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NDQ_003933 | amino acids are the building blocks of life because they create | a. proteins, b. lipids, c. carbohydrates, d. sucrose | a | 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_003934 | amino acids are linked together by ionic bonds to form monomers called polypeptides. | a. true, b. false | 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 ... |
NDQ_003935 | what did the miller-urey experiment help determine? | a. to see if carbohydrates could originate in an early earth environment, b. to see if amino acids landed on earth from outer space, c. to see if amino acids could originate in an early earth environment, d. to see if hydrogen was the first building block of proteins before amino acids | c | 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_003936 | in the miller-urey experiment, electric sparks provided the energy that drove the chemical reactions. | a. true, b. false | a | 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_003937 | scientists think that life on earth originated once. | a. true, b. false | 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 ... |
NDQ_003938 | proteins are important because they | a. were the living organisms to originate on earth, b. are the most abundant class of biological molecules, c. are known to have originated in outer space, rather than on earth, d. all of these | 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 ... |
NDQ_003939 | early amino acids may have originated | a. at hydrothermal vents, b. deep in the crust, c. elsewhere in the solar system, d. all of these | 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_003940 | a primary protein structure is a sequence of a chain of amino acids. | a. true, b. false | a | 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_003941 | in chemical bonds, | a. one or more atoms share electrons, b. ions join together to create atoms, c. ions join together to create molecules, d. none of these | c | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003942 | an atom that shares one or more electrons with another atom is a(n) | a. ionic bond, b. covalent bond, c. hydrogen bond, d. none of the above | b | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003943 | a polar molecule is slightly positive on one side and slightly negative on the other. | a. true, b. false | a | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003944 | water is good at dissolving things because it exhibits | a. ionic bonding, b. covalent bonding, c. hydrogen bonding, d. all of the above | c | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003945 | table salt is an example of hydrogen bonding in which sodium is positive and chlorine is negative. | a. true, b. false | b | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003946 | covalent bonds are weak; it does not take a lot of energy to break them apart. | a. true, b. false | b | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003947 | in the compound methane, | a. carbon gives an electron to each of four hydrogen ions as an example of covalent bonding, b. carbon gives an electron to each of four hydrogen ions as an example of ionic bonding, c. carbon shares an electron with each of four hydrogen ions as an example of ionic bonding, d. carbon shares an electron with each of fo... | d | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003948 | when a lithium ion and a fluorine ion combine | a. lithium donates an electron to fluorine, b. lithium receives an electron from fluorine, c. lithiums positive side and fluorines negative side form a hydrogen bond, d. they form a very strong covalent bond | a | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003949 | water forms droplets because a hydrogen bond is a strong bond. | a. true, b. false | b | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003950 | elements on the left side of the periodic table are electron donors, while those on the right side are electron acceptors. | a. true, b. false | a | Lesson: chemical bonding
Chemical Bonding:
Ions come together to create a molecule so that electrical charges are balanced; the positive charges balance the negative charges and the molecule has no electrical charge. To balance electrical charge, an atom may share its electron with another atom, give it away, or recei... |
NDQ_003961 | it is easier and cheaper to clean up groundwater than to prevent it. | a. true, b. false | b | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003962 | cleaning an aquifer does no good if you do not also | a. eliminate the pollution source, b. stop using the groundwater as a water source, c. drill test wells, d. all of the above | a | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003963 | to do chemical remediation of an acidic pollutant in an aquifer, introduce | a. a safe acidic compound, b. a safe basic compound, c. a safe neutral compound, d. none of the above | b | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003964 | this form of remediation involves injecting microorganisms into the contaminant plume and allowing them to consume the pollutant. | a. chemical remediation, b. contaminant remediation, c. pollution remediation, d. bioremediation | d | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003965 | which form of remediation involves pumping a chemical into an aquifer to destroy a contaminant? | a. bioremediation, b. chemical remediation, c. contaminant remediation, d. pollution remediation | b | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003966 | a problem with having to bring toxic materials to the surface to cleanse them is | a. how to re-inject the cleansed rock and soil back into the aquifer, b. where to do the bioremediation on the toxic materials, c. where to dispose of the toxic materials, d. none of these | c | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003967 | if you pumped contaminated water from an aquifer, cleaned the water and pumped it back in what would happen? | a. the water would be clean and stay clean, b. the water would clean the aquifer, c. the water would be re-contaminated by the aquifer, d. its impossible to know what would happen | c | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003968 | the most dangerous contaminants in water are the ones that are visible. | a. true, b. false | b | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003969 | pumping water to the surface to clean the pollutant is more expensive than in situ cleaning methods because the soil and rock must be cleaned too. | a. true, b. false | a | Lesson: cleaning up groundwater
Cleaning Groundwater:
Preventing groundwater contamination is much easier and cheaper than cleaning it. To clean groundwater, the water, as well as the rock and soil through which it travels, must be cleansed. Thoroughly cleaning an aquifer would require cleansing each pore within the s... |
NDQ_003970 | throughout earths history, its climate has always been colder and less humid than it is today. | a. true, b. false | b | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003971 | glaciers during the pleistocene | a. advanced and retreated in cycles, b. there were glacial and interglacial periods, c. bound up a lot of earths water into ice, d. all of the above | d | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003972 | the most recent ice age was in the ____________ between __________ years ago. | a. pleistocene epoch; 1.8 million and 10,000, b. pleiocene epoch; 1 million and 10,000, c. pleistocene epoch; 1.8 million and 1 million, d. pleiocene epoch; 2 million and 1 million | a | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003973 | the average global temperature during glacial periods was __________ less than current average global temperature. | a. 10.5 oc (18.9of), b. 5.5 oc (10of), c. 2.0oc (3.6of), d. 82 oc (148of) | b | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003974 | when glaciers retreat, sea level rises. | a. true, b. false | a | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003975 | fairly small changes in temperature can have major effects on global climate. | a. true, b. false | a | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003976 | how is climate stability beneficial to the human civilization? | a. it allows the expansion of agriculture, b. it allows the development of towns and cities, c. it has allowed development along coastlines over the centuries, d. all of the above | d | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003977 | the vikings colonized greenland during this period __________ and were forced out during this period __________. | a. the little ice age; the medieval warm period, b. the late ice age; the middle warm period, c. the medieval warm period; the little ice age, d. the middle warm period; the late ice age | c | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003978 | since the end of the ice ages, temperature had been getting steadily warmer, although not uniformly warmer. | a. true, b. false | a | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003979 | the message of this concept is | a. climate has changed throughout earth history, b. human civilization depends on a fairly stable climate, c. climate in the past 15 centuries or so has been fairly stable, d. all of these | d | Lesson: climate change in earth history
Climate Change in Earth History:
Climate has changed throughout Earth history. Much of the time Earths climate was hotter and more humid than it is today, but climate has also been colder, as when glaciers covered much more of the planet. The most recent ice ages were in the Ple... |
NDQ_003980 | climate zones are | a. the same at similar latitudes, in similar positions on nearly all continents, b. the same across the northern hemisphere but not the southern hemisphere, c. different even at similar latitudes and in similar positions, d. random | a | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_003981 | biomes are made up of _____________. | a. climate type, b. plants, c. animals, d. all of the above | d | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_003982 | climate zones are classified by | a. the type of vegetation that occurs, b. a climate type and its plants and animals, c. temperature, amount of precipitation, and time of year of precipitation, d. none of the above | c | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_003983 | plants that live in the same biome, but on different continents, share the same characteristics. | a. true, b. false | a | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_003984 | dry climates | a. are arid, but they still have more precipitation than evaporation, b. have little rainfall, but what comes falls regularly throughout the year, c. have hot summers and extremely warm winters, d. are located at around 30o n where air descends in the global circulation cells | d | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_003985 | the moist subtropical mid-latitude climate zones are found along the coastal areas in the united states. | a. true, b. false | a | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_003987 | most precipitation in the polar climates occurs in the summer. | a. true, b. false | a | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_003988 | microclimates have | a. the same climates as the surrounding region, b. a different climates than the surrounding region, c. a more extreme climate than the surrounding region, d. none of the above | b | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_003989 | which of the following is not a characteristic of continental climates? | a. winters are cold and stormy, b. summers are hot, c. they are found at 40on to 70on and 40os to 70os, d. the average annual temperature is fairly mild | c | Lesson: climate zones and biomes
Climate Zones and Biomes:
The major factors that influence climate determine the different climate zones. In general, the same type of climate zone will be found at similar latitudes and in similar positions on nearly all continents, both in the Northern and Southern Hemispheres. The e... |
NDQ_004000 | the solid form of hydrocarbon is __________________. | a. natural gas, b. coal, c. petroleum, d. fossil fuel | b | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004001 | which of these statements are true about coal? | a. coal is useful as fuel, b. coal helps generate electricity, c. coal is a sedimentary or metamorphic rock, d. all of the above | d | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004002 | what is coal made from? | a. dead plant matter that settled at the bottom of swamps millions of years ago, b. heated rock from the sun, c. volcanic lava, d. none of the above | a | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004003 | for coal to form, during burial the organic matter must be kept away from nitrogen. | a. true, b. false | b | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004004 | most coal in the united states, and worldwide, is this type | a. anthracite, b. bituminous, c. subbituminous, d. lignite | b | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004005 | anthracite is this type of rock. | a. sedimentary, b. igneous, c. metamorphic, d. all of the above | c | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004006 | coal mining exposes this element, which when mixed with air and water makes a highly corrosive chemical. | a. sulfur, b. oxygen, c. carbon, d. methane | a | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004007 | coal formed in ancient swamps especially during this period. | a. cambrian, b. precambrian, c. mesozoic, d. carboniferous | d | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004008 | coal that forms at higher temperatures burns more cleanly. | a. true, b. false | a | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004009 | how does burning coal make electricity? | a. heat boils water to make steam, turns generators, spins turbines, make electricity, b. creates elements that combine to release radioactive material that spins turbines, turns generators, make electricity, c. heat boils water to make steam, spins turbines, turns generators, make electricity, d. none of these | c | Lesson: coal power
Coal:
Coal, a solid fossil fuel formed from the partially decomposed remains of ancient forests, is burned primarily to produce electricity. Coal use is undergoing enormous growth as the availability of oil and natural gas decreases and cost increases. This increase in coal use is happening particul... |
NDQ_004011 | this contaminant gets washed from farms and yards into rivers, causing algae to grow. | a. toxins, b. pesticides, c. fertilizers, d. all of the above | c | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004012 | ___________ can become runoff that travels from the land to the ocean where it becomes a marine pollutant. | a. agricultural waste, b. industrial waste, c. municipal waste, d. all of the above | d | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004013 | most ocean pollution comes from runoff while the remaining 20% of water pollution comes from __________. | a. oil spills, b. people dumping wastes directly in water, c. both a and b, d. none of the above | c | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004014 | humans can be affected by ocean pollution when they | a. eat contaminated fish, b. swim in contaminated water, c. engage in ocean sports, d. all of the above | d | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004015 | fertilizers create dead zones when | a. they cause the algae population to explode, b. they cause the fish population to explode, c. they take all the oxygen out of the water, d. none of these | a | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004016 | most ocean pollution comes from land and is found in or near coastal regions. | a. true, b. false | a | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004017 | fish are affected by oceanic pollutants, but humans are not affected because they do not live in the ocean. | a. true, b. false | b | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004018 | in what ways do fish rely on coastal wetlands? | a. for food, b. to lay their eggs, c. shelter, d. all of the above | d | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004019 | ships at sea treat their wastes and bring their trash back to land for recycling. | a. true, b. false | b | Lesson: coastal pollution
Ocean Pollution:
Most ocean pollution comes as runoff from land and originates as agricultural, industrial, and municipal wastes (Figure 1.1). The remaining 20% of water pollution enters the ocean directly from oil spills and people dumping wastes directly into the water. Ships at sea empty t... |
NDQ_004030 | when do comets have tails? | a. when they are close to colliding with an asteroid, b. when they are close to the sun, c. when stars get in their way, d. when they pass earth | b | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004031 | what causes a comets tail to form? | a. ice from the outer layer of the comet vaporizes and reflects sunlight, b. nuclear fusion in the comet leaves a trail of radiation, c. the comet lights on fire near the sun and leaves a trail of fiery particles behind it, d. none of these | a | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004032 | possibly the most famous comet, halleys, has a period of __________ and will next be seen in __________. | a. 25 years; 2035, b. 50 years; 2053, c. 75 years; 2061, d. 100 years; 2082 | c | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004033 | where do long-period comets come from? | a. the asteroid belt, b. the oort cloud, c. the kuiper belt, d. the comet belt | b | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004034 | where do short-period comets come from? | a. the asteroid belt, b. the oort cloud, c. the kuiper belt, d. the comet belt | c | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004035 | in the early solar system, comets that struck earth may have brought in | a. water, b. microbes, c. plankton, d. all of the above | a | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004036 | comets may be visible with the naked eye | a. during their entire journey around the sun, b. for a short time when they are near the sun, c. never, d. none of these | b | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004037 | without its tail, a comet looks like a ball of ice. | a. true, b. false | a | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004038 | the oort cloud is about 50,000-100,000 au from the sun. | a. true, b. false | a | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004039 | the kuiper belt is home to | a. short-period comets, b. asteroids, c. dwarf planets, d. all of the above | d | Lesson: comets
Comets:
Comets are small, icy objects that have very elliptical orbits around the Sun. Their orbits carry them from the outer solar system to the inner solar system, close to the Sun. Early in Earths history, comets may have brought water and other substances to Earth during collisions. Comet tails form... |
NDQ_004050 | plant whatever types of plants you like, no matter where you live. | a. true, b. false | b | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004051 | a practical way to conserve water is for farmers to _________. | a. use drip irrigation, b. use sprinklers, c. only plant on flood plains, d. none of the above | a | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004052 | which of these can conserve water in your home? | a. have low-flow shower heads, b. have low-flow toilets, c. turn off the tap when not being used, d. all of the above | d | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004053 | one complication with environmental issues is that | a. technology keeps improving, b. people keep thinking of new and better ways to get clean drinking water, c. the human population keeps growing, d. none of these | c | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004054 | at the earth summit in 2002, the plan was to cut in half the number of people without access to safe drinking water by | a. 2015, b. 2020, c. 2025, d. 2030 | a | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004055 | lawns and golf courses conserve water because they trap water within them. | a. true, b. false | b | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004057 | it is better to sweep the sidewalks rather than hosing them down with water. | a. true, b. false | a | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004058 | careful water use can be encouraged by | a. shutting down the water to houses that use too much, b. giving a financial incentive for reducing water consumption, c. not worrying about water use since there is plenty, d. none of these | b | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004059 | it may not seem like much, but putting water on a toothbrush as needed rather than letting the water flow, makes an impact, especially if lots of people do it. | a. true, b. false | a | Lesson: conserving water
How Society Can Conserve Water:
Water consumption per person has been going down for the past few decades. There are many ways that water conservation can be encouraged. Charging more for water gives a financial incentive for careful water use. Water use may be restricted by time of day, seaso... |
NDQ_004060 | the coast of south america fits closely to this continent like a puzzle piece. | a. africa, b. north america, c. europe, d. asia | a | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004061 | this scientist introduced the idea of continental drift. | a. hutton, b. wegener, c. galileo, d. vernes | b | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004062 | which of these statements supports continental drift? | a. identical fossils found on different continents, b. continents that fit together like puzzle pieces, c. identical rocks found on different continents, d. all of the above | d | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004063 | scientists in the early 20th century thought that land bridges allowed land animals to travel between africa and south america. | a. true, b. false | a | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004064 | fossils of the seed fern glossopteris were easily carried by wind across oceans. | a. true, b. false | b | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004065 | continental drift is the idea that move around on earths surface. | a. true, b. false | a | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004066 | the mountain ranges in the appalachians are similar to mountain ranges in | a. eastern europe, b. eastern greenland, c. the himalayas, d. australia | b | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004067 | which of these is not evidence of continental drift? | a. rock deposits left by ancient glaciers, b. mountain ranges that formed together, c. coral reefs drifted to locations where they could not grow now, d. glaciers formed in tropical regions in the distant past | d | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004068 | coal found on land that is now in a cold climate indicates that | a. coal formed under different conditions in the past, b. coal can form under many conditions, c. the land the coal is on has moved, d. the land the coal is on is hotter than most continents | c | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004069 | the reason the hypothesis that mountains cooled in that form from molten material is good is that mountains are the same age. | a. true, b. false | b | Lesson: continental drift
Wegeners Idea:
Alfred Wegener, born in 1880, was a meteorologist and explorer. In 1911, Wegener found a scientific paper that listed identical plant and animal fossils on opposite sides of the Atlantic Ocean. Intrigued, he then searched for and found other cases of identical fossils on opposi... |
NDQ_004070 | the coriolis effect describes how | a. earths rotation steers the movement of air and water, b. earths rotation goes in different directions in the northern and southern hemisphere, c. how earth moves beneath and water, causing it to appear that their motion is curved, d. all of the above | c | Lesson: coriolis effect
Coriolis Effect:
The Coriolis effect describes how Earths rotation steers winds and surface ocean currents (Figure 1.1). Coriolis causes freely moving objects to appear to move to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The objects themselves are actuall... |
NDQ_004071 | if a pilot wants to fly to a city that is 1000 miles due north of his starting city, he must fly | a. due north, b. north but also east, c. north but also west, d. due west | b | Lesson: coriolis effect
Coriolis Effect:
The Coriolis effect describes how Earths rotation steers winds and surface ocean currents (Figure 1.1). Coriolis causes freely moving objects to appear to move to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The objects themselves are actuall... |
NDQ_004072 | coriolis effect occurs because earth is rotating beneath a moving object. | a. true, b. false | a | Lesson: coriolis effect
Coriolis Effect:
The Coriolis effect describes how Earths rotation steers winds and surface ocean currents (Figure 1.1). Coriolis causes freely moving objects to appear to move to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The objects themselves are actuall... |
NDQ_004073 | freely moving objects appear to move to the right in the southern hemisphere. | a. true, b. false | b | Lesson: coriolis effect
Coriolis Effect:
The Coriolis effect describes how Earths rotation steers winds and surface ocean currents (Figure 1.1). Coriolis causes freely moving objects to appear to move to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The objects themselves are actuall... |
NDQ_004074 | you can tell which hemisphere youre in because water in a drain always spirals right in the northern hemisphere and left in the southern hemisphere. | a. true, b. false | b | Lesson: coriolis effect
Coriolis Effect:
The Coriolis effect describes how Earths rotation steers winds and surface ocean currents (Figure 1.1). Coriolis causes freely moving objects to appear to move to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The objects themselves are actuall... |
NDQ_004075 | coriolis is an effect, because it is not forcing the movement of objects to change, it just appears that the movement of objects is not straight. | a. true, b. false | a | Lesson: coriolis effect
Coriolis Effect:
The Coriolis effect describes how Earths rotation steers winds and surface ocean currents (Figure 1.1). Coriolis causes freely moving objects to appear to move to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The objects themselves are actuall... |
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