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NDQ_005774 | omnivores only eat organisms from the plant and animal kingdoms. | c. true, d. 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_005775 | decomposers break apart dead organisms and their waste material to return them as nutrients to the ecosystem. | a. true, b. false | 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... |
NDQ_005776 | which is a type of scavenger? | a. lion, b. hyena, c. deer, d. bear | 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_005777 | the pollinator-plant relationship is an example of mutualism because | a. the pollinator gets food and the plant is not harmed, b. the pollinator is not harmed and the pollen is spread to other locations, c. the pollen lives off the pollinator until it dies, d. the pollinator gets food and the pollen is spread to other locations | 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_005778 | competition occurs between species that try to use the same resources. | a. true, b. false | 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... |
NDQ_005779 | symbiosis is | a. a relationship between two interacting species where no one benefits, b. a relationship between two interacting species where one or both benefits, c. a relationship between three interacting species where one benefits, d. none of the above | 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_005780 | a tapeworm living in the stomach of a human is a type of which symbiosis: | a. commensalism, b. mutualism, c. parasitism, d. both a and b | c | 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_005831 | a hypothesis will not be fully accepted unless it is supported by nearly all scientists. | a. true, b. false | a | Lesson: scientific community
Sharing Results:
A hypothesis will not be fully accepted unless it is supported by the work of many scientists. Although a study may take place in a single laboratory, a scientist must present her work to the community of scientists in her field. Initially, she may present her data and con... |
NDQ_005832 | what will happen after a paper is published? | a. it gets incorporated into other scientists research, b. it can be thrown out if it cannot be replicated, c. it will be read by the scientists in that field, d. all of the above | d | Lesson: scientific community
Sharing Results:
A hypothesis will not be fully accepted unless it is supported by the work of many scientists. Although a study may take place in a single laboratory, a scientist must present her work to the community of scientists in her field. Initially, she may present her data and con... |
NDQ_005834 | science students need to know learn not to fake, hide or eliminate data. | a. true, b. false | a | Lesson: scientific community
Sharing Results:
A hypothesis will not be fully accepted unless it is supported by the work of many scientists. Although a study may take place in a single laboratory, a scientist must present her work to the community of scientists in her field. Initially, she may present her data and con... |
NDQ_005835 | if science is done well, other scientists will undoubtedly accept the work as the truth. | c. true, d. false | b | Lesson: scientific community
Sharing Results:
A hypothesis will not be fully accepted unless it is supported by the work of many scientists. Although a study may take place in a single laboratory, a scientist must present her work to the community of scientists in her field. Initially, she may present her data and con... |
NDQ_005836 | scientific experiments must be able to be replicated to protect the integrity of science. | a. true, b. false | a | Lesson: scientific community
Sharing Results:
A hypothesis will not be fully accepted unless it is supported by the work of many scientists. Although a study may take place in a single laboratory, a scientist must present her work to the community of scientists in her field. Initially, she may present her data and con... |
NDQ_005837 | scientists who are part of a peer review can | a. recommend or deny a paper for publication, b. only recommend a paper for publication, c. only deny a paper for publication, d. do nothing about the paper for publication | a | Lesson: scientific community
Sharing Results:
A hypothesis will not be fully accepted unless it is supported by the work of many scientists. Although a study may take place in a single laboratory, a scientist must present her work to the community of scientists in her field. Initially, she may present her data and con... |
NDQ_005838 | although a study may take place in a single laboratory, a scientist must present his/her work to: | a. the community of scientists in the field, b. the neighbors, c. friends, d. family members | a | Lesson: scientific community
Sharing Results:
A hypothesis will not be fully accepted unless it is supported by the work of many scientists. Although a study may take place in a single laboratory, a scientist must present her work to the community of scientists in her field. Initially, she may present her data and con... |
NDQ_005839 | published scientific studies are very likely to be accurate because they | a. are based on the beliefs of the scientists who published them, b. are almost certain to have been done using scientific method, c. were performed by scientists, d. all of these | b | Lesson: scientific community
Sharing Results:
A hypothesis will not be fully accepted unless it is supported by the work of many scientists. Although a study may take place in a single laboratory, a scientist must present her work to the community of scientists in her field. Initially, she may present her data and con... |
NDQ_005840 | facts are based on observations. | a. true, b. false | a | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005841 | __________________ is factual information not subject to bias. | a. interpretation, b. analysis, c. data, d. opinion | c | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005842 | many scientific studies have found that colds are caused by viruses. what is this? | a. fact, b. interpretation, c. analysis, d. opinion | a | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005843 | which one of these statements is a fact? | a. leos have more fiery personalities than people with other astrological signs, b. you are the nicest person in the world, c. bill gates is the smartest man in the united states, d. bill gates is the wealthiest man in the united states | d | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005844 | which one of these statements is an observation? | a. susan has itchy eyes, b. colds are caused by viruses, c. echinacea cures colds, d. susan has a runny nose so she has a cold | a | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005845 | how do scientists test questions? | a. make observations, b. evaluate information, c. do experiments, d. all of the above | d | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005846 | scientists usually begin an investigation with an experiment. | a. true, b. false | b | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005847 | based on susan sneezing and having itchy eyes, one can conclude that she has a cold. | a. true, b. false | b | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005848 | which of these statements is not testable? | a. the average global temperature is rising, b. each of us has a guardian angel, c. leos are fiery and self-assured, d. colds are caused by viruses | b | Lesson: scientific explanations and interpretations
Facts Observations Opinions:
Scientists usually begin an investigation with facts. A fact is a bit of information that is true. Facts come from data collected from observations or from experiments that have already been run. Data is factual information that is not su... |
NDQ_005850 | a good scientific question has to be ___________________. | a. true, b. testable, c. always wrong, d. always correct | b | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005851 | the scientific method is a linear process with one step leading to another in the same way each time. | a. true, b. false | b | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005852 | which of these is a good scientific question? | a. what happens when we die?, b. is shailene woodley a good actress?, c. would your best friend enjoy being a lawyer or a flight attendant more?, d. do humans and chimpanzees share a common ancestor? | d | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005853 | people using the scientific method usually start with | a. a hypothesis, b. a conclusion, c. a set of experiments, d. a question | d | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005854 | which of these questions is a good scientific question? | a. how many angels can dance on the head of a pin?, b. what is the age of our planet?, c. how many ghosts are there in the room?, d. can psychics help you win the lottery every time? | b | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005855 | a scientific question can be based on | a. one or more observations, b. data from a past experiment, c. the data and analysis contained in a published scientific paper, d. all of the above | d | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005856 | which one of these statements does not lead to a good question for the scientific method? | a. the amount of carbon dioxide in the air is increasing, b. oranges are sometimes sweet and sometimes sour, c. i won the lottery because i visualized it happening, d. the earth is as old as the sun | c | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005857 | the amount of carbon dioxide in the atmosphere is decreasing. | a. true, b. false | b | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005858 | why do scientists use the scientific method? | a. to ensure that experiments are done in an unbiased and standardized way, b. so that other scientists can duplicate the experiment, c. to support or refute a hypothesis without bias, d. all of the above | d | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_005859 | after finding out that carbon dioxide is increasing in the atmosphere, what would be a good question to try to answer with an experiment? | a. what is causing the increase in carbon dioxide in the atmosphere?, b. which other greenhouse gases are increasing in the atmosphere?, c. what is the effect of increasing atmospheric carbon dioxide on the atmosphere?, d. all of the above | d | Lesson: scientific method
The Goal of Science:
The goal of science is to answer questions about the natural world. Scientific questions must be testable. Which of these two questions is a good scientific question and which is not? What is the age of our planet Earth? How many angels can dance on the head of a pin? The... |
NDQ_006121 | put the layers of the atmosphere in order from the lowest altitude to the highest altitude. | a. troposphere, mesosphere, thermosphere, stratosphere, b. troposphere, stratosphere, thermosphere, mesosphere, c. troposphere, stratosphere, mesosphere, thermosphere, d. troposphere, mesosphere, stratosphere, thermosphere | c | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006122 | what separates the layers in the atmosphere? | a. temperature gradient, b. density, c. pressure, d. none of the above | a | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006123 | which layer is the hottest? | a. troposphere, b. stratosphere, c. mesosphere, d. thermosphere | a | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006124 | why does warm air rise? | a. cool gas molecules move less and take up more space so they become less dense, b. the higher pressure on air at sea level pushes it up higher in the atmosphere, c. the temperature gradient of warm air is higher than that of cold air, d. warm gas molecules move more and take up more space so they become less dense | d | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006125 | which layer does the weather occur in? | a. troposphere, b. stratosphere, c. mesosphere, d. thermosphere | a | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006126 | with the same number of molecules in less space, both air density and air pressure are lower. | a. true, b. false | a | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006127 | in each layer of the atmosphere, air temperature decreases with altitude. | c. true, d. false | b | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006128 | when air gets cooler, it decreases in density. | a. true, b. false | a | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006129 | the temperature gradient in each layer of the atmosphere is determined by | a. how close it is to the center of the earth, b. the heat source of that layer, c. the air pressure on the layer, d. the amount of ozone that is present in the layer | b | Lesson: temperature of the atmosphere
Air Temperature:
The atmosphere is layered, corresponding with how the atmospheres temperature changes with altitude. By under- standing the way temperature changes with altitude, we can learn a lot about how the atmosphere works.
Warm Air Rises:
Why does warm air rise (Figure 1... |
NDQ_006192 | tornadoes form | a. from severe thunderstorms, b. at the edges of warm fronts, c. in occluded fronts, d. where air masses from two oceans meet | a | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006193 | the fujita scale assigns a value to a tornado based on | a. temperature and precipitation, b. temperature and wind speed, c. wind speed and damage, d. precipitation and damage | c | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006195 | what type of cloud does a tornado stem from? | a. cirrostratus, b. cumulous, c. nimbostratus, d. cumulonimbus | d | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006196 | which of the following is not true of tornadoes? | a. they destroy homes and property, b. very few tornadoes cause fatalities, c. tornadoes strike a very wide path, up to several miles, d. some years are worse than others for tornado damage and death | c | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006197 | winds from the strongest tornadoes can spin more than 300 mph. | a. true, b. false | a | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006198 | tornadoes rotate clockwise and twisters rotate anti-clockwise. | a. true, b. false | b | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006199 | in the united states, tornadoes are most common where the ________________ air masses meet in the spring. | a. maritime tropical and continental arctic, b. maritime tropical and continental polar, c. maritime polar and the continental dry, d. maritime tropical and maritime polar | b | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006200 | when a tornado warning is issued it accurately tells when and where the tornado will hit. | a. true, b. false | b | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006201 | most deaths from tornadoes are caused by flying debris. | a. true, b. false | a | Lesson: tornadoes
Tornadoes:
Tornadoes, also called twisters, are fierce products of severe thunderstorms (Figure 1.1). As air in a thunderstorm rises, the surrounding air races in to fill the gap. This forms a tornado, a funnel-shaped, whirling column of air extending downward from a cumulonimbus cloud. A tornado las... |
NDQ_006262 | ocean biodiversity is | a. low because ocean conditions are all very similar, b. moderate with a little diversity in each of the three depth zones, c. high because there is a lot of difference in temperature, salinity, light and other factors, d. unknown since we cant see below about 200 feet depth | c | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006263 | organisms that cant swim but are pushed along with the current are | a. fish, b. plankton, c. plants, d. all of these | b | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006264 | phytoplankton are responsible for about one-quarter of earths total primary productivity. | a. true, b. false | b | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006265 | nearly all marine invertebrates have hard shells for protection. | a. true, b. false | b | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006266 | animal larvae spread in the seas as plankton and then settle to the bottom as adults. | a. true, b. false | a | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006267 | some seabirds live their entire lives without coming to land. | a. true, b. false | b | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006268 | most marine organisms live | a. in the photic zone, b. close to shore, c. in the deep sea, d. in the middle depths | b | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006269 | marine invertebrates | a. are mostly found in the deep sea, b. have a backbone, c. account for a lot of the oceans biodiversity, d. all of the above | c | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006270 | what adaptations do fish have for life in the oceans? | a. they have a swim bladder for changing depth, b. they are ectotherms so they are the same temperature as the water, c. they have gills for extracting oxygen from the water, d. all of these | d | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006271 | what adaptations do marine mammals have for life in the oceans? | a. they have fur, fat, fast metabolisms, small surface area to volume for warmth, b. they absorb salt through their skin and secrete it through their urinary tracts, c. they have gills for extracting oxygen from water, d. all of these | a | Lesson: types of marine organisms
Types of Ocean Organisms:
The smallest and largest animals on Earth live in the oceans. Why do you think the oceans can support large animals? Marine animals breathe air or extract oxygen from the water. Some float on the surface and others dive into the oceans depths. There are anima... |
NDQ_006392 | a front is where two air masses | a. meet, b. diverge, c. slide past each other, d. all of these | a | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006393 | the two air masses at a front | a. have the same density so they stay in their places, b. have different densities so the less dense one goes up over the denser one, c. have the same density so they mix, d. have different densities so they stay in their places | b | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006394 | a stationary front will | a. remain in place until another front pushes it out of the way, b. decrease in density and move by rising over a barrier, c. break apart after several days, d. remain in place until its barrier erodes away | c | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006395 | in a stationary front, winds blow parallel to the front but in opposite directions. | a. true, b. false | a | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006396 | this may form along a cold front, if the humidity is high enough. | a. a thunderstorm line, b. a storm line, c. a frontal line, d. a squall line | d | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006397 | if a cold front occurred in the spring, this type of weather would occur. | a. thunderstorms, b. strong rain, c. snow, d. strong winds | a | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006398 | a warm front is when | a. a cold air mass slides over a warm air mass, b. a warm air mass slides over a cold air mass, c. two warm air masses meet, d. two cold air masses meet | b | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006399 | a warm front in winter could lead to this weather | a. strong winds and thunderstorms with heavy snows, b. warm air and rain give way to cold air with heavy snow with nimbostratus clouds and fog, c. warm air with intense pouring rain, d. cold air and snow give way to warmer sleet and freezing rain with stratus clouds and | d | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006400 | an occluded front has cold, warm and then cold fronts back to back. | a. true, b. false | a | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006401 | an occluded front has mild weather because there is mixing between the different air masses. | a. true, b. false | b | Lesson: weather fronts
Fronts:
Two air masses meet at a front. At a front, the two air masses have different densities and do not easily mix. One air mass is lifted above the other, creating a low pressure zone. If the lifted air is moist, there will be condensation and precipitation. Winds are common at a front. The ... |
NDQ_006402 | which of the following is not shown graphically on a weather map? | a. height of cloud base, b. amount of precipitation in the last 6 hours, c. cloud type, d. barometric pressure at the elevation of each location | d | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006404 | isobars are line of equal average air pressure at | a. sea level, b. 10,000 feet, c. the land surface, d. 100 feet | a | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006405 | isotachs can be used to locate | a. thunderstorms, b. jet streams, c. temperature gradients, d. droughts | b | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006406 | on a weather map, a large circular feature with very low pressure in the center and winds being drawn inward might be a __________. | a. hurricane, b. tornado, c. blizzard, d. none of these | a | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006407 | the amount of cloud cover is shown on some weather maps. | a. true, b. false | a | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006408 | where isotherms indicate a steep gradient, there is likely to be | a. a tornado, b. precipitation, c. a front, d. none of the above | c | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006409 | a zone of low barometric pressure may have a value of 1009, while a zone of high pressure may be around 1032. | a. true, b. false | a | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006410 | weather maps just shows the temperature and atmospheric pressure in a region. | a. true, b. false | b | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006411 | on a weather map, a large l with isobars circling around it, some of which have a pressure value is | a. a low wind speed zone, b. a high wind speed zone, c. a low pressure cell, d. a high pressure cell | c | Lesson: weather maps
Weather Maps:
Weather maps simply and graphically depict meteorological conditions in the atmosphere. Weather maps may display only one feature of the atmosphere or multiple features. They can depict information from computer models or from human observations. On a weather map, important meteorolo... |
NDQ_006412 | the weather in a location is related to | a. air temperature, b. precipitation, c. wind speed and direction, d. all of these | d | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006413 | weather is more predictable than climate. | a. true, b. false | b | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006415 | climate doesnt change. | a. true, b. false | b | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006416 | the climate of a location is determined by | a. cloud cover, b. air pressure, c. what type, how much and when precipitation falls, d. all of these | d | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006417 | __________ is the amount of water vapor in the air. | a. humidity, b. air temperature, c. air pressure, d. precipitation | a | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006418 | if you want to go somewhere warm for winter break, you might find it on the ski slopes in lake tahoe, but youd be more likely to in tucson, arizona. | a. true, b. false | a | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006419 | if you go to tucson in june, a month known to be hot and dry, you will not experience a rain storm. | a. true, b. false | b | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006420 | compared to climate, weather is | a. easier to predict, b. guaranteed, c. changeable, d. not important | c | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006421 | the most important factor determining the climate of a region is | a. the average amount of precipitation it gets over a year, b. the amount of solar radiation it gets, c. the average air temperature over a year, d. the amount of wind it gets and where the wind comes from | b | Lesson: weather versus climate
What is Weather:
All weather takes place in the atmosphere, virtually all of it in the lower atmosphere. Weather describes what the atmosphere is like at a specific time and place. A locations weather depends on: air temperature air pressure fog humidity cloud cover precipitation wind sp... |
NDQ_006442 | air moving by _______________ creates wind. | a. radiation, b. convection, c. conduction, d. gravity | b | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006443 | wind is air that is moving | a. toward a zone of rising air, b. outward from a zone of warm air, c. randomly, d. inward from a zone of neutrally buoyant air | a | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006444 | wind has been used for power for hundreds of years. | a. true, b. false | a | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006445 | moving air has potential energy. | a. true, b. false | b | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006446 | an advantage of wind power is ____________. | a. it does not release pollutants or greenhouse gases, b. it is plentiful in many places, c. the technology to harness wind energy is being developed rapidly, d. all of the above | d | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006447 | one or more disadvantages of wind power are | a. it releases greenhouse gases, b. wind blows very rarely in most of the world, c. windmills are expensive to build and maintain, d. all of these | c | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006448 | the wind blows strong through california mountain passes because | a. cool air at the ocean sinks and travels across the pass to the warmer valley, b. warm air from the ocean rises and sucks cool air across the pass from the ocean, c. warm air in the inland valleys rises, sucking cool air across the pass from the ocean, d. cool inland air sinks and sucks warmer ocean air across the pa... | b | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006449 | a nimby group is the offshore cape wind project because they think that windmills are | a. unattractive, b. dangerous to humans, c. loud, d. all of the above | a | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006450 | the cape wind project is located in california. | a. true, b. false | b | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
NDQ_006451 | wind power is the fastest growing renewable energy source in the world. | a. true, b. false | a | Lesson: wind power
Wind Energy:
Energy from the Sun also creates wind, which can be used as wind power. The Sun heats different locations on Earth by different amounts. Air that becomes warm rises and then sucks cooler air into that spot. The movement of air from one spot to another along the ground creates wind. Sinc... |
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