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NDQ_005354 | from what source is natural gas extracted? | a. shale, b. soil, c. granite, d. basalt | a | Lesson: natural gas power
Natural Gas:
Natural gas, often known simply as gas, is composed mostly of the hydrocarbon methane. The amount of natural gas being extracted and used in the Untied States is increasing rapidly.
Natural Gas Formation:
Natural gas forms under the same conditions that create oil. Organic mate... |
NDQ_005355 | natural gas often forms with crude oil, but at a lower temperature. | a. true, b. false | b | Lesson: natural gas power
Natural Gas:
Natural gas, often known simply as gas, is composed mostly of the hydrocarbon methane. The amount of natural gas being extracted and used in the Untied States is increasing rapidly.
Natural Gas Formation:
Natural gas forms under the same conditions that create oil. Organic mate... |
NDQ_005356 | where in the united states are the large gas deposits? | a. surrounding the rocky mountains, b. the appalachian basin, c. gulf of mexico region, d. all of the above | d | Lesson: natural gas power
Natural Gas:
Natural gas, often known simply as gas, is composed mostly of the hydrocarbon methane. The amount of natural gas being extracted and used in the Untied States is increasing rapidly.
Natural Gas Formation:
Natural gas forms under the same conditions that create oil. Organic mate... |
NDQ_005357 | before natural gas can be used it must | a. be converted to gaseous form, b. be diluted with water, c. have toxic chemicals removed, d. all of the above | c | Lesson: natural gas power
Natural Gas:
Natural gas, often known simply as gas, is composed mostly of the hydrocarbon methane. The amount of natural gas being extracted and used in the Untied States is increasing rapidly.
Natural Gas Formation:
Natural gas forms under the same conditions that create oil. Organic mate... |
NDQ_005358 | earthquake activity has increased in locations where there is a fracking boom. | a. true, b. false | a | Lesson: natural gas power
Natural Gas:
Natural gas, often known simply as gas, is composed mostly of the hydrocarbon methane. The amount of natural gas being extracted and used in the Untied States is increasing rapidly.
Natural Gas Formation:
Natural gas forms under the same conditions that create oil. Organic mate... |
NDQ_005359 | fossil fuels burn much cleaner than natural gas. | a. true, b. false | a | Lesson: natural gas power
Natural Gas:
Natural gas, often known simply as gas, is composed mostly of the hydrocarbon methane. The amount of natural gas being extracted and used in the Untied States is increasing rapidly.
Natural Gas Formation:
Natural gas forms under the same conditions that create oil. Organic mate... |
NDQ_005360 | why should you use renewable resources rather than nonrenewable resources? | a. renewable resources have a greater supply than we can use, b. renewable resources are less expensive, c. renewable resources are always cleaner to use, d. all of these | a | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005361 | it is better to drink from a tap than a plastic water bottle because | a. tap water tastes better, b. the plastic bottle will be trash for a very long time, c. tap water is more nutritious, d. all of these | b | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005362 | what is the best way to reduce your consumption? | a. recycle more, b. buy less stuff, c. buy only products that do not emit pollution, d. buy only products made from recycled material | b | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005363 | if we all recycle, there will be enough resources for people in developing nations to have the same lifestyle as people in developed nations. | a. true, b. false | b | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005364 | soil is a resource that must be protected. | a. true, b. false | a | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005365 | individuals cant really make a difference in natural resource use. | a. true, b. false | b | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005366 | trees a renewable resource, but forests are much less renewable. | a. true, b. false | a | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005367 | how does driving less reduce resource use? | a. it uses less gas, b. it puts less pollution into the air, c. it lessens use of metals and other materials by putting less wear on the car, d. all of the above | d | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005368 | which one of these can you not recycle | a. aluminum cans, b. cell phones, c. plastic bottles, d. trees | d | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005369 | when you go to the store and the clerk asks, paper or plastic?, which bag should you take? | a. paper: paper degrades and is made from trees, which are renewable, b. plastic: plastic is stronger so you need fewer bags over time, c. neither: bring your own bag; thats the best choice for the environment, d. both: a paper bag in a plastic bag is very strong | c | Lesson: natural resource conservation
Conserving Natural Resources:
So that people in developed nations maintain a good lifestyle and people in developing nations have the ability to improve their lifestyles, natural resources must be conserved and protected (Figure 1.1). People are researching ways to find renewable ... |
NDQ_005370 | which is not a characteristic of neptune? | a. it is 2.8 billion miles from the sun, b. one orbit around the sun takes neptune 165 earth years, c. it has a calm atmosphere, d. it is the 8th planet from the sun | c | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005371 | what led scientists to predict the existence of neptune before it was seen? | a. ancient shepherds had a myth of an 4th outer planet, b. meteorites on earth came from a planet that wasnt any of the known ones, c. uranus orbit appeared to be affected by the gravitational pull of another planet, d. none of the above | c | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005372 | neptunes appearance | a. changes because it has a turbulent atmosphere, b. changes because the gas composition is continually changing, c. doesnt change because its atmosphere is stable, d. doesnt change because its gas composition is stable | a | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005373 | what causes neptune to be blue in color? | a. a planet-wide blue ocean, b. frozen water, c. frozen methane, d. no one knows | c | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005374 | dark spots on neptune are storms that come and go. | a. true, b. false | b | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005375 | the great dark spot | a. has been around as long as weve been able to observe neptune, b. disappeared, c. is a storm that has been going on for centuries, d. sticks out since it is a reddish color on a blue planet | b | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005376 | where does neptune get its energy? | a. from its extremely hot core, b. from uranus, c. from sources outside the solar system, d. from the sun | a | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005377 | neptunes moon, triton, | a. orbits in the opposite direction from neptune, b. is the only of neptunes moons to be spherical, c. was probably captured by neptunes gravity, d. all of the above | d | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005378 | neptune produces more energy than it receives from the sun. | a. true, b. false | a | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005379 | neptunes mantle is made of water, ammonia, and methane ice. | a. true, b. false | a | Lesson: neptune
Neptune:
Neptune, shown in Figure 1.1, is the only major planet that cant be seen from Earth without a telescope. Scientists predicted the existence of Neptune before it was discovered because Uranus did not always appear exactly where it should appear. They knew that the gravitational pull of another ... |
NDQ_005380 | which of the following have bacteria in their root nodules that fix nitrogen? | a. legumes, b. meat, c. trees, d. algae | a | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005381 | nitrogen gas found in the atmosphere is useful to organisms. | a. true, b. false | b | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005382 | living things need nitrogen for | a. amino acids, b. nucleic acids, c. photosynthesis, d. all of these | d | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005383 | nitrogen is only useful to animals and humans in which form | a. plant, b. lightning, c. gas, d. none of the above | d | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005384 | nitrogen fixing bacteria convert nitrogen to | a. nitrogen oxide, b. ammonium, c. water, d. plants | b | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005385 | nitrogen can be recycled in plants and soil and does not need to return to the atmosphere as a gas. | a. true, b. false | a | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005386 | nitrifying bacteria convert | a. nitrogen oxide to nitrogen gas, b. nitrogen to nitrates, c. ammonium to nitrites, d. water to nitrogen gas | c | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005387 | leguminous plants | a. include peas, beans and peanuts, b. use ammonia produced by nitrogen-fixing bacteria, c. supply carbohydrates to nitrogen-fixing bacteria, d. all of these | d | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005388 | nitrogen from animal wastes or plant and animal tissue | a. must be fixed near leguminous plants, b. is lost from the system, c. is fixed by bacteria and fungi in the soil, d. is already fixed and can be used | c | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005389 | modern fertilizers supply fixed nitrogen to the soil, eliminating the need for nitrogen-fixing bacteria. | a. true, b. false | a | Lesson: nitrogen cycle in ecosystems
Nitrogen as a Nutrient:
Nitrogen (N2 ) is vital for life on Earth as an essential component of organic materials, such as amino acids, chloro- phyll, and nucleic acids such as DNA and RNA (Figure 1.1). Chlorophyll molecules, essential for photosynthesis, contain nitrogen.
Nitroge... |
NDQ_005391 | all of the following are renewable energy resources except | a. solar energy, b. wind energy, c. nuclear energy, d. biomass energy | c | Lesson: non renewable energy resources
What Are Nonrenewable Resources:
Nonrenewable resources are natural resources that are limited in supply and cannot be replaced as quickly as they are used up. A natural resource is anything people can use that comes from nature. Energy resources are some of the most important na... |
NDQ_005392 | most renewable resources produce little if any pollution. | a. true, b. false | a | Lesson: non renewable energy resources
What Are Nonrenewable Resources:
Nonrenewable resources are natural resources that are limited in supply and cannot be replaced as quickly as they are used up. A natural resource is anything people can use that comes from nature. Energy resources are some of the most important na... |
NDQ_005393 | renewable energy resources are used more commonly than nonrenewable energy resources. | a. true, b. false | b | Lesson: non renewable energy resources
What Are Nonrenewable Resources:
Nonrenewable resources are natural resources that are limited in supply and cannot be replaced as quickly as they are used up. A natural resource is anything people can use that comes from nature. Energy resources are some of the most important na... |
NDQ_005397 | which energy resource is used to produce hydroelectric power? | a. sun, b. wind, c. water, d. biomass | c | Lesson: non renewable energy resources
What Are Nonrenewable Resources:
Nonrenewable resources are natural resources that are limited in supply and cannot be replaced as quickly as they are used up. A natural resource is anything people can use that comes from nature. Energy resources are some of the most important na... |
NDQ_005398 | which energy resource is used to produce fuel for cars? | a. geothermal energy, b. biomass energy, c. solar energy, d. none of the above | b | Lesson: non renewable energy resources
What Are Nonrenewable Resources:
Nonrenewable resources are natural resources that are limited in supply and cannot be replaced as quickly as they are used up. A natural resource is anything people can use that comes from nature. Energy resources are some of the most important na... |
NDQ_005399 | people have been using wind and water for energy only for the past century. | a. true, b. false | b | Lesson: non renewable energy resources
What Are Nonrenewable Resources:
Nonrenewable resources are natural resources that are limited in supply and cannot be replaced as quickly as they are used up. A natural resource is anything people can use that comes from nature. Energy resources are some of the most important na... |
NDQ_005400 | nuclear energy as it is currently used in nuclear power plants is the result of | a. fusing protons and neutrons together, b. stripping electrons from atomic nuclei, c. fusing hydrogen into helium, d. splitting atomic nuclei | d | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005401 | which element is mined, processed, and concentrated into fuel rods to be used at nuclear power plants? | a. helium, b. potassium, c. uranium, d. thorium | c | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005402 | the number of tiny particles allowed to hit the uranium fuel rods must be unpredictable and spontaneous. | a. true, b. false | b | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005403 | nuclear energy is a source of electricity. | a. true, b. false | a | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005404 | uranium mining is an important part of generating nuclear power. | a. true, b. false | a | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005405 | the only major accident so far at a nuclear power plant was caused by an enormous earthquake and tsunami in japan. | a. true, b. false | b | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005406 | the energy in a nuclear power plant creates ______, which causes a turbine to spin. | a. electricity, b. water, c. radiation, d. steam | d | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005407 | which is an environmental benefit of nuclear power? | a. nuclear power does not produce greenhouse gases, b. the radioactive waste created from the nuclear power process is used to power cars, c. advanced technology has eliminated the possibility of explosions, d. all of the above | a | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005408 | negative environmental consequences of nuclear power include | a. air pollution, including carbon emissions, b. waste that is radioactive for hundreds of thousands of years, c. ozone depletion, d. all of the above | b | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005409 | to generate power, uranium atoms in fuel rods | a. are hit by tiny particles so that they split apart, b. are safe as long as the uranium stays in the rods, c. fuses into lead, which releases energy, d. all of the above | a | Lesson: nuclear power
Nuclear Energy:
When the nucleus of an atom is split, it releases a huge amount of energy called nuclear energy. For nuclear energy to be used as a power source, scientists and engineers have learned to split nuclei and to control the release of energy (Figure 1.1).
Nuclear Energy Use:
Nuclear ... |
NDQ_005421 | incandescent light bulbs are more efficient than compact fluorescent light bulbs. | a. true, b. false | b | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005422 | what is the amount of useable energy available from a resource after subtracting the amount of energy needed to make that energy available? | a. zero energy, b. net energy, c. reduced energy, d. none of the above | b | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005423 | if every 100 barrels of oil that are made available for use require 20 barrels for extracting and refining the petroleum. what is the net energy from this process? | a. 80 barrels, b. 100 barrels, c. 20 barrels, d. 120 barrels | a | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005424 | the net energy obtained from a resource decreases when the easy deposits of that resource have been consumed. | a. true, b. false | a | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005425 | drilling for oil far offshore is now taking place because | a. the easier to obtain nearshore deposits have been extracted, b. technology has advanced so that drilling far offshore is now possible, c. the cost of oil is high enough to make extraction in these locations cost effective, d. all of these | d | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005426 | the net-energy ratio is the amount of energy in a resource with the amount of energy needed to obtain it subtracted. | a. true, b. false | a | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005427 | why does solar energy have a higher net energy yield than petroleum? | a. solar energy is less expensive, b. it takes relatively smaller amount of energy to get usable petroleum, c. sunlight is abundant and is everywhere, d. all of these | c | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005429 | high energy efficiency is desirable because | a. less energy is wasted, b. non-renewable resources last longer, c. the cost is kept lower, d. all of these | d | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005430 | as a society we should make choices to use energy that is more efficient. | a. true, b. false | a | Lesson: obtaining energy resources
Net Energy:
Net energy is the amount of useable energy available from a resource after subtracting the amount of energy needed to make the energy from that resource available. For example, every 5 barrels of oil that are made available for use require 1 barrel for extracting and refi... |
NDQ_005431 | the breakdown of chemicals to produce food energy. | a. hydrothermal vent, b. photosynthesis, c. chemosynthesis, d. subduction | c | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005432 | bacteria that can make food using chemicals are called chemosythetic bacteria. | a. true, b. false | a | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005433 | a large underwater structure created from the calcium carbonate skeletons of tiny animals is | a. an atoll, b. a lagoon, c. a coral reef, d. a tide pool | c | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005434 | a coral reef that surrounds a volcano is called a/an: | a. atoll, b. lagoon, c. pahoehoe, d. aa | a | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005435 | what is the main food source in the ocean? | a. zooplankton, b. phytoplankton, c. sea anemone, d. fish | b | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005436 | coral reefs rival rainforests in species productivity and biomass. | a. true, b. false | a | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005437 | the sea anemones are well adapted to their environments because they have strong attachments and can close during high tides. | a. true, b. false | b | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005438 | to live in the intertidal zone, organisms must be able to | a. withstand pounding waves, b. not dry out when exposed to air, c. keep from washing out to sea, d. all of these | d | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005439 | the most difficult environmental condition for an animal that lives in a tide pool is tolerating rapid shifts in salinity. | a. true, b. false | a | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005440 | how do fish survive in the deepest ocean? | a. they use very little energy, b. they are adapted to take advantage of any chance of a meal, c. they spend little energy building their bodies or bones, d. all of these | d | Lesson: ocean ecosystems
The Intertidal:
Conditions in the intertidal zone change rapidly as water covers and uncovers the region and waves pound on the rocks. A great abundance of life is found in the intertidal zone (Figure 1.1). High energy waves hit the organisms that live in this zone, so they must be adapted to ... |
NDQ_005441 | about _______ of garbage is from land. | a. 50%, b. 60%, c. 70%, d. 80% | d | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005442 | 80% of the trash that ends up in the oceans is | a. glass, b. oil, c. plastic, d. chemical | c | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005444 | plastic in the ocean | a. dissolves into toxic chemical sludge, b. does not break down at all, c. breaks down into molecule-sized polymers, d. biodegrades into nontoxic substances | c | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005445 | plastic trash may contain toxic chemicals like __________ that enter the ocean. | a. bisphenol a, b. pesticides, c. herbicides, d. all of the above | a | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005446 | these extremely abundant plastics, when ingested can clog digestion and cause starvation. | a. plastic bottle caps, b. plastic shopping bags, c. plastic bottles, d. plastic cups | b | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005447 | it takes about 100 years for trash to move from north america to the center of the north pacific gyre. | a. true, b. false | b | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005448 | the north pacific gyre is estimated to have a mass of 100 million tons. | a. true, b. false | a | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005449 | plastic trash in the oceans is hazardous to living things because | a. the trash contains toxic chemicals that can be ingested, b. the trash can clog up an organisms digestive system, c. a top predator may eat smaller organisms and accumulate all of their trash and toxic chemicals, d. all of these | d | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005450 | in the gyre, plastic is present as particles, confetti-like pieces and as intact trash. | a. true, b. false | a | Lesson: ocean garbage patch
Marine Trash:
Trash from land may end up as trash in the ocean, sometimes extremely far from land. Some of it will eventually wash ashore, possibly far from where it originated (Figure 1.1).
Sources of Trash:
Although people had once thought that the trash found everywhere at sea was from... |
NDQ_005451 | what is the submersible that descended the deepest into the challenger deep? | a. alvin, b. deepsea explorer, c. trieste, d. deepspace 9 | c | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005452 | nearly all of the food is the ocean is made in the _______________ zone, but nearly all of the water in the ocean is in the ________________ zone. | a. photic; aphotic, b. a photic; photic, c. luminescent; aluminescent, d. aluminescent; luminescent | a | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005453 | photosynthesis takes place at the surface of the ocean, which means that | a. most creatures live very near the surface of the ocean, b. most plants live at the surface, but most animals live much deeper down, c. most animals live at the surface, but most plants live deeper down, d. most creatures live deeper to take advantage of the chemosynthesis taking place there | a | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005454 | which of these is a division in the horizontal zone? | a. intertidal, b. neritic, c. oceanic, d. all of the above | d | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005455 | the photic zone is around 200 meters in all oceans. | a. true, b. false | b | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005456 | the neritic zone is the zone where | a. photosynthesis takes place, b. the high and low tides marks form the boundaries, c. sunlight doesnt penetrate, d. none of these | d | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005458 | to live in the intertidal zone, an animal must be able to | a. photosynthesize, b. deal with change, c. live in the dark, d. live in a tidepool | b | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005459 | why is life at the bottom of the ocean sparse? | a. there is no light, b. the pressure is extreme, c. it is exceedingly cold, d. all of the above | d | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005460 | the zone at the bottom of the challenger deep is called the | a. bathy pelagic, b. epipelagic, c. hadal pelagic, d. abyssal pelagic | c | Lesson: ocean zones
Divisions of the Ocean:
Oceanographers divide the ocean into zones both vertically and horizontally.
Vertical Divisions:
To better understand regions of the ocean, scientists define the water column by depth. They divide the entire ocean into two zones vertically, based on light level. Large lake... |
NDQ_005461 | the largest oil spill in the united states waters was | a. the santa barbara oil spill in 1969, b. the hawaiian patriot in honolulu, hawaii in 1977, c. the exxon valdez spill in alaska in 1989, d. the deepwater horizon spill in the gulf of mexico spill in 2010 | d | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005462 | the deepwater horizon spill of 2010, | a. injured a few workers and sank an offshore drilling rig, b. took place mostly in mexican waters, c. was caused by an explosion on a deepwater oil rig, d. all of these | c | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005463 | what is true about deepwater drilling? | a. it is technologically very difficult, b. it opens up petroleum deposits that were never accessible before, c. it is extremely risky, d. all of the above | d | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005464 | the deepwater horizon spill __________ barrels of oil a day entered the gulf. | a. 10,000 to 20,000, b. 25,000 to 35,000, c. 35,000 to 60,000, d. 60,000 to 75,000 | c | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005465 | oil companies will continue to go for hard-to-get-at deposits as long as | a. people will pay for the oil, b. they are interested in meeting the technological challenge, c. there is oil to get, d. none of these | a | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005466 | dispersal of oil | a. is not naturally effective, b. with chemicals may cause more harm to the environment than the oil itself, c. can often be accomplished with a small amount of chemical dispersants, d. with chemicals is a simple, harmless process | b | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005467 | one of the ways to clean up spilled oil is to | a. corral it and then burn it, b. blow it onto shore where it wont damage marine creatures, c. drop giant sponges on it then burn the sponges, d. get boats with propellers into it to mix the oil with the water | a | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005468 | when we no longer hear about an oil spill in the news, it is because the region has been cleaned up and is back to normal. | a. true, b. false | b | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005469 | which of the following is not true? | a. seabirds dive into an oil slick because the surface looks like calmer water, b. plankton, which form the base of the marine food chain, are killed by oil, c. whales and dolphins are killed by oil and/or the chemical dispersants, d. petroleum acts like a fertilizer to increase the amount of life in an area with a spi... | d | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005470 | more oil enters the oceans from small leaks than from large spills. | a. true, b. false | a | Lesson: oil spills
Oil Spills:
Large oil spills, like the Exxon Valdez in Alaska in 1989, get a lot of attention, as they should. Besides these large spills, though, much more oil enters the oceans from small leaks that are only a problem locally. In this concept, well take a look at a large recent oil spill in the Gu... |
NDQ_005471 | the green revolution has resulted in | a. increased the human population, b. many more people to be fed, c. land loss, pollution and fossil fuel use, d. all of the above | d | Lesson: overpopulation and over consumption
Consequences of the Green Revolution:
The Green Revolution has brought enormous impacts to the planet.
Land Loss:
Natural landscapes have been altered to create farmland and cities. Already, half of the ice-free lands have been converted to human uses. Estimates are that b... |
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