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NDQ_004695 | the variable weather of much of north america and europe is caused by | a. the meeting of warm moist air from the south and cold, dry air from the north, b. the meeting of warm dry air from the south and cold wet air from the north, c. the meeting of the polar jet stream and the sub-tropical jet stream, d. the meeting of the sub-tropical jet stream and the tropical jet stream | a | 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_004696 | in both the northern and southern hemispheres, the trade winds blow from east to west. | a. true, b. false | a | 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_004697 | the jet stream (the one meteorologists talk about) | a. is formed by the large temperature difference between the polar cell and the ferrell cell, b. is found at the boundary of the troposphere and stratosphere, c. move seasonally south in the winter and north in the summer, d. all of these | d | 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_004698 | the basic model of global atmospheric circulation shows | a. one atmospheric circulation cell from the north pole to the south pole, b. three circulation cells in the northern hemisphere and three in the southern, c. six atmospheric circulation cells in the northern hemisphere and six in the southern hemisphere, d. random motion of atmospheric circulation | 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_004699 | air in the atmospheric circulation cells should blow north to south or south to north, but it doesnt because | a. it must travel around the jet streams so it goes northwest to southeast or vice versa, b. it is deflected left (northern hemisphere) or right (southern hemisphere) by coriolis effect, c. it is deflected right (northern hemisphere) or left (southern hemisphere) by coriolis, 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_004800 | the cenozoic age ended when the pleistocene megafauna went extinct. | a. true, b. false | b | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004801 | both mammals and birds have the ability to regulate their own | a. digestive systems, b. brain development, c. fur or feather production, d. body temperature | d | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004802 | mammals are endothermic and have fur, hair, or blubber for warmth. | a. true, b. false | a | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004803 | mammals are so well adapted to the environment that they can | a. outcompete reptiles on land and birds in the air, b. stay warm with fur or features, c. swim, fly, run, and walk for transportation, d. all of the above | c | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004804 | many pleistocene mammals were huge because its easier to stay warm with | a. a high surface area to volume ratio, b. a low surface area to volume ratio, c. more fur, feathers and blubber, d. none of these | a | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004806 | which if the following is not an example of pleistocene megafauna? | a. saber toothed cat, b. whale, c. giant condor, d. wooly mammoth | b | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004807 | an example of a cenozoic mammal is a | a. human, b. hoofed mammal, c. whale, d. all of the above | d | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004808 | the extinction of reptiles at the end of the mesozoic allowed diversification of mammals and birds into the open habitats. | a. true, b. false | a | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004809 | extinctions of pleistocene megafauna were caused by | a. increased lowering of temperatures, b. human activities, such as hunting, c. an asteroid impact, d. all of the above | b | Lesson: history of cenozoic life
Cenozoic Life:
The extinction of so many species at the end of the Mesozoic again left many niches available to be filled. Although we call the Cenozoic the age of mammals, birds are more common and more diverse. Early in the era, terrestrial crocodiles lumbered around along with large... |
NDQ_004810 | the climate during the mesozoic was ideal for reptiles being mostly | a. much cooler than today, b. much warmer than today, c. much more variable than today, d. all of the above | b | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004811 | there was more oxygen in the mesozoic atmosphere than there is today. | a. true, b. false | a | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004812 | at the beginning of the mesozoic. | a. pangaea began to come together, b. many life forms went extinct, c. plants and animals diversified and spread, d. all of these | c | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004813 | flowering plants evolved during the cretaceous. | a. true, b. false | a | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004814 | the dinosaurs went entirely extinct. | a. true, b. false | b | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004815 | evidence that at least some dinosaurs were endotherms includes | a. their ability to live in harsh environments, b. evidence that they grew fast and were active, c. their large brains, d. all of these | d | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004816 | mammals appeared near the end of | a. the cambrian explosion, b. the mesozoic era, c. the jurassic epoch, d. the triassic epoch | d | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004817 | the amniote egg has a shell and contains all the nutrients and water required for the developing embryo. | a. true, b. false | a | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004818 | the mass extinction that killed the dinosaurs was due to an asteroid impact that | a. kicked up a massive dust cloud that blocked sunlight and stopped photosynthesis, b. roasted larger animals, c. caused acid rain to dissolve plankton shells, d. all of these | d | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004819 | the amniote egg was essential for the spread of reptiles because it allowed | a. eggs to survive and hatch away from water, b. dinosaurs to hatch from eggs, c. eggs to survive the asteroid impact and mass extinction, d. all of these | a | Lesson: history of mesozoic life
Mesozoic Life:
With most niches available after the mass extinction, a great diversity of organisms evolved. Mostly these niches were filled with reptiles. Climate alternated between cool, warm, and tropical, but overall the planet was much warmer than today. These conditions were good... |
NDQ_004820 | which organisms originated in the paleozoic? | a. fish, b. amphibians, c. arthropods, d. all of the above | d | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004821 | during which time period did simple plants begin colonizing the land? | a. ordovician, b. cambrian, c. pre cambrian, d. carboniferous | a | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004822 | the cambrian saw a tremendous diversification in life forms because | a. marine regressions opened up many habitats on land, b. competition with the ediacara fauna caused rapid evolution of cambrian organisms, c. the extent of shallow seas opened up many marine habitats, d. all of these | c | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004823 | most of the fossil fuels we burn today originated in __________ swamps, dominated by __________ plants. | a. cambrian; flowering plants, b. carboniferous; seed-bearing, c. carboniferous; flowering, d. cambrian; seed-bearing | b | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004824 | for land plants to flourish __________ needed to evolve. | a. seeds, b. flowers, c. insects, d. puddles of water | a | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004825 | the only mass extinction in the paleozoic was the one at the end of the permian period. | a. true, b. false | b | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004826 | which was not one of the proposed causes for mass extinction that defined the end of the permian? | a. gradual environmental change, b. changes in the composition of the atmosphere, c. global warming, d. intense volcanism | c | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004827 | the largest increase in diversity and number of living things in earth history was the __________ at the beginning of the __________. | a. burgess explosion; paleozoic, b. paleozoic explosion; cambrian, c. ediacara explosion; cambrian, d. cambrian explosion; paleozoic | d | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004828 | in the end-of-permian mass extinction | a. about 55% of marine organisms went extinct, b. species composed of calcium carbonate went extinct at a greater rate than others, c. about 35% of terrestrial vertebrate species went extinct, d. all of these | b | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004829 | the organisms that died off in the greatest mass extinction in earth history all died within days or weeks. | a. true, b. false | b | Lesson: history of paleozoic life
Paleozoic Life:
The Paleozoic saw the evolution a tremendous diversity of life throughout the seas and onto land.
Cambrian Explosion:
The Cambrian began with the most rapid and far-reaching evolution of life forms ever in Earths history. Evolving to inhabit so many different habitat... |
NDQ_004870 | hurricanes are | a. very large noreasters, b. tropical cyclones, c. tropical depressions, d. mid-latitude cyclones | b | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_004871 | for an atlantic hurricane to form and grow | a. sea surface temperature must be > 28oc, b. air must begin to rotate around a low pressure, c. wind shear must be low, d. all of the above | d | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_004872 | how long do hurricanes typically last? | a. 1-2 days, b. 3-5 days, c. 5-10 days, d. 10-12 days | c | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_004874 | the energy to fuel a hurricane comes from latent heat as water vapor condenses. | a. true, b. false | a | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_004875 | the saffir-simpson scale measures hurricane intensity. it | a. it goes from 1 to 10, with 1 being the weakest, b. it goes from 1 to 10, with 1 being the strongest, c. it goes from 1 to 5, with 1 being the weakest, d. it goes from 1 to 5, with 1 being the strongest | c | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_004876 | the eye of a hurricane is | a. the low pressure center of the storm, b. the high pressure center of the storm, c. a tornado that forms in the center of a cyclone, d. the most intense part of the storm | a | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_004877 | a hurricane often turns from a northwest track to a northeast track as it moves from the trade winds to the westerlies. | a. true, b. false | a | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_004878 | hurricanes will die when they | a. are cut off from their supply of latent heat, b. move north over cooler water, c. move over land, d. all of these | d | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_004879 | hurricane katrina caused so much damage to new orleans because | a. it was the most powerful hurricane ever to strike land, b. it caused the levees that protected the city to break, c. the region had already been weakened by hurricane rita, d. it moved very fast and powerfully | b | Lesson: hurricanes
Hurricanes:
Hurricanes called typhoons in the Pacific are also cyclones. They are cyclones that form in the tropics and so they are also called tropical cyclones. By any name, they are the most damaging storms on Earth.
Formation:
Hurricanes arise in the tropical latitudes (between 10o and 25o N... |
NDQ_005060 | the most important thing to remember about winds is that they blow | a. from low pressure cells to high pressure cells, b. from high pressure cells to low pressure cells, c. from west to east, d. with the global wind belts | b | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005061 | low pressure cells are created by warm air rising. | a. true, b. false | a | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005063 | monsoon winds form when | a. a hot low pressure package of air rises above a cold high pressure package of air, b. a cold low pressure package of air rises above a hot high pressure package of air, c. warm air above the sea rises and sucks in hot air from the land, d. hot air above land rises and sucks in warm wet air from the sea | d | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005064 | the santa ana winds blow when | a. the great basin experiences a low pressure and sucks cooler air off the pacific ocean, b. hot dry air from the southwestern deserts is sucked back toward the pacific through the mountain passes, c. the great basin experiences a high pressure and forces winds back down toward the, d. none of these | c | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005065 | how do chinook winds cause a rainshadow effect on the leeward side of a mountain range? | a. air descending from the mountains experiences adiabatic heating; as it warms it sucks, b. air ascending over the mountains stays aloft and is too high to precipitate, c. air ascending over the mountains experiences adiabatic heating and precipitates on the top of the mountain range, d. none of these | a | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005066 | on a mountain and adjacent valley, | a. mountain breezes occur during the day and valley breezes occur at night, b. valley breezes occur during the day and mountain breezes occur at night, c. mountain breezes are caused by warm air rising up the mountain, d. none of these | b | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005067 | in india, summer monsoons | a. bring much needed rain for drinking and irrigation, b. bring dry air into the region, which sucks up all the moisture, c. bring a much increased chance of tornados and hurricanes into the region, d. none of these | a | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005068 | the reason for land and sea breezes, and also monsoon winds is that the ocean has | a. a low specific heat compared to land, b. a high latent heat compared to land, c. a high specific heat compared to land, d. a low latent heat compared to land | c | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005069 | a haboob | a. is a high wind created in a desert, b. picks up dust because dirt and sand are exposed, c. occurs in the downdrafts in front of a thunderstorm, d. all of these | d | Lesson: local winds
Local Winds:
Local winds result from air moving between small low and high pressure systems. High and low pressure cells are created by a variety of conditions. Some local winds have very important effects on the weather and climate of some regions.
Land and Sea Breezes:
Since water has a very hi... |
NDQ_005261 | mid-latitude cyclones form at __________ when the temperature difference between two air masses is __________. | a. the northeastern u.s.; insignificant, b. the southern hemisphere; insignificant, c. the polar front; large, d. a squall line; large | c | Lesson: mid latitude cyclones
MidLatitude Cyclones:
Cyclones can be the most intense storms on Earth. A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. Mid-latitude cyclones form at the ... |
NDQ_005262 | in new england and the mid-atlantic , __________ mid-latitude cyclones called __________, are common. | a. backwards rotating; southeasters, b. fierce; noreasters, c. mild; noreasters, d. fierce; southeasters | b | Lesson: mid latitude cyclones
MidLatitude Cyclones:
Cyclones can be the most intense storms on Earth. A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. Mid-latitude cyclones form at the ... |
NDQ_005263 | mid-latitude cyclones form when | a. upwelling air in a thunderstorm sucks in warm wet air that begins to rotate counterclockwise, b. air masses blowing past each other in opposite directions are deflected by coriolis and, c. hot air in the ocean rises and begins to spin due to coriolis, building strength as it moves over the sea surface, d. none of th... | b | Lesson: mid latitude cyclones
MidLatitude Cyclones:
Cyclones can be the most intense storms on Earth. A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. Mid-latitude cyclones form at the ... |
NDQ_005264 | most winter storms in the middle latitudes are mid-latitude cyclones. | a. true, b. false | a | Lesson: mid latitude cyclones
MidLatitude Cyclones:
Cyclones can be the most intense storms on Earth. A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. Mid-latitude cyclones form at the ... |
NDQ_005265 | as the winds in a cyclone rotate | a. the air rises and cools creating clouds and precipitation, b. they collapse inward and spin faster and faster, c. it loses energy and dissipates within minutes to an hour, d. none of these | a | Lesson: mid latitude cyclones
MidLatitude Cyclones:
Cyclones can be the most intense storms on Earth. A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. Mid-latitude cyclones form at the ... |
NDQ_005266 | in the southern hemisphere a cyclone would rotate clockwise. | a. true, b. false | a | Lesson: mid latitude cyclones
MidLatitude Cyclones:
Cyclones can be the most intense storms on Earth. A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. Mid-latitude cyclones form at the ... |
NDQ_005267 | about 10 noreasters strike the eastern seaboard each year. | a. true, b. false | b | Lesson: mid latitude cyclones
MidLatitude Cyclones:
Cyclones can be the most intense storms on Earth. A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. Mid-latitude cyclones form at the ... |
NDQ_005268 | in 1993, a noreaster hit the entire eastern seaboard of the united states called the | a. storm of the millennium, b. storm of the year, c. storm of the century, d. the biggest storm ever | c | Lesson: mid latitude cyclones
MidLatitude Cyclones:
Cyclones can be the most intense storms on Earth. A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. Mid-latitude cyclones form at the ... |
NDQ_005320 | the enormous number of species is due to | a. the tremendous variety of habitats that organisms have evolved to fill, b. the ability of an individual to change to meet a challenge, c. the fact that we have been looking for them, d. all of these | a | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005322 | each organism is adapted to survive in a specific environment. | a. true, b. false | a | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005323 | if you live in the developed world, you have probably seen around half of the species that exist on earth. | a. true, b. false | b | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005324 | to avoid being eaten, a plant can do any of the following except | a. grow spines, b. run away, c. taste awful, d. be poisonous | b | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005325 | which of the following is true? | a. about 1 million species are currently alive on earth, b. about 1 million species are estimated to exist but not have been discovered, c. the amount of biodiversity decreased through earth history, d. all of the above | a | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005326 | adaptations | a. protect organisms from the external environment, b. allow organisms to gather food, c. allow organisms to avoid being food, d. all of these | d | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005327 | reindeer have sponge-like hoofs to walk on snowy ground without slipping. this is an example of | a. a habitat, b. biodiversity, c. an adaptation, d. a predator | c | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005328 | the zebras dark stripes confuse predators and help keep it from being eaten. | a. true, b. false | a | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005329 | scientists have discovered every organism that lives on earth. | a. true, b. false | b | Lesson: modern biodiversity
Modern Biodiversity:
There are more than 1 million species of plants and animals known to be currently alive on Earth (Figure 1.1) and many millions more that have not been discovered yet. The tremendous variety of creatures is due to the tremendous numbers of habitats that organisms have e... |
NDQ_005410 | to test a hypothesis, we can | a. figure out what we believe to be true, b. do experiments with multiple independent variables, c. gather data using scientific method, d. all of the above | c | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005411 | which tools do scientists use to observe other planets? | a. satellites, b. microscopes, c. magnifying glasses, d. all of the above | a | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005413 | the factor that is manipulated is the | a. independent variable, b. dependent variable, c. independent factor, d. dependent factor | a | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005414 | a factor that depends on the independent factor is the | a. independent variable, b. dependent variable, c. independent factor, d. dependent factor | b | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005415 | the experiment is on how temperature changes throughout the day. which factor is dependent and which factor is independent? | a. the independent factor is the researcher and the dependent factor is the time of day, b. the independent factor and the dependent factor are both the time of day, c. the independent factor is the time of day and the dependent factor is temperature, d. the independent factor is the time of day and the dependent facto... | c | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005416 | the ________________ is not subjected to the independent variable. | a. manipulated variable, b. dependent variable, c. control group, d. independent group | c | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005417 | if i want to do an experiment to test whether vitamin c helps prevent colds, the control group must | a. get double the dose of vitamin c, b. get half the dose of vitamin c, c. get vitamin c every other day, d. not be given vitamin c | d | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005418 | sometimes a stopwatch is stopped a little early and sometimes it is stopped a little late. what type of error is this? | a. systematic error, b. random error, c. human error, d. controlled error | b | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005419 | a scale always weights samples a little bit high. what type of error is this? | a. systematic error, b. random error, c. human error, d. controlled error | a | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005420 | a researcher has a cold and isnt doing her best work. what type of error is this? | a. systematic error, b. random error, c. experimental error, d. controlled error | c | Lesson: observations and experiments
Testing Hypotheses:
If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments.
Observations:
Observations of Earths surface may be made from the land surface or fr... |
NDQ_005621 | what type of model is used to predict the weather? | a. physical model, b. mathematical model, c. conceptual model, d. weather model | b | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005622 | which type of scientists predict weather? | a. climatologists, b. meteorologists, c. geologists, d. geographers | b | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005623 | the nwp produces the most accurate information and its forecasts are always right. | a. true, b. false | b | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005624 | computers produce better predictions because they can make many more calculations than people can. | a. true, b. false | a | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005625 | one reason that weather predictions are much more accurate is that they were 20 years ago is that | a. the weather is less variable and can be more easily predicted, b. we have more years of experience in knowing what kind of weather can happen in each location, c. we now have much more and much better data, d. none of these | c | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005626 | a computer model of the weather | a. calculates what will happen over time in a 3-dimensional grid, b. predicts farther into the future, c. is broadcast widely, d. all of these | d | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005627 | scientists are now able to predict the weather 5 days from now with as much accuracy as they could predict the weather 2 days hence only two decades ago. | a. true, b. false | a | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005628 | if a meteorologist sees a hurricane headed for a populated shoreline the best thing to do is | a. get the prediction verified by other data and other scientists, b. alert public officials, c. explain to the media what is happening, d. all of these | d | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005629 | an accurate weather forecast | a. allows people to secure their property and evacuate as needed, b. requires technology that is not yet available, c. is something that is available every day for at least a week in the future, d. all of these | a | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005630 | weather getting projected further into the future because we have more and better data and supercomputers to do the modeling. | a. true, b. false | a | Lesson: predicting weather
Numerical Weather Prediction:
The most accurate weather forecasts are made by advanced computers, with analysis and interpretation added by experienced meteorologists. These computers have up-to-date mathematical models that can use much more data and make many more calculations than would e... |
NDQ_005632 | air pressure decreases as the altitude increases. | a. true, b. false | b | Lesson: pressure and density of the atmosphere
Pressure and Density:
The atmosphere has different properties at different elevations above sea level, or altitudes.
Density:
The air density (the number of molecules in a given volume) decreases with increasing altitude. This is why people who climb tall mountains, suc... |
NDQ_005633 | when you are in an airplane, you mostly feel the increase and decrease of altitude in this part of your body? | a. hands, b. feet, c. toes, d. ear | d | Lesson: pressure and density of the atmosphere
Pressure and Density:
The atmosphere has different properties at different elevations above sea level, or altitudes.
Density:
The air density (the number of molecules in a given volume) decreases with increasing altitude. This is why people who climb tall mountains, suc... |
NDQ_005634 | your ears pop when you ascend in an airplane because | a. your inner ear holds air at higher atmospheric pressure than the air outside your ear, b. the air inside your ear is pushed through to equalize the pressure, c. your inner ear holds air at a lower atmospheric pressure than the air outside your ear, d. a & b | d | Lesson: pressure and density of the atmosphere
Pressure and Density:
The atmosphere has different properties at different elevations above sea level, or altitudes.
Density:
The air density (the number of molecules in a given volume) decreases with increasing altitude. This is why people who climb tall mountains, suc... |
NDQ_005635 | what could happen to a capped bottle full of air if it was taken from sea level up to the top of mt. everest? | a. the lower pressure on the inside than on the outside would make it collapse, b. the higher pressure on the inside than on the outside would make it push its cap off, c. the lower temperature on top of the mountain would make it push its cap off, d. the higher temperature on the top of the mountain would make it coll... | b | Lesson: pressure and density of the atmosphere
Pressure and Density:
The atmosphere has different properties at different elevations above sea level, or altitudes.
Density:
The air density (the number of molecules in a given volume) decreases with increasing altitude. This is why people who climb tall mountains, suc... |
NDQ_005637 | gases at sea level are compressed by the weight of the atmosphere above them. | a. true, b. false | a | Lesson: pressure and density of the atmosphere
Pressure and Density:
The atmosphere has different properties at different elevations above sea level, or altitudes.
Density:
The air density (the number of molecules in a given volume) decreases with increasing altitude. This is why people who climb tall mountains, suc... |
NDQ_005638 | people who climb tall mountains set up camp at higher and higher elevations to get used to the | a. lower temperature, b. higher pressure, c. sparser atmosphere, d. lack of vegetation | c | Lesson: pressure and density of the atmosphere
Pressure and Density:
The atmosphere has different properties at different elevations above sea level, or altitudes.
Density:
The air density (the number of molecules in a given volume) decreases with increasing altitude. This is why people who climb tall mountains, suc... |
NDQ_005639 | why is the air denser the closer you are to sea level? | a. the gravitational pull is stronger closer to the center of the earth, b. gases weigh more when they are full of water vapor, c. the warmer temperatures at lower elevations make the air denser, d. the atmospheric pressure is lower nearer to sea level | a | Lesson: pressure and density of the atmosphere
Pressure and Density:
The atmosphere has different properties at different elevations above sea level, or altitudes.
Density:
The air density (the number of molecules in a given volume) decreases with increasing altitude. This is why people who climb tall mountains, suc... |
NDQ_005640 | we are not crushed by air pressure because the molecules inside our bodies are pushing outward as much as the atmosphere is pushing in. | a. true, b. false | a | Lesson: pressure and density of the atmosphere
Pressure and Density:
The atmosphere has different properties at different elevations above sea level, or altitudes.
Density:
The air density (the number of molecules in a given volume) decreases with increasing altitude. This is why people who climb tall mountains, suc... |
NDQ_005771 | coral have a symbiotic relationship with zooxanthellae in which the coral provide food and the zooxanthellae provide a safe home. | a. true, b. false | b | Lesson: roles in an ecosystem
Roles in Ecosystems:
There are many different types of ecosystems. Climate conditions determine which ecosystems are found in a particular location. A biome encompasses all of the ecosystems that have similar climate and organisms. Different organisms live in different types of ecosystems... |
NDQ_005772 | producers live | a. in the surface of the ocean, b. at hydrothermal vents, c. on land, d. all of these | d | Lesson: roles in an ecosystem
Roles in Ecosystems:
There are many different types of ecosystems. Climate conditions determine which ecosystems are found in a particular location. A biome encompasses all of the ecosystems that have similar climate and organisms. Different organisms live in different types of ecosystems... |
NDQ_005773 | herbivores may eat | a. producers, b. other herbivores, c. carnivores, d. all of the above | a | Lesson: roles in an ecosystem
Roles in Ecosystems:
There are many different types of ecosystems. Climate conditions determine which ecosystems are found in a particular location. A biome encompasses all of the ecosystems that have similar climate and organisms. Different organisms live in different types of ecosystems... |
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