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NDQ_005736 | the montreal protocol | a. controls the way scientists monitor the ozone hole, b. regulates the production and consumption of chemicals that destroy the ozone layer, c. regulates the release of greenhouse gases, d. none of these | b | Lesson: reducing ozone destruction
Reducing Ozone Destruction:
One success story in reducing pollutants that harm the atmosphere concerns ozone-destroying chemicals. In 1973, scientists calculated that CFCs could reach the stratosphere and break apart. This would release chlorine atoms, which would then destroy ozone.... |
NDQ_005737 | the ozone hole will be back to its pre-1980 levels in one to two centuries. | a. true, b. false | a | Lesson: reducing ozone destruction
Reducing Ozone Destruction:
One success story in reducing pollutants that harm the atmosphere concerns ozone-destroying chemicals. In 1973, scientists calculated that CFCs could reach the stratosphere and break apart. This would release chlorine atoms, which would then destroy ozone.... |
NDQ_005738 | if damage to the ozone layer continues, the incidence of this disease will increase. | a. asthma, b. diabetes, c. asbestosis, d. skin cancer | d | Lesson: reducing ozone destruction
Reducing Ozone Destruction:
One success story in reducing pollutants that harm the atmosphere concerns ozone-destroying chemicals. In 1973, scientists calculated that CFCs could reach the stratosphere and break apart. This would release chlorine atoms, which would then destroy ozone.... |
NDQ_005739 | wealthier nations have donated money to develop technologies that will replace ozone destroying chemicals. | a. true, b. false | a | Lesson: reducing ozone destruction
Reducing Ozone Destruction:
One success story in reducing pollutants that harm the atmosphere concerns ozone-destroying chemicals. In 1973, scientists calculated that CFCs could reach the stratosphere and break apart. This would release chlorine atoms, which would then destroy ozone.... |
NDQ_005740 | if cfcs had not been phased out the ozone layer would have | a. become thinner until it was virtually gone in 2060, b. disappeared by 2009, c. thinned at the same rate globally until it stabilized in about 2040, d. none of these | a | Lesson: reducing ozone destruction
Reducing Ozone Destruction:
One success story in reducing pollutants that harm the atmosphere concerns ozone-destroying chemicals. In 1973, scientists calculated that CFCs could reach the stratosphere and break apart. This would release chlorine atoms, which would then destroy ozone.... |
NDQ_005741 | the planets in our solar system revolve around | a. the sun, b. the moon, c. saturn, d. earth | a | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005742 | this 17th century scientist was persecuted for saying the earth orbits around the sun. | a. newton, b. galileo, c. ptolomy, d. wegner | b | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005743 | the suns gravitational pull keeps the planets in orbit. | a. true, b. false | a | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005744 | in the geocentric model of the universe, everything in the heavens revolves around | a. the moon, b. saturn, c. the sun, d. earth | d | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005745 | the planets appear to move slower than the stars. | a. true, b. false | b | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005746 | ptolomys system worked so well that no one questioned it until the 20th century. | a. true, b. false | b | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005747 | ptolemys system to explain the motions of the planets | a. had the planets orbiting earth, b. had the planets orbiting earth but also traveling in a small circle, c. had the planets orbiting the sun, d. had the planets orbiting the sun also with a retrograde motion | b | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005748 | keplers solar system model | a. has the sun in the center, b. has the planets moving in elliptical orbits, c. matches observations perfectly, d. all of the above | d | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005749 | copernicus proposed that the planets orbit the sun, the heliocentric model. | a. true, b. false | a | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005750 | through the first-ever telescope, galileo discovered | a. the elliptical orbits of the planets, b. mercury has phases like the moon, c. jupiter is orbited by moons, d. all of these | c | Lesson: revolutions of earth
Earth Orbits a Star:
Certainly no one today doubts that Earth orbits a star, the Sun. Photos taken from space, observations made by astronauts, and the fact that there has been so much successful space exploration that depends on understanding the structure of the solar system all confirm ... |
NDQ_005751 | which one of these is not a description of texture? | a. size, b. shape, c. arrangement of mineral grains, d. color | d | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005752 | a rock made of grains that are so tiny they cannot be seen without a microscope is a rock, but it is not made of minerals. | a. true, b. false | b | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005753 | how does diorite differ from andesite? | a. different minerals are present, b. very different colors, c. crystal size, d. composition of magma they cooled from | c | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005754 | not all rocks contain grains that fit the definition of a mineral. | a. true, b. false | a | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005755 | two different rock types must always different in their | a. composition, b. texture, c. both composition and texture, d. composition and texture, or composition or texture | a | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005756 | rocks are identified primarily by | a. their minerals and texture, b. the size and shape of their minerals, c. their color, d. the arrangement of their mineral grains | a | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005757 | _______________________ is a naturally formed, non-living earth material. | a. rock, b. coal, c. fossil, d. concrete | a | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005758 | which one of these rocks does not contain minerals? | a. diorite, b. granite, c. coal, d. pegmatite | c | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005759 | diorite is a rock cooled from | a. lava, b. magma, c. metamorphic rocks, d. the core | b | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005760 | the difference between diorite and andesite is | a. andesite cooled from erupted magma and diorite cooled from magma underground, b. both rocks cooled from erupted magma, c. both rocks cooled from magma underground, d. andesite cooled from magma underground and diorite cooled from erupted magma | a | Lesson: rocks
What Are Rocks:
A rock is a naturally formed, non-living Earth material. Rocks are made of collections of mineral grains that are held together in a firm, solid mass (Figure 1.1). How is a rock different from a mineral? Rocks are made of minerals. The mineral grains in a rock may be so tiny that you can ... |
NDQ_005761 | all rocks and rock types are part of the rock cycle. | a. true, b. false | a | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005762 | rocks are classified into four major groups, reflecting how they formed: intrusive, extrusive, metamorphic and sedimentary. | a. true, b. false | b | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005763 | what determines the type of igneous rock that forms from magma? | a. the heat and pressure the magma is exposed to, b. whether the magma enters water before it cools, c. magma composition and cooling rate, d. the amount of compaction and cementation that affect the rock | c | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005764 | which of the following characteristics of a rock is affected by the cooling rate of magma? | a. the rocks color, b. the rocks texture, c. the rocks hardness, d. the rocks chemical composition | b | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005765 | which of the following is a process of the rock cycle? | a. weathering, b. crystallization, c. metamorphosis, d. all of these | d | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005766 | a rock is heated so much that it melts. what type of rock will it become? | a. igneous, b. metamorphic, c. sedimentary, d. fossil | a | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005768 | in crystallization, slower cooling forms smaller crystals. | a. true, b. false | b | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005769 | _________________ happens when solid material separates out of a liquid, usually when the liquid evaporates. | a. weathering, b. erosion, c. sedimentation, d. precipitation | d | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005770 | a rock transforms from one type to another by the processes of the rock cycle, but once it is transformed it is out of the rock cycle. | a. true, b. false | b | Lesson: rocks and processes of the rock cycle
The Rock Cycle:
The rock cycle, illustrated in Figure 1.1, depicts how the three major rock types - igneous, sedimentary, and meta- morphic - convert from one to another. Arrows connecting the rock types represent the processes that accomplish these changes. Rocks change a... |
NDQ_005781 | this french scientist used a pendulum, which help to confirm earths movement | a. einstein, b. newton, c. foucault, d. galileo | c | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005782 | an imaginary line that runs through the center of the earth from the north to the south pole. | a. geographic pole, b. magnetic pole, c. axis, d. equator | c | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005783 | the earth rotates on its axis every | a. 60 minutes, b. 24 hours, c. 365 days, d. 60 seconds | b | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005784 | the sun appears to move across the sky from west to east each day. | a. true, b. false | b | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005785 | a molecule at the equator rotates extremely fast, but a molecule at the south pole barely moves at all. | a. true, b. false | a | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005786 | these things differ by location: | a. sunrise and sunset, b. the length of day and night, c. the amount of daylight and darkness, d. all of these | d | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005787 | a pendulum in paris confirmed the existence of | a. earths rotation, b. earths magnetic field, c. the geocentric model, d. the equator | a | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005788 | the earth rotational speed is about | a. 700 km per hour, b. 1,000 km per hour, c. 1,700 km per hour, d. 2,000 km per hour | a | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005789 | shadows can be cast by | a. any strong light source, b. only the sun, c. only the sun and moon, d. only mercury and venus | a | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005790 | the direction that the stars appear to move across the sky is due to earths rotation. | a. true, b. false | a | Lesson: rotation of earth
Foucaults Pendulum:
In 1851, a French scientist named Lon Foucault took an iron sphere and hung it from a wire. He pulled the sphere to one side and then released it, as a pendulum. Although a pendulum set in motion should not change its motion, Foucault observed that his pendulum did seem to... |
NDQ_005791 | this sacred river india is sacred has affects 400 million people that depend on it. | a. the zambezi, b. the ganges, c. the yarra, d. the volga | b | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005792 | ________________ of all people in the world have access to safe water for drinking, personal cleanliness, and domestic use. | a. one-half, b. one-third, c. one-fourth, d. one-fifth | d | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005793 | pathogens are _________________. | a. infectious living things, b. toxic chemicals, c. radioactive materials, d. all of the above | a | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005794 | toxic bacteria can quickly become dangerous because ____________. | a. their population increases exponentially, b. they are tiny, c. they stay in one place and infect everyone nearby, d. all of these | a | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005795 | in many nations diseases carried in drinking water are the leading cause of death for children under the age of five. | a. true, b. false | a | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005796 | more than ___________ people die every day from waterborne disease. | a. 10,000, b. 11,000, c. 12,000, d. 14,000 | d | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005797 | which of these is an example of a waterborne disease? | a. small pox, b. the flu, c. cholera, d. the cold | c | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005798 | dracunculiasis spreads when people drink adult guinea worms. | a. true, b. false | b | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005799 | the solution to stopping the spread of waterborne diseases is always large, expensive public work projects. | a. true, b. false | b | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005800 | people in developed nations dont think much about waterborne diseases because our water is treated and is almost always safe to drink. | a. true, b. false | a | Lesson: safety of water
Scarcity of Safe Drinking Water:
The water that comes out of our faucets is safe because it has gone through a series of treatment and purification processes to remove contaminants. Those of us who are fortunate enough to always be able to get clean water from a tap in our home may have trouble... |
NDQ_005801 | this is propelled into space by particles flying out one end at high speed. | a. plane, b. rocket, c. satellite, d. helicopter | b | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005802 | which of newtons laws of motion explains rocket propulsion? | a. first, b. second, c. third, d. fourth | c | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005803 | any object that orbits a larger object is a(n) | a. earth, b. moon, c. satellite, d. plane | c | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005804 | imaging satellites | a. take photos of earth for scientific or military purposes, b. are used only to study earth, c. transmit images to satellite dishes for television sets, d. none of these | a | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005805 | gps uses this type of satellite. | a. communications satellite, b. imaging satellite, c. navigational satellite, d. the international space station | c | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005806 | the largest artificial satellite, which is designed for human habitation is | a. human-occupied satellite, b. imaging satellite, c. navigational satellite, d. the international space station | d | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005807 | satellites used for televisions and phones are | a. carry a lot of cargo, b. take people to a space station, c. be used many times, d. all of these | d | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005808 | for every action there is an equal and opposite reaction, also known as thrust. | a. true, b. false | a | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005809 | the main purpose of the international space station is | a. peace negotiations between europe, the united states and russia, b. scientific research, c. breaking the record for days in space by a human, d. breaking the record for days in space by a number of humans | b | Lesson: satellites shuttles and space stations
Rockets:
A rocket is propelled into space by particles flying out of one end at high speed (see Figure 1.1). A rocket in space moves like a skater holding the fire extinguisher. Fuel is ignited in a chamber, which causes an explosion of gases. The explosion creates pressu... |
NDQ_005810 | saturn is | a. the only planet with rings that we can see from earth, b. the densest planet, c. the most massive planet, d. all of these | a | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005811 | if you could find a bathtub big enough, you could put enough water to float saturn in it. | a. true, b. false | a | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005812 | saturns rings are connected to the planet. | a. true, b. false | b | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005813 | what makes up saturns rings? | a. water, b. ice, c. dust and rocks, d. all of the above | d | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005814 | enceladus could be home to life because it has | a. internal heat, b. methane, c. water ice, d. all of the above | a | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005815 | saturns atmosphere | a. has a great red spot like jupiter, b. has clouds in different colored bands, c. has thunder and lightning, d. all of the above | c | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005816 | saturns rings | a. were first seen by galileo through his telescope, b. appear tilted because saturn is tilted, c. have gaps due to the gravitational pull of saturn or its moons, d. all of the above | d | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005817 | saturns atmosphere is just as stormy s jupiters. | a. true, b. false | b | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005818 | scientists are interested in titan because | a. it is very likely to have microbial life, b. its atmosphere is similar to earths early atmosphere, c. it is the same size as earth, d. all of these | b | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005819 | scientists are certain that saturns rings formed when one if its moons broke apart. | a. true, b. false | b | Lesson: saturn
Saturn:
Saturn, shown in Figure 1.1, is famous for its beautiful rings. Although all the gas giants have rings, only Saturns can be easily seen from Earth. In Roman mythology, Saturn was the father of Jupiter. Saturns mass is about 95 times the mass of Earth, and its volume is 755 times Earths volume, m... |
NDQ_005860 | which of these are types of scientific models? | a. conceptual, b. mathematical, c. physical, d. all of the above | d | Lesson: scientific models
Models Are Useful Tools:
Scientific models are useful tools in science. Earths climate is extremely complex, with many factors that are dependent on one another. Such a system is impossible for scientists to work with as a whole. To deal with such complexity, scientists may create models to r... |
NDQ_005862 | a globe is an example of a | a. mathematical model, b. conceptual model, c. physical model, d. none of the above | c | Lesson: scientific models
Models Are Useful Tools:
Scientific models are useful tools in science. Earths climate is extremely complex, with many factors that are dependent on one another. Such a system is impossible for scientists to work with as a whole. To deal with such complexity, scientists may create models to r... |
NDQ_005863 | models | a. are useful tools, b. are used to make predictions, c. have limitations, d. all of the above | d | Lesson: scientific models
Models Are Useful Tools:
Scientific models are useful tools in science. Earths climate is extremely complex, with many factors that are dependent on one another. Such a system is impossible for scientists to work with as a whole. To deal with such complexity, scientists may create models to r... |
NDQ_005864 | models can be used to make predictions. | a. true, b. false | a | Lesson: scientific models
Models Are Useful Tools:
Scientific models are useful tools in science. Earths climate is extremely complex, with many factors that are dependent on one another. Such a system is impossible for scientists to work with as a whole. To deal with such complexity, scientists may create models to r... |
NDQ_005865 | which of the models is likely to be most accurate? | a. mathematical model, b. conceptual model, c. one that can predict the present, d. one that has the least detail | c | Lesson: scientific models
Models Are Useful Tools:
Scientific models are useful tools in science. Earths climate is extremely complex, with many factors that are dependent on one another. Such a system is impossible for scientists to work with as a whole. To deal with such complexity, scientists may create models to r... |
NDQ_005866 | what are some limitations of models? | a. models only show a portion of a system, b. are more complicated than the real object or system, c. include too many variables that affect predictions, d. all of these | a | Lesson: scientific models
Models Are Useful Tools:
Scientific models are useful tools in science. Earths climate is extremely complex, with many factors that are dependent on one another. Such a system is impossible for scientists to work with as a whole. To deal with such complexity, scientists may create models to r... |
NDQ_005867 | a map of the entire world is an accurate physical model. | a. true, b. false | b | Lesson: scientific models
Models Are Useful Tools:
Scientific models are useful tools in science. Earths climate is extremely complex, with many factors that are dependent on one another. Such a system is impossible for scientists to work with as a whole. To deal with such complexity, scientists may create models to r... |
NDQ_005869 | computers that use mathematical models to predict the weather are always accurate. | a. true, b. false | b | Lesson: scientific models
Models Are Useful Tools:
Scientific models are useful tools in science. Earths climate is extremely complex, with many factors that are dependent on one another. Such a system is impossible for scientists to work with as a whole. To deal with such complexity, scientists may create models to r... |
NDQ_005870 | the evidence that old seafloor is destroyed at deep-sea trenches includes | a. heat flow is high at the trenches, b. magnetic stripes end at the trenches, c. the crust is very thin at the trenches, d. all of the above | b | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005871 | why did harry hess call his paper describing plate tectonics an essay in geopoetry? | a. some of the data fit and some needed poetic license to make part of the story, b. the ideas presented were just a fantasy, c. the data all fit together so well, that it hardly seemed possible, d. he wrote the paper in rhyme | c | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005872 | flat-topped underwater mountains are called | a. guyots, b. plateaus, c. mid-ocean ridges, d. mesas | a | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005873 | the alternating stripes of normal and reverse magnetism in seafloor basalts on the sides of the mid-ocean ridges led to the idea of | a. magnetic rifting, b. continental drift, c. plate drift, d. seafloor spreading | d | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005874 | older crust is hot and more buoyant than younger crust. | a. true, b. false | b | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005875 | harry hess suggested that guyots were | a. eroded mountains that remained stationary as sea level rose, b. eroded beaches that sank below sea level, c. volcanoes that were exposed to erosion above sea level and then sunk, d. none of these | c | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005876 | the mechanism for continental drift that wegener never knew about is | a. gases, b. convection currents, c. conveyor belts, d. gravity | b | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005877 | harry hess suggested that old oceanic crust was | a. recycled back into the mantle, b. adhered onto the continents, c. created at mid-ocean ridges, d. the source of the flat-topped guyots | a | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005878 | the rock made underwater from cooled lava is basalt. | a. true, b. false | a | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005879 | how do continents move? | a. seafloor spreading creates new seafloor, which grows up to be new continents that move away from the ridge, b. convection currents create seafloor spreading, which pushes the lithospheric plate and, c. eruptions of lava at deep-sea trenches create continents, which move across the seafloor, d. none of these | b | Lesson: seafloor spreading hypothesis
An Essay in Geopoetry:
Harry Hess was a geology professor and a naval officer who commanded an attack transport ship during WWII. Like other ships, Hesss ship had echo sounders that mapped the seafloor. Hess discovered hundreds of flat-topped mountains in the Pacific that he gave ... |
NDQ_005880 | the reasons for the seasons is | a. earths elliptical orbit, b. different output of solar radiation, c. gravitational pull of the moon, d. the tilt of earths axis | d | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
NDQ_005881 | this refers to when the position of the sun is closest to one of the poles. | a. equinox, b. solstice, c. summer, d. winter | b | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
NDQ_005882 | during the summer, we experience shorter days and longer nights. | a. true, b. false | b | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
NDQ_005883 | this area has relatively the same amount of sunlight through the year. | a. north pole, b. south pole, c. equator, d. axis | c | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
NDQ_005884 | the part of earth that receives the most solar radiation over a year is | a. the tropic of cancer, b. the equator, c. the north pole, d. every place receives the same amount | b | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
NDQ_005885 | during the winter solstice | a. earths axis in the northern hemisphere tilts away from the sun, b. the days and nights are the same length, c. the sun is directly above the equator, d. all of the above | a | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
NDQ_005886 | which is true about the equinox? | a. it is halfway between the two solstices, b. the daylight and the nighttime hours are exactly equal, c. there is a vernal and an autumnal one, d. all of the above | c | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
NDQ_005887 | the time when daylight and nighttime hours are exactly equal. | a. solstice, b. equality, c. hemisphere, d. equinox | d | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
NDQ_005888 | earths axis of rotation is pointed toward polaris, the north star, in the summer, but away from polar in the winter. | a. true, b. false | b | Lesson: seasons
Earths Seasons:
A common misconception is that the Sun is closer to Earth in the summer and farther away from it during the winter. Instead, the seasons are caused by the 23.5o tilt of Earths axis of rotation relative to its plane of orbit around the Sun (Figure 1.1). Solstice refers to the position of... |
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