, b. false | a | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004559 | humans are not part of food chains and food webs because we get most of our food from the grocery store. | c. true, d. false | b | Lesson: flow of matter in ecosystems
Flow of Matter in Ecosystems:
The flow of matter in an ecosystem is not like energy flow. Matter enters an ecosystem at any level and leaves at any level. Matter cycles freely between trophic levels and between the ecosystem and the physical environment (Figure
Nutrients:
Nutrien... |
NDQ_004691 | the global winds blow in the direction of | a. the top of the atmospheric circulation cells, b. the rotation of the earth, c. the base of the atmospheric circulation cells, d. none of these | c | Lesson: global wind belts
Global Wind Belts:
Global winds blow in belts encircling the planet. Notice that the locations of these wind belts correlate with the atmospheric circulation cells. Air blowing at the base of the circulation cells, from high pressure to low pressure, creates the global wind belts. The global ... |
NDQ_004692 | sinking air | a. has lower pressure, b. causes evaporation, c. has lower temperature, d. all of these | b | Lesson: global wind belts
Global Wind Belts:
Global winds blow in belts encircling the planet. Notice that the locations of these wind belts correlate with the atmospheric circulation cells. Air blowing at the base of the circulation cells, from high pressure to low pressure, creates the global wind belts. The global ... |
NDQ_004693 | winds are named for the direction they are going. | a. true, b. false | b | Lesson: global wind belts
Global Wind Belts:
Global winds blow in belts encircling the planet. Notice that the locations of these wind belts correlate with the atmospheric circulation cells. Air blowing at the base of the circulation cells, from high pressure to low pressure, creates the global wind belts. The global ... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.