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NDQ_004076 | in which direction will an ocean current that is traveling south from the north pole curve due to coriolis effect? | a. north, b. south, c. east, d. west | d | 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_004077 | in which direction will an ocean current that is traveling north from the south pole curve due to coriolis effect? | a. north, b. south, c. east, d. west | d | 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_004078 | in which direction will an airplane need to travel if it is flying from 45on 120ow (near the pacific ocean) to 45on 90ow (near the great lakes)? | a. east, but curving to the right, b. east, but curving to the left, c. due east, d. due west | 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_004079 | an ocean current traveling across the north pacific ocean from west to east runs into north america. which direction does it go from there? | a. it turns right, b. if turns left, c. it goes straight, d. it goes back the way it came | 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_004081 | a thin rock unit with a high concentration of a very rare element in it found all over the globe could be the same unit. | a. true, b. false | a | Lesson: correlation using relative ages
Matching Up Rock Layers:
Superposition and cross-cutting are helpful when rocks are touching one another and lateral continuity helps match up rock layers that are nearby. To match up rocks that are further apart we need the process of correlation. How do geologists correlate ro... |
NDQ_004082 | an index fossil should | a. be widespread, b. have existed for only a brief period of time, c. be identifiable, d. all of the above | d | Lesson: correlation using relative ages
Matching Up Rock Layers:
Superposition and cross-cutting are helpful when rocks are touching one another and lateral continuity helps match up rock layers that are nearby. To match up rocks that are further apart we need the process of correlation. How do geologists correlate ro... |
NDQ_004083 | to determine that similar rock layers spread over a large area are actually the same rock unit, try to identify | a. an index fossil, b. the rock type, c. the rocks relative age, d. how the rock formed | a | Lesson: correlation using relative ages
Matching Up Rock Layers:
Superposition and cross-cutting are helpful when rocks are touching one another and lateral continuity helps match up rock layers that are nearby. To match up rocks that are further apart we need the process of correlation. How do geologists correlate ro... |
NDQ_004085 | the only useful index fossils are shells and skeletons of marine organisms. | a. true, b. false | b | Lesson: correlation using relative ages
Matching Up Rock Layers:
Superposition and cross-cutting are helpful when rocks are touching one another and lateral continuity helps match up rock layers that are nearby. To match up rocks that are further apart we need the process of correlation. How do geologists correlate ro... |
NDQ_004086 | a key bed must | a. contain one or more index fossils, b. be very distinctive, c. must be found only in a limited area, d. all of these | b | Lesson: correlation using relative ages
Matching Up Rock Layers:
Superposition and cross-cutting are helpful when rocks are touching one another and lateral continuity helps match up rock layers that are nearby. To match up rocks that are further apart we need the process of correlation. How do geologists correlate ro... |
NDQ_004087 | which of the following is good for correlation? | a. a volcanic ash because it may be spread around the globe, b. a microfossil that can be spread over the ocean surface and then in the seafloor sediments, c. a distinctive fossil assemblage, d. all of these | d | Lesson: correlation using relative ages
Matching Up Rock Layers:
Superposition and cross-cutting are helpful when rocks are touching one another and lateral continuity helps match up rock layers that are nearby. To match up rocks that are further apart we need the process of correlation. How do geologists correlate ro... |
NDQ_004088 | a good example of a key bed is the thin clay with high iridium that indicates that a huge asteroid struck earth 66 million years ago. | a. true, b. false | a | Lesson: correlation using relative ages
Matching Up Rock Layers:
Superposition and cross-cutting are helpful when rocks are touching one another and lateral continuity helps match up rock layers that are nearby. To match up rocks that are further apart we need the process of correlation. How do geologists correlate ro... |
NDQ_004089 | the thin clay with a high concentration of iridium correlates with | a. the extinction of 95% of all earths life at the end of the permian, b. a massive volcanic eruption that was triggered by the asteroid impact, c. the extinction of the dinosaurs and other organisms at the end of the cretaceous, d. the beginning of life on earth, which was triggered by the asteroid impact | c | Lesson: correlation using relative ages
Matching Up Rock Layers:
Superposition and cross-cutting are helpful when rocks are touching one another and lateral continuity helps match up rock layers that are nearby. To match up rocks that are further apart we need the process of correlation. How do geologists correlate ro... |
NDQ_004100 | deep ocean circulation is driven by differences in | a. density & mass, b. pressure & temperature, c. temperature & salinity, d. none of the above | c | Lesson: deep ocean currents
Deep Currents:
Thermohaline circulation drives deep ocean circulation. Thermo means heat and haline refers to salinity. Dif- ferences in temperature and in salinity change the density of seawater. So thermohaline circulation is the result of density differences in water masses because of th... |
NDQ_004101 | water is denser when salt is added. | a. true, b. false | a | Lesson: deep ocean currents
Deep Currents:
Thermohaline circulation drives deep ocean circulation. Thermo means heat and haline refers to salinity. Dif- ferences in temperature and in salinity change the density of seawater. So thermohaline circulation is the result of density differences in water masses because of th... |
NDQ_004103 | what helps to bring cool, nutrient-rich water to the surface? | a. downwelling, b. upwelling, c. evaporation, d. swelling | b | Lesson: deep ocean currents
Deep Currents:
Thermohaline circulation drives deep ocean circulation. Thermo means heat and haline refers to salinity. Dif- ferences in temperature and in salinity change the density of seawater. So thermohaline circulation is the result of density differences in water masses because of th... |
NDQ_004104 | this makes surface water sink. | a. heating or evaporation of fresh water, b. heating and cooling, c. cooling or evaporation of fresh water, d. evaporation of fresh water and nutrients | c | Lesson: deep ocean currents
Deep Currents:
Thermohaline circulation drives deep ocean circulation. Thermo means heat and haline refers to salinity. Dif- ferences in temperature and in salinity change the density of seawater. So thermohaline circulation is the result of density differences in water masses because of th... |
NDQ_004105 | downwelling takes place at some coastlines or along the equators and brings nutrient-rich water to the surface. | a. true, b. false | b | Lesson: deep ocean currents
Deep Currents:
Thermohaline circulation drives deep ocean circulation. Thermo means heat and haline refers to salinity. Dif- ferences in temperature and in salinity change the density of seawater. So thermohaline circulation is the result of density differences in water masses because of th... |
NDQ_004106 | along the coast of south america, a tremendous ecosystem grows due to __________ along the coast. | a. upwelling, b. downwelling, c. longshore currents, d. rip currents | a | Lesson: deep ocean currents
Deep Currents:
Thermohaline circulation drives deep ocean circulation. Thermo means heat and haline refers to salinity. Dif- ferences in temperature and in salinity change the density of seawater. So thermohaline circulation is the result of density differences in water masses because of th... |
NDQ_004108 | how does the salinity of water in an ocean increase? | a. fresh water evaporates, b. fresh water freezes into sea ice, c. salt is added, d. a & b | d | Lesson: deep ocean currents
Deep Currents:
Thermohaline circulation drives deep ocean circulation. Thermo means heat and haline refers to salinity. Dif- ferences in temperature and in salinity change the density of seawater. So thermohaline circulation is the result of density differences in water masses because of th... |
NDQ_004109 | ocean currents move through the surface and deep in a large system like a conveyor belt. | a. true, b. false | a | Lesson: deep ocean currents
Deep Currents:
Thermohaline circulation drives deep ocean circulation. Thermo means heat and haline refers to salinity. Dif- ferences in temperature and in salinity change the density of seawater. So thermohaline circulation is the result of density differences in water masses because of th... |
NDQ_004110 | the relative age of a rock is | a. the age of the rock in years, b. the age of the rock relative to other rocks and geologic structures, c. the age of the rock as determined by radiometric dating, d. all of these | b | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004111 | the _________ rock unit lies beneath the __________ rock units above it. | a. sedimentary; igneous, b. igneous; sedimentary, c. older; younger, d. younger; older | c | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004112 | if a fault cuts a rock sequence that fault is | a. younger than the rock sequence, b. older than the rock sequence, c. the same age as the rock sequence, d. of an unknown age relative to the rock sequence | a | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004113 | older rocks lie above the younger rocks. | a. true, b. false | b | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004114 | in the geologic cross section in the concept, intrusion d cuts across rock layers c and b. rock layer b and intrusion d are offset by fault e. what are the relative ages of these features from older to younger? | a. fault e, intrusion d, rock layer b, rock layer c, b. rock layer c, rock layer b, fault e, intrusion d, c. intrusion d, fault e, rock layer b, rock layer c, d. rock layer c, rock layer b, intrusion d, fault e | d | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004115 | a fault can cut through three or more sedimentary rock layers. | a. true, b. false | a | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004116 | in the geologic cross section in the concept, the last thing to happen in the sequence was | a. the laying down of sedimentary rock layer c, b. the igneous intrusion d, c. the fault e, d. the erosion of the surface | d | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004117 | a fault offsets three older sedimentary rock layers. this displays the principle of | a. horizontality, b. cross-cutting relationships, c. lateral continuity, d. faunal succession | b | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004118 | a fault can shift rocks so that the layers no longer match up. | a. true, b. false | a | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004119 | if we learn the succession of geological events in a region, it only tells us about that region and does not apply to other locations. | a. true, b. false sources figure 1: ck-12: http://www.ck12.org/earth-science/determining-relative- ages/lesson/determining-relative-ages/ | b | Lesson: determining relative ages
Determining the Relative Ages of Rocks:
Stenos and Smiths principles are essential for determining the relative ages of rocks and rock layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock but look at a sequence of rocks to try to dec... |
NDQ_004121 | the law of conservation of energy says that energy cannot be created or destroyed. | a. true, b. false | a | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004122 | which one of these is an example of chemical energy? | a. a match lighting a candle, b. kicking a ball, c. going down a slide, d. pedaling a bicycle | a | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004123 | which one of these is not an example of potential energy? | a. a ball sitting at the top of a hill, b. a batter ready to hit a ball, c. the kick of a leg on a soccer ball, d. an apple hanging from a tree | c | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004124 | burning fuel is an example of using this kind of energy. | a. potential energy, b. kinetic energy, c. electrical energy, d. chemical energy | d | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004125 | kinetic energy is energy associated with the movement of atoms or molecules that can be transferred. | a. true, b. false | b | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004126 | which of these is an example of chemical energy? | a. food is fuel for the body, b. sunlight to make energy for plants during photosynthesis, c. gasoline as fuel for cars, d. all of the above | d | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004127 | where does energy come from? | a. fuel, b. heat, c. photosynthesis, d. gasoline | a | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004128 | animals and plants get energy directly or indirectly from the sun. | a. true, b. false | a | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004129 | if a person eats a sandwich in a park on top of a hill, stands on their bike at the top of the hill, and then rides the bike down, the energy conversions are | a. kinetic to potential to chemical, b. chemical to potential to kinetic, c. chemical to kinetic to potential, d. potential to kinetic to chemical | b | Lesson: development of hypotheses
Asking a New Question:
Before we develop some hypotheses, lets find a new question that we want to answer. What we just learned that atmospheric CO2 has been increasing at least since 1958. This leads us to ask this question: Why is atmospheric CO2 increasing?
Possible Answers for t... |
NDQ_004141 | parallax is used to measure the distance of | a. all stars, b. stars that are anywhere in the milky way galaxy, c. stars that are only a few light years from us, d. stars that are no more than a few hundred light years from us | d | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004142 | to test parallax, put your finger about one foot in front of your eyes and then look at it from one eye and then the other. | a. true, b. false | a | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004143 | to use parallax to determine the distance to a star, astronomers must observe that star | a. relative to more distant stars at two opposite sides of earths orbit, b. relative to more distant stars at two times of day, 12 hours apart, c. relative to the sun, at two different times, 6 months apart, d. relative to the sun, at two different times of day, 12 hours apart | a | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004144 | when observing stars, this is the furthest apart two locations on the earths orbit can be. | a. 1 au, b. 2 au, c. 3 au, d. 4 au | b | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004145 | even with the most precise instruments available, parallax is too small to measure the distance to stars that are more than a few hundred light years away. | a. true, b. false | a | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004146 | the more distant the star, the more accurate our estimate of its distance. | a. true, b. false | b | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004147 | to determine the properties of a distance star, astronomers compare that star to | a. the nearest star to our solar system, alpha centauri, b. betelgeuse in the constellation orion, c. the sun, d. jupiter | c | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004148 | au stands for __________ and it is the distance between __________. | a. astrology units; earth and the nearest star, b. astronomical units; earth and the sun, c. astrology units; earth and the sun, d. astronomical units; earth and the nearest star | b | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004149 | to determine the distance of a star that is far away, astronomers | a. compare observed size to expected size, b. determine its color, c. use parallax with more precise instruments, d. compare observed brightness to expected brightness | d | Lesson: distance between stars
Parallax:
Distances to stars that are relatively close to us can be measured using parallax. Parallax is an apparent shift in position that takes place when the position of the observer changes. To see an example of parallax, try holding your finger about 1 foot (30 cm) in front of your ... |
NDQ_004150 | earth is known as the water planet. the oceans contain this much of the planets water. | a. 67%, b. 87%, c. 97%, d. 107% | c | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004151 | most of the earths fresh water supply is found where? | a. oceans, b. glaciers, c. lakes, d. underground | b | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004152 | which of these can be a reservoir for water? | a. ocean, b. atmosphere, c. puddle, d. all of the above | d | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004153 | the amount of time a molecule stays in a reservoir. | a. water time, b. residence time, c. residence resource, d. reservoir resource | b | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004154 | of the 1% of earths fresh water not found underground or in ice, 39% is found here. | a. lakes and rivers, b. atmosphere and soil moisture, c. soil moisture and lakes, d. rivers and the atmosphere | b | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004155 | most fresh water trapped are found in glaciers and ice sheets in | a. antarctica, b. greenland, c. iceland, d. a & b | d | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004156 | fresh water has no salts at all. | a. true, b. false | b | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004157 | a single water molecule may remain in a reservoir for a long or a short time. | a. true, b. false | a | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004158 | all of earths water supply is accessible for us to use. | c. true, d. false | b | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004159 | earth is unique in our solar system because it has such a large liquid water ocean. | a. true, b. false | a | Lesson: distribution of water on earth
Distribution of Water:
Earths oceans contain 97% of the planets water. That leaves just 3% as fresh water, water with low concentrations of salts (Figure 1.1). Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland and Antarctica. How is the 3% of fre... |
NDQ_004180 | what qualities define a planet? | a. orbits a star, b. is big enough to have its own gravity causing it to be shaped as a sphere, c. has cleared the area of its orbit of smaller objects, d. all of the above | d | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004181 | what is not characteristic of a dwarf planet? | a. orbits a star, b. is big enough to have its own gravity causing it to be shaped as a sphere, c. has cleared the area of its orbit of smaller objects, d. all of the above | c | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004182 | pluto was thought to be one of nine planets in our solar system from 1930 to 2006. | a. true, b. false | a | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004183 | why was pluto thought to be a planet when it was first observed through a telescope in 1930? | a. pluto and its moon, charon, appeared as one much larger object, b. pluto was larger, but it has been struck by so many meteorites that its gotten smaller, c. pluto was thought to be spherical but it was found not to be, d. pluto was found to be a star | a | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004184 | why is pluto no longer considered to be a planet? | a. it is very unlike the other outer planets, b. it is smaller than one dwarf planet and earths moon, c. it is part of the kuiper belt with 200 million other objects, d. all of the above | d | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004185 | although it is in the asteroid belt, ceres is not an asteroid because it is spherical. | a. true, b. false | a | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004186 | ceres has been considered | a. the 10th planet, b. the largest object in the asteroid belt, c. a dwarf planet, d. all of the above | d | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004187 | dwarf planets are all made of | a. gases and ices, b. rocks and metal, c. methane, ethane and nitrogen ices, d. none of the above | d | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004188 | which is the largest known dwarf planet in the solar system? | a. ceres, b. pluto, c. eris, d. makemake | c | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004189 | the final totals are 8 planets and 5 dwarf planets in the solar system. | a. true, b. false | b | Lesson: dwarf planets
What is a Planet:
In 2006, the International Astronomical Union decided that there were too many questions surrounding what could be called a planet, and so refined the definition of a planet. According to the new definition, a planet must: Orbit a star. Be big enough that its own gravity causes ... |
NDQ_004190 | earths first atmosphere was made of | a. nitrogen and oxygen, b. hydrogen and helium, c. greenhouse gases, d. noble gases | b | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004192 | gases from the early earth | a. were vaporized by the intense heat of the early earth and from impacts, b. blew off in the intense solar wind, c. were those that were drawn into the center of the solar nebula, d. all of the above | d | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004193 | the gas that formed the early atmosphere came entirely from earths interior. | a. true, b. false | b | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004194 | in the early atmosphere, a lot of water vapor, carbon dioxide, methane, ammonia, nitrogen and other volatiles came from | a. the sun, b. the moon, c. comets and asteroids, d. volcanic eruptions | c | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004195 | the early atmosphere didnt have oxygen because plants had not yet evolved. | a. true, b. false | a | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004196 | for a long time there were only tiny simple organisms because | a. without oxygen there was no ozone layer, b. without oxygen animals couldnt evolve, c. evolutionary processes take a long time, d. all of the above | d | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004197 | ______________ in a cell that converts energy from nutrients to useable energy. | a. cellular respiration, b. photosynthesis, c. cellular replication, d. none of the above | a | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004198 | what do banded-iron formations represent? | a. the formation of rocks with a lot of iron, b. the development of an anaerobic environment, c. the addition of large amounts of oxygen into the air, d. all of these | c | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004199 | the great oxygenation event occurred when animals became common. | a. true, b. false | b | Lesson: early atmosphere and oceans
Earths First Atmosphere:
Earths first atmosphere was made of hydrogen and helium, the gases that were common in this region of the solar system as it was forming. Most of these gases were drawn into the center of the solar nebula to form the Sun. When Earth was new and very small, t... |
NDQ_004200 | charles darwin discovered | a. the galapagos islands, b. shell beds high in the andes mountains, c. mountains and earth must be extremely old, d. all of the above | b | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004201 | fossils help us learn more about | a. earth history, b. the history and evolution of life, c. environmental conditions in the past, d. all of the above | d | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004202 | compared with fossils in younger rocks, fossils in older rocks are | a. more similar to modern organisms, b. all extinct, c. less similar to modern organisms, d. sometimes more and sometimes less similar to modern organisms | c | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004203 | by knowing something about the type of organism a fossil was, geologists can determine | a. what the environment of the region was like at that time, b. what organism it evolved from, c. what organism it evolved into, d. what the environment of the region is like now | a | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004204 | finding clam shells in a rock indicates that the region was once shallow marine. | a. true, b. false | a | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004205 | _______ can be used to identify a specific period of time. | a. trace fossils, b. index fossils, c. body fossils, d. complete fossils | b | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004206 | geologists find ancient coal beds in antarctica. the one thing they can really know from this is that | a. antarctica moved to its current position by plate tectonics processes, b. the swamps that make coal beds existed under different circumstances in the past, c. africa, south america and antarctica were once joined into a supercontinent, d. the climate was much warmer on that continent at the time the coal beds formed | d | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004207 | if a two index fossils are found 3,000 miles apart, geologists know that the two rocks they are in | a. formed at the same time, b. were once together and have now drifted apart, c. are volcanic ash, d. formed in subsequent time periods | a | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004208 | if a fossil shell has been worn down, geologists know that | a. the organism lived a rough life, b. the organism died and was deposited in soft sediment rapidly, c. the shell was eroded after the animal died, d. the shell is not representative of a once-living organism | c | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004209 | an index fossil must be distinctive, widespread and short-lived so that it can identify a specific period of time. | a. true, b. false | a | Lesson: earth history and clues from fossils
Clues From Fossils:
Fossils are our best form of evidence about Earth history, including the history of life. Along with other geological evidence from rocks and structures, fossils even give us clues about past climates, the motions of plates, and other major geological ev... |
NDQ_004270 | scientists calculate earths density by using the | a. density of the material in each layer and the volume of each layer, b. speed of the planets rotation, c. size of the tides, d. all of the above | b | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004271 | the core is made of | a. iron and nickel metal, b. peridotite, c. gabbro and basalt, d. none of these | a | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004272 | the core is less dense than the surface layers. | a. true, b. false | b | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004273 | scientists believe that metallic meteorites are representative of the core. | a. true, b. false | a | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004274 | earths magnetic field is caused by | a. convection in the mantle, b. conduction in the mantle, c. convection in the outer core, d. conduction in the inner core | c | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004275 | which statement is not true about the core? | a. it is the cause of earths magnetic field, b. the inner core causes the magnetic field, c. the inner core is hotter than the outer core, d. p-waves bend as they go into the inner core | b | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004276 | scientists know which layer of the core is liquid and which is solid because | a. s-waves do not go through the inner core, b. p-waves do not go through the inner core, c. s-waves do not go through the outer core, d. p-waves do not go through the outer core | c | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004277 | which of these help to verify the composition of earths core? | a. metallic meteorites, b. density calculations, c. the magnetic field, d. all of the above | d | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004278 | seismic waves indicate that the inner core is a solid and the outer core is a liquid. | a. true, b. false | a | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004279 | the core is still extremely hot due to | a. heat left over from earths formation, b. solar energy that travels down from the surface, c. radioactive decay, d. none of these | c | Lesson: earths core
Core:
At the planets center lies a dense metallic core. Scientists know that the core is metal because: 1. The density of Earths surface layers is much less than the overall density of the planet, as calculated from the planets rotation. If the surface layers are less dense than average, then the i... |
NDQ_004290 | earths crust is | a. denser than the interior, b. more magnetic than the interior, c. less dense than the interior, d. less magnetic than the interior | c | Lesson: earths interior material
Fossils were Parts of Living Organisms:
It wasnt always known that fossils were parts of living organisms. In 1666, a young doctor named Nicholas Steno dissected the head of an enormous great white shark that had been caught by fisherman near Florence, Italy. Steno was struck by the re... |
NDQ_004291 | earths magnetic field is a clue that earth must be made of | a. rock, b. metal, c. sediment, d. both b and c | b | Lesson: earths interior material
Fossils were Parts of Living Organisms:
It wasnt always known that fossils were parts of living organisms. In 1666, a young doctor named Nicholas Steno dissected the head of an enormous great white shark that had been caught by fisherman near Florence, Italy. Steno was struck by the re... |
NDQ_004292 | material that formed in the early solar system is found on earth as | a. oceanic crust, b. material that comes to the surface from the mantle, c. material that comes to the surface from the core, d. meteorites | d | Lesson: earths interior material
Fossils were Parts of Living Organisms:
It wasnt always known that fossils were parts of living organisms. In 1666, a young doctor named Nicholas Steno dissected the head of an enormous great white shark that had been caught by fisherman near Florence, Italy. Steno was struck by the re... |
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