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NDQ_003770 | arid regions do not get enough rain to have problems with acid rain. | a. true, b. false | b | Lesson: acid rain
Acid Rain:
Acid rain is caused by sulfur and nitrogen oxides emanating from power plants or metal refineries. The smokestacks have been built tall so that pollutants dont sit over cities (Figure 1.1). As they move, these pollutants combine with water vapor to form sulfuric and nitric acids. The acid ... |
NDQ_003771 | a mutation can be: | a. beneficial, b. harmful, c. neutral, d. any of the above | d | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003773 | if a region has brown sand and the mice are all brown, if a white mouse is born it | a. means that there is a gene or genes for white fur in the population, b. probably will not survive to reproduce, c. will be favored if white sand blows in and covers the brown sand, d. all of the above | d | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003774 | changes in genetic makeup of species over time is known as biological evolution. | a. true, b. false | a | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003775 | the mechanism for evolution is natural selection. | a. true, b. false | a | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003776 | a mutation that is harmful, may become beneficial if | a. the population changes, b. the environment changes, c. the genetic makeup of the population changes, d. none of these | b | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003777 | in nebraska, natural selection favors deer mice that | a. contrast with the color of the soil where they live, b. are able to see over short grass, c. match the color of the soil where they live, d. none of these | c | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003778 | an organism is most likely to evolve if its | a. environment is changing, b. environment is stable, c. ancestors experienced a lot of mutations, d. current individuals experience a lot of mutations | a | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003779 | all the genetic variation that a population will have exists within it. | a. true, b. false | b | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003780 | changes in the genetic makeup of a population may result in | a. a new species, b. a beneficial adaptation, c. a new variety or subspecies, d. all of the above | d | Lesson: adaptation and evolution of populations
Adaptation:
The characteristics of an organism that help it to survive in a given environment are called adaptations. Adaptations are traits that an organism inherits from its parents. Within a population of organisms are genes coding for a certain number of traits. For ... |
NDQ_003781 | about how old is planet earth? | a. 6,000 years, b. 4.6 million years, c. 4.6 billion years, d. 6.0 billion years | c | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003782 | how have scientists tried to calculate the age of earth? | a. measure how much sediment a stream deposited in a year and calculate how long it would take to deposit a sediment layer, b. calculate how long it would take for the earth to cool to its current temperature from a molten ball, c. calculate the rate of evolution and determine how long it would take for modern animals ... | d | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003783 | scientists can determine an exact number for the age of earth materials using radioactivity. | a. true, b. false | a | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003784 | this material is thought to have formed when the solar system was forming __________________. | a. earths oldest rocks, b. meteorites, c. earths atmosphere, d. all of the above | b | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003785 | earths age is calculated using ages from | a. meteorites, b. earths oldest rocks, c. lunar rocks, d. all of the above | d | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003786 | lord kelvin calculated earths age at 100 million years. what he didnt know was that | a. radioactive decay adds heat, b. the cooling rate of earth materials is slower than he thought, c. earth started out much hotter than he thought, d. all of these | a | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003787 | geologists have pieced together earth history using all of the scientific tools available to them. | a. true, b. false | a | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003788 | earth had to be older than 100 million years because of | a. the amount of time it takes one stream to deposit a sediment layer, b. the amount of time it would take for earth to cool, c. the length of time it would take for organisms to evolve into modern animals, d. the amount of time that passed since the dinosaurs died out | c | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003789 | many lines of evidence indicate that earth is 4.6 billion years old. | a. true, b. false | a | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003790 | without radiometric dating, scientists would still know the absolute age of earth. | a. true, b. false | b | Lesson: age of earth
Indirect Estimates:
During the 18th and 19th centuries, geologists tried to estimate the age of Earth with indirect techniques. What methods can you think of for doing this? One example is that by measuring how much sediment a stream deposited in a year, a geologist might try to determine how long... |
NDQ_003791 | which of these statements is true? | a. 10,000 years ago men hunted and fished, while women gathered nuts and vegetables, b. many anthropologists believe that the carrying capacity of humans without agriculture is about 10 million, c. advances in our brain capacity, erect posture and use of our hands helped advance the human population, d. all of the abov... | d | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003792 | farmers were able to increase the yield of food plants. | a. true, b. false | a | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003793 | agriculture allowed people to | a. have food all year round, b. settle down so that they no longer need to carry out all their possessions, c. store food for when it is difficult to grow, d. all of the above | d | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003794 | the industrial revolution was a major historical event that allowed ________________. | a. people to live an agricultural lifestyle, b. solar energy stored in fossil fuels to do the work that humans had done, c. people to make choices about population growth, d. all of the above | b | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003795 | one side benefit of the industrial revolution is that | a. people were free to develop the arts and culture, b. people no longer have to be scared by dark skies at night, c. people were freed from boring dangerous labor, d. none of the above | a | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003796 | the use of artificial fertilizers and chemical pesticides has not increased much in the past 50 years. | a. true, b. false | b | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003797 | this scientist in the eighteenth century predicted that human population would continue to grow until we had exhausted our resources. | a. thomas malthus, b. thomas edison, c. alfred wegener, d. louis leakey | a | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003798 | the green revolution has | a. greatly increased agricultural productivity, b. allowed the human population to increase by billions more than it would have, c. use groundwater and fossil fuels in ways that are unsustainable, d. all of the above | d | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003799 | it is possible that earths carrying capacity for humans is around 1 billion. | a. true, b. false | a | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003800 | human population is currently | a. held down by limiting factors, b. well with the limits of the population that earth can support, c. very likely exceeding earths carrying capacity for humans, d. all of the above | c | Lesson: agriculture and human population growth
Advances in Agriculture and Population:
Every major advance in agriculture has allowed global population to increase. Early farmers could settle down to a steady food supply. Irrigation, the ability to clear large swaths of land for farming efficiently, and the developme... |
NDQ_003811 | all air pollutants are human-made materials. | a. true, b. false | b | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003812 | air pollution became more widespread as fossil fuels began to be burned for energy during the | a. american revolution, b. green revolution, c. industrial revolution, d. russian revolution | c | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003813 | air pollution is | a. released directly into the air, b. the result of chemical reactions, c. still occurring despite the implementation of the clean air act, d. all of these | d | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003814 | photochemical smog is common in southern california because of | a. the abundance of cars and sunshine, b. the high number of industries, c. the intensive agriculture, d. the dust that blows off the deserts in the east | a | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003815 | as of 2013, the clean air act regulates this many pollutants. | a. 89, b. 189, c. 289, d. 389 | a | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003816 | as of 2013, most of the smoggiest cities in the united states were in california. | a. true, b. false | a | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003817 | passage of the clean air act of 1970 was a response to | a. air pollution events in which many people died, b. awareness of the dangers of photochemical smog, c. recognition that excess carbon dioxide was raising global temperatures, d. a & b | d | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003818 | the six important pollutants that were regulated in the clean air act of 1970 are | a. carbon dioxide, methane, carbon monoxide, cfcs, water vapor and nitrous oxide, b. benzene, perchloroethylene, methylene chloride, dioxin, and asbestos, c. ozone, particulates, sulfur dioxide, nitrogen dioxide, carbon monoxide and lead, d. cadmium, mercury, lead, chromium, sulfur and silver compounds | c | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003819 | parts of california are especially susceptible to trapping smog due to its | a. abundant mountain ranges, b. inversions, c. dry and wind-free conditions, d. all of these | d | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003820 | smog can build up on a winter day because inversions trap pollutants in a cool air mass. | a. true, b. false | a | Lesson: air quality
Air Quality:
Pollutants include materials that are naturally occurring but are added to the atmosphere so that they are there in larger quantities than normal. Pollutants may also be human-made compounds that have never before been found in the atmosphere. Pollutants dirty the air, change natural p... |
NDQ_003821 | an asteroid is | a. a rock and ice body that has a tail near the sun, b. a rounded body with craters on it, c. a small rocky body that orbits the sun, d. none of the above | c | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003822 | asteroids | a. came together to form the rocky planets, b. came together to form the moon, c. hardly ever venture into the inner solar system, d. all of these | a | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003823 | asteroids are too small to have impacts with other objects so they dont have craters. | a. true, b. false | b | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003824 | we dont know much about asteroids because they are too small for nasa missions to visit them. | a. true, b. false | b | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003825 | asteroids | a. are mostly found between the orbits of jupiter and saturn, b. are still being discovered at a high rate, c. could be added up to equal the mass of a mars-sized planet, d. all of these | b | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003826 | the region where asteroids orbit between mars and jupiter is called _________. | a. the cometary zone, b. the near-earth asteroid zone, c. the kuiper belt, d. the asteroid belt | d | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003827 | near-earth asteroids can | a. cross earths orbit, b. cause mass extinctions, c. be over 1 km in diameter, d. all of the above | d | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003828 | an asteroid the size of mars hit earth sending fragments of earth into space to create the moon. | a. true, b. false | a | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003829 | an asteroid could cause humans to go extinct. | a. true, b. false | a | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003830 | scientists are interested in asteroids because many | a. contain very valuable gemstones, b. contain precious metals, c. are representatives of the earliest solar system, d. could have primitive life forms | c | Lesson: asteroids
Asteroids:
Asteroids are very small, rocky bodies that orbit the Sun. "Asteroid" means "star-like," and in a telescope, asteroids look like points of light, just like stars. Asteroids are irregularly shaped because they do not have enough gravity to become round. They are also too small to maintain a... |
NDQ_003831 | which factor affects resource availability? | a. supply, b. price, c. politics, d. all of the above | d | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003832 | if a nation is wealthy, it can determine the price of a resource. | a. true, b. false | b | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003833 | nonrenewable resources | a. are usually quite limited in abundance, b. are extremely valuable, c. may be extremely abundant, d. are rarely very valuable | c | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003834 | overconsumption is the recognition that people in developed countries use many more natural resources than people in developing countries. | a. true, b. false | a | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003835 | discarding an item costs natural resources and contributes to pollution. | a. true, b. false | a | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003836 | another word for electronic waste is ___________. | a. e-waste, b. e-cycle, c. electro-garbage, d. electro-trash | a | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003837 | a nation with a lot of neodymium may __________ that resource to other countries that will __________ it. | a. export; export, b. export; import, c. import; export, d. import; import | b | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003838 | electronic waste generated in developed nations | a. is disposed of safely, b. is not valuable to anyone, c. exposes people in developing nations to hazardous compounds, d. none of these | c | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003839 | since natural resources are distributed fairly evenly around the planet, nations can usually obtain what they need. | a. true, b. false | b | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003840 | if a resource becomes scarce, the result may be | a. a rise in price of that resource, b. interest in finding more of that resource, c. war, d. all of these | d | Lesson: availability of natural resources
Supply:
From the table in the concept "Materials Humans Use," you can see that many of the resources we depend on are non-renewable. Non-renewable resources vary in their availability; some are very abundant and others are rare. Materials, such as gravel or sand, are technical... |
NDQ_003851 | very flat areas that make up much of the ocean floor are | a. plateaus, b. trenches, c. abyssal plains, d. mid-ocean ridges | c | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003852 | on a bathymetric map where shallower depths are lighter blue and deeper depths are darker blue | a. the light blue gashes are mid-ocean ridges and the dark thin lines are the trenches, b. the mid-ocean ridges are dark blue lines and the trenches are light blue arcs, c. the entire ocean floor appears as a deep blue, d. the deepest depths are along the mid-ocean ridges and the shallowest depths are along the abyssal... | a | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003853 | longest chain of mountains in the world. | a. abyssal plains, b. trenches, c. continental margins, d. mid-ocean ridges | d | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003854 | to map seafloor bathymetry, a research vessel uses an echo sounder, which | a. uses a sound beam to determine the depth to the seafloor, b. takes photos of the seafloor and then creates a map from them, c. carries a crew of three scientists and pilots to map the seafloor, d. is dropped to the seafloor on a line with the length of the line that is submerged indicating seafloor depth in that are... | a | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003855 | the study of underwater depth of lake or ocean floor. | a. geomorphology, b. climatology, c. bathymetry, d. glaciology | c | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003856 | from the bottom of the deepest trench to the top of the highest mountain, the relief of the pacific ocean basin totals nearly 70,000 feet. | a. true, b. false | a | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003857 | this is the transition from the land to the deep sea. | a. continental drift, b. continental shelf, c. continental rise, d. continental margin | d | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003858 | earths tallest mountain from base to top is | a. mt. everest, b. mauna kea, c. mt. chimborazo, d. mt. mckinley | b | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003859 | the continental shelf is made up of the continental margin, continental slope and continental rise. | a. true, b. false | b | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003860 | the deepest canyon in the ocean floor. | a. hellenic trench, b. philippine trench, c. marianas trench, d. japan trench | c | Lesson: bathymetric evidence for seafloor spreading
Life at Sea:
Well go out on the research vessel (R/V in ship-speak) Atlantis, owned by the US Navy and operated by the Woods Hole Oceanographic Institution for the oceanographic community. The Atlantis has six science labs and storage spaces, precise navigation syste... |
NDQ_003861 | the big bang theory is a hypothesis that states that all matter and energy were at one time compressed into a small volume and then ____________. | a. imploded, b. expanded outward, c. stayed compressed, d. none of the above | b | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003862 | the first stars didnt form until about 4 billion years after the big bang. | a. true, b. false | b | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003863 | according to the big bang theory, the universe began | a. 1 billion years ago, b. 3.7 billion years ago, c. 13.7 billion years ago, d. 23.7 billion years ago | c | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003864 | at the time of the big bang and just after | a. all the matter and energy of the universe was compressed into a point, b. after a few seconds, protons, neutrons and electrons formed, c. after a few minutes, hydrogen formed, d. all of the above | d | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003865 | during the immediate aftermath of the big bang, hydrogen nuclei collided and fused into __________ nuclei. | a. oxygen, b. carbon, c. helium, d. potassium | c | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003866 | in the early universe, matter was held together by which force? | a. gravity, b. centrifugal, c. inertia, d. attractive | a | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003867 | scientists have discovered the temperature of space is 3oc. | a. true, b. false | b | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003868 | which of the following is true? | a. the temperature of space in the universe is 0 kelvin, b. a tiny amount of heat left over from the big bang is spread around the universe, c. galaxies and the space between them are the same temperature, d. there is no evidence for the big bang beyond the expanding universe | b | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003869 | at the farthest edges of what scientists can see, there are | a. galaxies that formed not long after the big bang, b. galaxies that formed recently, c. no things that astronomers can identify, d. nothing but blobs of gas and dust | a | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003870 | its very difficult to determine scientifically what existed before the big bang because there is no evidence. | a. true, b. false | a | Lesson: big bang
The Big Bang Theory:
Timeline of the Big Bang and the expan- sion of the Universe. The Big Bang theory is the most widely accepted cosmological explanation of how the universe formed. If we start at the present and go back into the past, the universe is contracting getting smaller and smaller. What i... |
NDQ_003901 | which statement is not true about carbon? | a. it is the most common element in the human body, b. diamonds are made of carbon, c. it is part of co2, d. fats contain carbon | a | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003902 | you breathe in oxygen and breathe out carbon dioxide. | a. true, b. false | a | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003903 | the waste product of photosynthesis is | a. glucose, b. carbon dioxide, c. oxygen, d. all of the above | c | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003904 | respiration and photosynthesis are gas exchange processes with the exchange being between co2 and o2. | a. true, b. false | a | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003905 | in photosynthesis, plants change this into chemical energy that plants and animals can use as food. | a. sunlight, b. oxygen, c. sugar, d. all of the above | a | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003907 | this is an example of a carbon source. | a. forest, b. ocean, c. fault, d. volcano | d | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003908 | the amount of carbon dioxide in the atmosphere is very low, but small changes make a big difference. | a. true, b. false | a | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003909 | some things are sinks for co2 until they are burned or warmed and then they become sources, including: | a. forests, b. fossil fuels, c. oceans, d. all of these | d | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003910 | on mauna loa volcano in the pacific ocean, co2 content has changed from __________ in 1958 to around __________ in 2014. | a. 316 ppm; 400 ppm, b. 316 ppm; 350 ppm, c. 416 ppm; 420 ppm, d. 416 ppm; 500 ppm | a | Lesson: carbon cycle and climate
The Carbon Cycle:
Carbon is a very important element to living things. As the second most common element in the human body, we know that human life without carbon would not be possible. Protein, carbohydrates, and fats are all part of the body and all contain carbon. When your body bre... |
NDQ_003911 | most air pollutants come from | a. burning fossil fuels, b. solar panels, c. wind turbines, d. none of the above | a | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003912 | emission control devices placed on power plants to comply with the clean air act have ______________________________ coming from a smokestack. | a. reduced the amount of greenhouse gases coming, b. increased the amount of acid rain-causing chemicals, c. reduced the amount of pollution that we see, d. all of the above | c | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003913 | nearly half of all air pollution comes from | a. factories, b. power plants, c. transportation, d. burning wood | c | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003914 | if fossil fuels like coal and petroleum are not pure they may | a. produce only greenhouse gases, b. produce more pollutants, c. produce more ozone directly, d. all of these | b | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003915 | when coal is burned, this highly toxic element can also be emitted. | a. mercury, b. sulfur, c. oxygen, d. water | a | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003917 | burning trees produces most of the same pollutants as burning fossil fuels. | a. true, b. false | a | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003918 | burning forests increases greenhouse gases by releasing _____________. | a. nitrogen, b. oxygen, c. methane, d. carbon dioxide | d | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003919 | volatile organic compounds enter the atmosphere by | a. evaporation, b. mixing with water vapor, c. biomass burning, d. all of the above | a | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003920 | slash-and-burn can lead to these pollutants: | a. carbon dioxide, b. methane, c. particulates, d. all of these | d | Lesson: causes of air pollution
Causes of Air Pollution:
Most air pollutants come from burning fossil fuels or plant material. Some are the result of evaporation from human- made materials. Nearly half (49%) of air pollution comes from transportation, 28% from factories and power plants, and the remaining pollution fr... |
NDQ_003931 | which is not a characteristic of all life? | a. be organic, b. have a metabolism, c. be capable of replication/reproduction, d. have a heartbeat | d | Lesson: characteristics and origins of life
The Origin Of Life:
No one knows how or when life first began on the turbulent early Earth. There is little hard evidence from so long ago. Scientists think that it is extremely likely that life began and was wiped out more than once; for example, by the impact that created ... |
NDQ_003932 | to learn about the origin of life, scientists do not | a. perform experiments to recreate the environmental conditions found at that time, b. create stories from their imaginations, c. study organisms living in extreme environments, d. study ancient microorganisms | b | Lesson: characteristics and origins of life
The Origin Of Life:
No one knows how or when life first began on the turbulent early Earth. There is little hard evidence from so long ago. Scientists think that it is extremely likely that life began and was wiped out more than once; for example, by the impact that created ... |
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