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NDQ_005472 | overall, the percentage of people in the world that live in abject poverty is decreasing. | a. true, b. false | a | 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... |
NDQ_005473 | which of these regions is experiencing an increase in abject poverty? | a. east asia, b. europe, c. sub-saharan africa, d. latin america | c | 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... |
NDQ_005474 | about 1 million of the worlds people do not have enough clean water for drinking. | a. true, b. false | b | 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... |
NDQ_005475 | global resources are distributed equally across the planet. | c. true, d. false | b | 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... |
NDQ_005476 | since the use of burning fossil fuels for energy, this waste product has increased. | a. h20, b. co2, c. o2, d. none of the above | c | 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... |
NDQ_005477 | due to increased agriculture brought about by the green revolution | a. more people are living and working on farms, b. natural landscapes increasingly are being altered for human uses, c. less pollution is coming off these green farms, d. all of the above | b | 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... |
NDQ_005478 | what is the cause of dead zones? | a. fertilizer drains off farmland and introduces excess nutrients to lakes and seas, b. land is cleared for farms, c. land is altered and the sediment that is released ends up in a lake or sea, d. none of these | a | 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... |
NDQ_005479 | basic human necessities are food, clean water, secure shelter and basic sanitation. | a. true, b. false | a | 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... |
NDQ_005480 | over-consumption refers to | a. the amount of resources used by an average human on earth, b. the amount of resources used by the number of people that cause overpopulation, c. the excess resources used by wealthy people mostly in developed countries, d. the amount of resources used by a poor person on earth | c | 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... |
NDQ_005481 | in the troposphere, ozone is a pollutant. | a. true, b. false | a | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005482 | ozone in the stratosphere | a. is a pollutant, b. protects the surface from uvc from the sun, c. is one of the main greenhouse gases, d. all of these | b | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005483 | cfc molecules destroy ozone because | a. when they break apart, the chlorine pulls an oxygen atom off an ozone molecule, b. the ozone freezes to the cfc and in the spring they both break apart, c. fluorine attaches to an ozone molecule, pulls an oxygen molecule off and forms flo2, d. none of these | a | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005484 | which of used to contain cfcs? | a. spray-can propellants, b. refrigerants, c. paints, d. all of the above | d | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005485 | the ozone hole is at its biggest each year in the __________ hemisphere in the __________ season. | a. northern hemisphere; spring, b. southern hemisphere; fall, c. southern hemisphere; spring, d. northern hemisphere; fall | c | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005486 | once released into the air, cfcs float up to the stratosphere. | a. true, b. false | a | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005487 | antarctica is a good place for the ozone hole to form because | a. its extremely cold and the cfcs freeze into the polar stratospheric clouds, b. more people are in the southern hemisphere so more cfcs are there, c. air circulates move vigorously in this region, d. all of these | a | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005488 | how does ozone loss affect humans and the environment? | a. increase in skin cancer, b. decrease in phytoplankton productivity, c. whales have sunburns, d. all of the above | d | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005489 | over the north polar region, there is less ozone loss because | a. spring does not last as long and there is not time for the hole to form, b. the atmosphere is not as cold and there are not as many polar stratospheric clouds, c. cfc use is more restricted in this region, d. all of these | b | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005490 | cfcs were completely banned in 1978 and the ozone hole has since declined. | a. true, b. false | b | Lesson: ozone depletion
Ozone Depletion:
At this point you might be asking yourself, Is ozone bad or is ozone good? There is no simple answer to that question: It depends on where the ozone is located (Figure 1.1). In the troposphere, ozone is a pollutant. In the ozone layer in the stratosphere, ozone screens out high... |
NDQ_005491 | a marine transgression is when | a. sea level retreats, b. sea level rises over land, c. sea level remains the same, d. sea level rises and falls | b | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005492 | during the paleozoic era, there were _____ complete cycles of marine transgressions and regressions. | a. one, b. two, c. three, d. four | d | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005494 | what can cause sea level to rise? | a. melting glaciers and ice caps, b. down dropping land, c. increasing seafloor spreading rates, d. all of the above | d | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005495 | the rock facies that represents a marine transgression from bottom to top is | a. limestone, shale, sandstone, b. shale, limestone, sandstone, c. sandstone, shale, limestone, d. limestone, sandstone, shale | c | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005496 | shale is the rock that forms from halite and sand deposits. | a. true, b. false | b | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005497 | geologists think that the paleozoic marine transgressions and regressions were caused by decreasing and increasing glaciers. | a. true, b. false | a | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005498 | carbonate mud later hardens into ____________ in deep, low energy waters. | a. shale, b. silt, c. sandstone, d. limestone | d | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005499 | a sequence of sandstone-shale-limestone-shale indicates | a. a marine transgression and partial regression, b. a marine regression and partial transgression, c. a marine transgression and regression, d. a marine regression and transgression | a | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005500 | much of what geologists know about paleozoic marine transgressions and regressions is from what is displayed at the grand canyon. | a. true, b. false | a | Lesson: paleozoic and mesozoic seas
Marine Transgressions and Regressions:
Some of the most important events of the Paleozoic and Mesozoic were the rising and falling of sea level over the continents. Sea level rises over the land during a marine transgression. During a marine regression, sea level retreats. During th... |
NDQ_005501 | the continents move around on earths surface but they are always centered near the equator. | a. true, b. false | a | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005502 | the phanerozoic | a. began with the supercontinent pangaea and ended with the supercontinent rodinia, b. was the first era to come after the precambrian, c. was the second era of the phanerozoic, d. all of these | b | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005503 | when continents converge to make a supercontinent | a. the convergent plate boundary goes from ocean-continent to continent-continent, b. island arcs and microcontinents may also join in, c. processes take place over tens or hundreds of millions of years, d. all of these | d | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005504 | this mountain range grew much higher when gondwana and laurentia collided to create pangaea. | a. the cascades, b. the himalayas, c. the alps, d. the appalachians | d | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005505 | eastern north america has a sequence of metamorphic rock, metamorphosed sedimentary rock and a volcanic arc. this is due to | a. convergence during the taconic orogeny, b. convergence due to the appalachian orogeny, c. divergence due to the opening of the atlantic ocean, d. divergence during the laurentian orogeny | a | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005506 | the southern continents came together to form pangaea. | a. true, b. false | b | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005507 | pangaea was central to alfred wegeners continental drift hypothesis. | a. true, b. false | a | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005508 | geologists think that the himalayas are the tallest mountains in earth history. | c. true, d. false | b | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005509 | at the end of the paleozoic, there was/were | a. one landmass, called rodinia, and one super ocean, called rodalassa, b. two landmasses, laurentia and gondwana, and one super ocean, called panthalassa, c. one landmass, called pangaea, and one super ocean, called panthalassa, d. none of these | c | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005510 | the remnants of the taconic mountain range are found in _______________. | a. new york, b. california, c. australia, d. africa | a | Lesson: paleozoic plate tectonics
The Paleozoic:
The Paleozoic is the furthest back era of the Phanerozoic and it lasted the longest. But the Paleozoic was relatively recent, beginning only 570 million years ago. Compared with the long expanse of the Precambrian, the Phanerozoic is recent history. Much more geological... |
NDQ_005511 | in a car engine, gasoline burns to become gases, which expand when heated and move pistons to power the car. | a. true, b. false | a | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005512 | crude oil is a mixture of many different | a. hydroxygens, b. hydrocarbons, c. carbon dioxides, d. monoxides | b | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005513 | for people to be able to drill for oil, it must | a. be located within a groundwater aquifer, b. be trapped in a strike-slip fault zone, c. have collected beneath an impermeable rock layer, d. have reached the surface at a point so people know its there | c | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005514 | refineries help to separate these from crude oil | a. petroleum, carbon dioxide and water vapor, b. gasoline, diesel and heating oil, c. hydrocarbons, carbon dioxide and water vapor, d. gasoline and carbon dioxide | b | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005515 | which of these requires oil? | a. fertilizer, b. plastic, c. wax, d. all of the above | d | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005516 | crude oil | a. is made entirely of ancient plants that lived in swamps, b. is what we put in our gas tanks, c. is a very liquid and volatile hydrocarbon, d. must be refined to be useful | d | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005517 | which of these locations is not a main-oil producing region for the united states? | a. florida, b. the gulf of mexico, c. texas, d. alaska | a | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005518 | the united states produces about one-half as much oil as it uses. | a. true, b. false | b | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005519 | when gasoline burns, it turns into this. | a. heat, b. water vapor, c. carbon dioxide, d. all of the above | d | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005520 | the consequences of oil use include | a. having to deal with unfriendly nations, b. oil spills, c. pollution, d. all of the above | d | Lesson: petroleum power
Oil:
Oil is a liquid fossil fuel that is extremely useful because it can be transported easily and can be used in cars and other vehicles. Oil is currently the single largest source of energy in the world.
Oil Formation:
Oil from the ground is called crude oil, which is a mixture of many diff... |
NDQ_005521 | the seasons are caused by | a. earths orbit around the sun, b. annual changes in solar radiation, c. the tilt of earths axis, d. changes in atmospheric circulation | c | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005522 | what is the shape of a planets orbit? | a. circular, b. triangular, c. rectangular, d. elliptical | d | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005523 | who discovered the relationship between a planets orbital period and the distance from the sun? | a. nicolaus copernicus, b. johannes kepler, c. isaac newton, d. galilieo galilei | b | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005524 | the planet in the solar system with the largest orbital period is | a. mercury, b. earth, c. jupiter, d. neptune | d | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005525 | the closer two adjacent planets are from the sun, the farther the distance from one planets orbit to the other. | a. true, b. false | b | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005526 | mars has the smallest orbit in our solar system. | a. true, b. false | b | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005527 | the time it takes a planet to make one complete orbit around the sun is known as its ____________. | a. orbital period, b. time of revolution, c. elliptical period, d. speed | a | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005528 | if the asteroid belt is a planet that didnt come together, we would expect the asteroids to be the right orbital distance between mars and jupiter. | a. true, b. false | a | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005529 | how did scientists determine a planets distance from the sun before the invention of modern telescopes? | a. the distance is directly related to the amount of time it takes for the planet to rotate once on its axis, b. by observing the size of the planet, c. the distance is directly related to the planets orbital period, d. none of these | c | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005530 | scientists now must know exactly where a planet is and will be in the future if they are going to send spacecraft to see it. | a. true, b. false | a | Lesson: planet orbits in the solar system
The Size and Shape of Orbits:
Figure 1.1 shows the relative sizes of the orbits of the planets, asteroid belt, and Kuiper belt. In general, the farther away from the Sun, the greater the distance from one planets orbit to the next. The orbits of the planets are not circular bu... |
NDQ_005531 | which of these is a dwarf planet? | a. jupiter, b. uranus, c. pluto, d. venus | c | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005532 | through his telescope, galileo could see all the planets of the solar system. | a. true, b. false | b | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005533 | the sun is _______ more the mass of the entire solar system combined. | a. 10 times, b. 20 times, c. 200 times, d. 500 times | d | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005534 | distance in the solar system is measured by _______________. | a. miles, b. kilometers, c. astronomical units, d. light years | c | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005535 | the sun is _________________________ million miles from earth. | a. 93, b. 73, c. 53, d. 33 | a | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005536 | on venus a day is equal to 243 earth days. what does this mean? | a. the length of a planets day is inversely related to its distance from the sun, b. the length of a planets day is directly related to its distance from the sun, c. venus takes 243 earth days to rotate once on its axis, d. venus takes 243 earth days to orbit the sun once | c | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005537 | one astronomical unit is 93 million miles. | a. true, b. false | a | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005538 | on which planet would your weight be closest to your weight on earth? | a. mercury, b. venus, c. mars, d. jupiter | b | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005539 | how is ceres different from the other four dwarf planets? | a. ceres is nearly as large as mercury; the others are much smaller, b. ceres orbits near jupiter; the others orbit beyond neptune, c. ceres has microbial life, but life hasnt been found on the others yet, d. all of these | b | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005540 | about how many times has mercury been around the sun in the time it has taken earth to go around ten times? | a. once, b. 2.5-times, c. 4-times, d. 40-times | d | Lesson: planets of the solar system
Eight Planets:
Since the time of Copernicus, Kepler, and Galileo, we have learned a lot more about our solar system. Astronomers have discovered two more planets (Uranus and Neptune), five dwarf planets (Ceres, Pluto, Makemake, Haumea, and Eris), more than 150 moons, and many, many ... |
NDQ_005551 | a small body of fresh water with no stream draining it. | a. lakes, b. ponds, c. ocean, d. stream | b | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005552 | which of these is not full of fresh water? | a. the great lakes, b. glaciers, c. the great salt lake, d. ponds | c | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005553 | the water in crater lake in oregon is within a(n) | a. caldera in a volcano, b. fault zone, c. glacially carved basin, d. impact crater | a | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005554 | the great lake basins were made from | a. calderas in a supervolcano, b. erosion due to giant floods, c. a set of meteorite impact craters, d. glacially carved rocks | d | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005555 | every lake you see was formed naturally. | a. true, b. false | b | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005556 | lakes formed in canada were from glaciers that covered north america in the last ice age. | a. true, b. false | a | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005557 | lakes change with time, including | a. rising and falling with the season, b. filling with sediment, c. getting deeper with erosion, d. all of these | d | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005558 | lakes are not like the ocean because they are made of fresh water and they do not have tides or currents. | a. true, b. false | b | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005559 | large lakes | a. have living organisms at the surface but are too deep for life to live at the bottom, b. only form in fault zones where blocks of crust drop down to form a basin, c. alter weather by increasing snow downwind, d. all of these | c | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005560 | the great salt lake is salty because | a. fresh water drains out of the lake and leaves salt behind, b. fresh water evaporates and leaves salt behind, c. the lake formed on a halite formation and that salt has since dissolved into the lake, d. none of these | b | Lesson: ponds and lakes
Ponds:
Ponds are small bodies of fresh water that usually have no outlet; ponds are often are fed by underground springs. Like lakes, ponds are bordered by hills or low rises so the water is blocked from flowing directly downhill.
Lakes:
Lakes are larger bodies of water. Lakes are usually fre... |
NDQ_005561 | when does a population shrink? | a. the number of births equals the number of deaths, b. the number of births is greater than the number of deaths, c. the number of births is less than the number of deaths, d. randomly | c | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005562 | a region will be at its carrying capacity if | a. the number of births equals the number of deaths, b. the number of births is greater than the number of deaths, c. the number of deaths is greater than the number of births, d. the resources are being used faster than they are being replenished | a | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005563 | the size of a population in an ecosystem is determined by | a. biotic factors such as the food available and the competition for that food, b. abiotic factors such as space, water and climate, c. the carrying capacity of the ecosystem for that species, d. all of the above | d | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005564 | if a pack of coyotes enters a region, the carrying capacity for bunnies will likely | a. decrease, b. increase, c. not be impacted, d. respond randomly | a | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005565 | besides changes in births and deaths, immigration in or out of a region can also change a population. | a. true, b. false | a | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005566 | for a given species in a given habitat, the limiting factor is always the same thing. | a. true, b. false | b | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005567 | why do some animals produce many more offspring than their habitat can support? | a. if conditions improve and more can be supported in the habitat, they will be ready, b. if conditions worsen, competition will ensure that the fittest survive, c. to be sure that some will survive, d. all of the above | d | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005568 | what is an important abiotic factor to help a population grow? | a. predators, b. space, c. food supply, d. all of the above | b | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005569 | if a population uses needed resources faster than they are being replenished, the population | a. has yet to reach its carrying capacity, b. will continue to grow forever, c. has exceeded its carrying capacity, d. none of these | c | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005570 | a limiting factor determines the carrying capacity for a species. | a. true, b. false | a | Lesson: population size
Populations:
Biotic and abiotic factors determine the population size of a species in an ecosystem. What are some important biotic factors? Biotic factors include the amount of food that is available to that species and the number of organisms that also use that food source. What are some impor... |
NDQ_005571 | the first crust was made of this rock. | a. granite, b. gneiss, c. limestone, d. basalt | d | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005572 | the first felsic continental crust came from | a. silica-rich minerals that floated on the magma ocean, b. partial melting of the lower portion of the basaltic crust, c. asteroid and comet impacts, d. none of these | b | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005573 | greenstones in cratons indicate that at the time they formed | a. there was felsic continental crust, b. there was an atmosphere, c. there were subduction zones, d. all of the above | c | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005574 | cratons | a. contain grains that were eroded from earlier rocks, b. are found in the ancient interiors of some continents, c. contain felsic and mafic igneous rocks, d. all of these | d | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005575 | precambrian shields are about | a. 570 million years old, b. 670 million years old, c. 770 million years old, d. 870 million years old | a | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005576 | at the grand canyon, the layered sedimentary rocks are on top of ancient precambrian craton. this is called a | a. greenstone, b. platform, c. shield, d. cratonic layer | b | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005577 | the presence of zircons in ancient rocks indicates that there was water in the environment. | a. true, b. false | a | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005579 | when earths interior was warmer than it is now | a. mantle convection was faster, b. plate tectonics processes were faster, c. subduction was more common so plates were relatively small, d. all of these | d | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005580 | earth has not cooled since right after the moon formed because of radioactivity. | c. true, d. false | b | Lesson: precambrian continents
Early Continents:
The first crust was made of basaltic rock, like the current ocean crust. Partial melting of the lower portion of the basaltic crust began more than 4 billion years ago. This created the silica-rich crust that became the felsic continents.
Craton:
The earliest felsic c... |
NDQ_005581 | in the snowball earth hypothesis, | a. earth was covered by ice at the end of the precambrian, b. when the ice melted, life evolved rapidly, c. the ediacara fauna evolved in the cambrian, d. all of these | d | Lesson: precambrian plate tectonics
Precambrian Plate Tectonics:
By the end of the Archean, about 2.5 billion years ago, plate tectonics processes were completely recognizable. Small Proterozoic continents known as microcontinents collided to create supercontinents, which resulted in the uplift of massive mountain ran... |
NDQ_005583 | how did continents form during the precambrian? | a. cratons converged with microcontinents and oceanic island arcs, b. felsic minerals floated to the top of the magma ocean, then cooled, c. the supercontinent pangaea broke apart, d. all of these | a | Lesson: precambrian plate tectonics
Precambrian Plate Tectonics:
By the end of the Archean, about 2.5 billion years ago, plate tectonics processes were completely recognizable. Small Proterozoic continents known as microcontinents collided to create supercontinents, which resulted in the uplift of massive mountain ran... |
NDQ_005584 | evidence for the breakup of rodinia includes | a. large mountain ranges where continents came together, b. large lava flows where continents rifted apart, c. subduction zones where the continents rifted apart, d. all of these | b | Lesson: precambrian plate tectonics
Precambrian Plate Tectonics:
By the end of the Archean, about 2.5 billion years ago, plate tectonics processes were completely recognizable. Small Proterozoic continents known as microcontinents collided to create supercontinents, which resulted in the uplift of massive mountain ran... |
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