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NDQ_006033 | when water freezes, water can do this. | a. changes to the liquid state, b. expands, c. contracts, d. evaporates | b | Lesson: states of water
The Water Molecule:
Water is simply two atoms of hydrogen and one atom of oxygen bonded together (Figure 1.1). The hydrogen ions are on one side of the oxygen ion, making water a polar molecule. This means that one side, the side with the hydrogen ions, has a slightly positive electrical charge... |
NDQ_006034 | hydrogen atoms have this kind of charge. | a. negative, b. in between, c. positive, d. no charge | c | Lesson: states of water
The Water Molecule:
Water is simply two atoms of hydrogen and one atom of oxygen bonded together (Figure 1.1). The hydrogen ions are on one side of the oxygen ion, making water a polar molecule. This means that one side, the side with the hydrogen ions, has a slightly positive electrical charge... |
NDQ_006035 | why does water have high surface tension? | a. the polar molecules stick together, positive side to negative side, b. the water molecule is very tightly bound, hydrogens to oxygen, c. the water droplet sends a glue-like substance to its surface, d. hydrogen and oxygen do cross-bonding, which makes them stick together more | a | Lesson: states of water
The Water Molecule:
Water is simply two atoms of hydrogen and one atom of oxygen bonded together (Figure 1.1). The hydrogen ions are on one side of the oxygen ion, making water a polar molecule. This means that one side, the side with the hydrogen ions, has a slightly positive electrical charge... |
NDQ_006036 | which of these is a special property of water? | a. water molecules can stick together, b. water has a high surface tension, c. expands when it freezes, d. all of the above | d | Lesson: states of water
The Water Molecule:
Water is simply two atoms of hydrogen and one atom of oxygen bonded together (Figure 1.1). The hydrogen ions are on one side of the oxygen ion, making water a polar molecule. This means that one side, the side with the hydrogen ions, has a slightly positive electrical charge... |
NDQ_006037 | all three phases of water can be present in a single location. | a. true, b. false | a | Lesson: states of water
The Water Molecule:
Water is simply two atoms of hydrogen and one atom of oxygen bonded together (Figure 1.1). The hydrogen ions are on one side of the oxygen ion, making water a polar molecule. This means that one side, the side with the hydrogen ions, has a slightly positive electrical charge... |
NDQ_006038 | earth is not the only planet that has water in all three states and water is the only substance that is found on earth in all three states. | a. true, b. false | a | Lesson: states of water
The Water Molecule:
Water is simply two atoms of hydrogen and one atom of oxygen bonded together (Figure 1.1). The hydrogen ions are on one side of the oxygen ion, making water a polar molecule. This means that one side, the side with the hydrogen ions, has a slightly positive electrical charge... |
NDQ_006039 | the three states of matter for water are | a. ice, snow and liquid, b. ice, liquid water and water vapor, c. solid, liquid and snow, d. snow, solid water and gas | b | Lesson: states of water
The Water Molecule:
Water is simply two atoms of hydrogen and one atom of oxygen bonded together (Figure 1.1). The hydrogen ions are on one side of the oxygen ion, making water a polar molecule. This means that one side, the side with the hydrogen ions, has a slightly positive electrical charge... |
NDQ_006050 | as air rises | a. it becomes less dense, b. it becomes warmer, c. the molecules move more freely, d. all of the above | d | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006051 | an ozone molecule is created when | a. one oxygen atom combines with one oxygen molecule, b. two oxygen molecules combine, c. two oxygen atoms combine, d. two oxygen atoms combine with two oxygen molecules | a | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006052 | there is a lot of mixing between the stratosphere and troposphere. | a. true, b. false | b | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006053 | what is the heat source for the stratosphere? | a. earths surface, b. earths core, c. the sun, d. none of the above | c | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006054 | the thickness of the ozone layer varies by the season and by _______________. | a. latitude, b. season, c. altitude, d. a & b | d | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006055 | what is the cycle of ozone in the stratosphere? | a. uv splits an oxygen molecule into two oxygen atoms, which combine with an oxygen molecule to create ozone, b. an ozone molecule splits into an oxygen molecule and an oxygen atom, c. an ozone molecule forms from and then splits into two oxygen molecules and two oxygen atoms, d. a & b | d | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006056 | during a volcanic eruption, ash and gas may burst into the stratosphere and may remain suspended for many years. | a. true, b. false | a | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006057 | why is the ozone layer so important? | a. it keeps earths atmosphere from becoming too cold, b. it protects life on earth from high energy ultraviolet radiation, c. it provides oxygen to mountain climbers and people in airplanes, d. it keeps earths atmosphere from becoming too hot | b | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006058 | why do airplanes have their cruising altitude in the stratosphere? | a. there is less friction, b. there is less turbulence, c. fuel costs are lower, d. all of the above | d | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006059 | why is the air in the stratosphere stable? | a. denser air lies above less dense air, b. cooler air lies above warmer air, c. warmer air lies above cooler air, d. a & b | c | Lesson: stratosphere
Stratosphere:
There is little mixing between the stratosphere, the layer above the troposphere, and the troposphere below it. The two layers are quite separate. Sometimes ash and gas from a large volcanic eruption may burst into the stratosphere. Once in the stratosphere, it remains suspended ther... |
NDQ_006060 | when two streams come together, it is at this. | a. an influence, b. a confluence, c. a mouth, d. an estuary | b | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006061 | a stream only has one source. | a. true, b. false | b | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006062 | the mouth of the klamath river and the pacific ocean creates this. | a. an influence, b. a confluence, c. a mouth, d. an estuary | d | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006063 | base level is | a. where a stream meets the sea, b. where a stream meets a large body of standing water, c. where a stream touches the base of a mountain range, d. none of these | b | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006064 | a location where a stream forms, often high in the mountains. | a. a mouth, b. headwaters, c. tailwaters, d. tributary | b | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006065 | the amount of erosion a stream does is | a. about equal along its length, b. greater the farther the stream is from its base level, c. lesser the higher in elevation the stream is, d. greatest when the stream meanders | b | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006066 | in the united states, water that falls on the west side of the continental divide flows into the pacific ocean and on the east side to the atlantic ocean. | a. true, b. false | a | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006067 | organisms cannot live where a fresh water stream flows into the salty ocean. | a. true, b. false | b | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006068 | inland cities were often built on rivers because they provided water, plus | a. transportation, b. waste disposal, c. defense, d. all of these | d | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006069 | the central valley of california grows much of the produce in the united states because it has good soil, a mild climate and | a. two great rivers that drain the sierra nevada mountains, b. several large desalination plants that make water from the nearby pacific ocean useable, c. canals from the nearby colorado river for water, d. none of these | a | Lesson: streams and rivers
Streams:
Streams are bodies of water that have a current; they are in constant motion. Geologists recognize many categories of streams depending on their size, depth, speed, and location. Creeks, brooks, tributaries, bayous, and rivers are all streams. In streams, water always flows downhill... |
NDQ_006070 | this is the largest supervolcano found in north america. | a. mt. pinatubo, b. mount st. helen, c. mount shasta, d. yellowstone | d | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006071 | a circular shaped hole into which a volcano collapses during an eruption: | a. caldera, b. volcanic neck, c. batholith, d. plateau | a | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006072 | a supervolcano | a. is usually mafic in composition, b. ejects an extremely large magma chamber of material in one huge explosion, c. has lava and ash layers like a composite volcano, d. all of these | b | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006073 | this famous geyser can be found at yellowstone national park. | a. old mcdonald, b. old faithful, c. old woman, d. el tatio | b | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006074 | supervolcanoes can cause mass extinctions. | a. true, b. false | a | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006075 | eruptions of hotspots beneath continents are extremely explosive because | a. the eruptions occur frequently, b. the eruptions release enormous amounts of felsic lava, c. a massive plume massive enough to penetrate continental crust is very hot, d. both a and c | c | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006076 | supervolcano eruptions happen somewhere on earth about every 1,000 years. | a. true, b. false | b | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006077 | a supervolcano can change life on earth by | a. blocking sunlight so that photosynthesis stops or slows, b. raising temperature worldwide for years, c. covering the entire surface of a continent with lava flows, d. all of these | a | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006078 | where do supervolcanoes usually form? | a. convergent boundary, b. divergent boundary, c. continental hotspots, d. all of these | c | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006079 | yellowstone is a supervolcano that has had three massive eruptions. | a. true, b. false | a | Lesson: supervolcanoes
Supervolcanoes:
Supervolcano eruptions are extremely rare in Earths history. Its a good thing because they are unimaginably large. A supervolcano must erupt more than 1,000 cubic km (240 cubic miles) of material, compared with 1.2 km3 for Mount St. Helens or 25 km3 for Mount Pinatubo, a large er... |
NDQ_006080 | sunspots are ____________. | a. warmer areas on the sun, b. cooler, darker areas of the sun, c. landforms on the sun, d. explosions on the sun | b | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006081 | which of the following is true about sunspots? | a. they are where loops of the suns magnetic field disrupt the transfer of heat, b. because they are loops, they usually occur in pairs, c. they have a minimum-maximum cycle that lasts 11 years, d. all of these | d | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006082 | violent explosions that release huge amounts of energy on the sun are called _____________. | a. sunspots, b. solar winds, c. solar flares, d. solar spots | c | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006083 | a coronal mass ejection | a. is the source of the solar wind, b. can turn into a solar flare, c. releases streams of slow moving particles, d. all of these | a | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006084 | sunspots occur in ___________. | a. 1 year cycles, b. 5 year cycles, c. 11 year cycles, d. 20 year cycles | a | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006085 | solar prominences are _______________. | a. cooler, darker areas, b. interruptions of magnetic energy, c. plasma loops that connect two sunspots, d. all of the above | c | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006086 | prominences can last lengths of time ranging from days to months. | a. true, b. false | a | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006087 | nasas solar dynamics observatory is studying | a. nuclear fusion in the sun, b. the effect of the sun on earths chemistry and climate, c. changes of state between the four states of matter on the sun, d. all of these | b | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006088 | earth is too far away to be affected by solar flares. | a. true, b. false | b | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006089 | spacecraft and astronauts can be harmed by radiation in space. | a. true, b. false | a | Lesson: surface features of the sun
Surface Features:
The Suns surface features are quite visible, but only with special equipment. For example, sunspots are only visible with special light-filtering lenses.
Sunspots:
The most noticeable surface features of the Sun are cooler, darker areas known as sunspots (Figure ... |
NDQ_006100 | as women become educated, | a. they have more babies, b. their children are healthier, c. they no longer have time to care for their children, d. all of these | b | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006101 | for a more sustainable future, human population should be reduced. | a. true, b. false | a | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006102 | ________________________ needs to be reduced to achieve a more sustainable future. | a. over-consumption, b. population, c. poverty, d. all of the above | d | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006103 | which of these helps to make a more sustainable environment? | a. fish farming, done in an environmentally sound way, b. using more resources, c. replacing wood and metal with plastic products, d. all of the above | a | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006104 | to be sustainable, we need to | a. stop using resources, b. take the resources we have in whatever way possible while we develop new resources, c. reduce the impact obtaining and using resources has on the planet, d. all of the above | c | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006105 | in order to create a more sustainable environment, we need to use resources faster than they are regenerated. | a. true, b. false | b | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006106 | sustainable development is only concerned with protecting the environment. | a. true, b. false | b | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006107 | when forests are logged | a. the hillside should be abandoned, b. fire should be set to clean up debris, c. new trees should be planted, d. all of these | c | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006108 | what is the role of science in sustainable development? | a. understanding how humans are impacting earths natural systems, b. developing technologies to solve the problem of air pollution, c. understanding and designing ways to reduce global warming, d. all of these | d | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006109 | to help society become more sustainable every individual should consume less and think about the impacts of what they consume. | a. true, b. false | a | Lesson: sustainable development
Sustainable Development:
Can society change and get on a sustain- able path? A topic generating a great deal of discussion these days is sustainable development. The goals of sustainable development are to: help people out of poverty. protect the environment. use resources no faster tha... |
NDQ_006130 | to test a hypothesis, a scientist could | a. look to the scientific literature, b. perform experiments, c. make observations, d. all of the above | d | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006131 | why does a hypothesis have to be falsifiable? | a. it must be able to pass all its tests, b. only if it is falsified can it be right, c. it must be possible to show that it is wrong, d. all of the above | c | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006132 | the hypothesis - the increase in carbon dioxide in the atmosphere is due to increased volcanic activity - is wrong because | a. volcanic gas compositions and eruption rates have not changed over time, b. there has been an increase in volcanic eruptions in recent decades, c. the carbon dioxide in volcanic gases has increased over time, d. volcanic gas compositions have changed, but eruption rates have not changed over time | d | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006133 | when a hypothesis is being tested the scientific method is not followed, the hypothesis must be | a. accepted, b. discarded immediately, c. turned into a theory, d. tested again | d | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006134 | one of the reasons for the increase in carbon dioxide in the atmosphere is due to the increase in the amount of fossil fuels used. | a. true, b. false | a | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006135 | a series of steps that help to investigate a scientific question is | a. a hypothesis, b. data, c. the scientific method, d. a theory | c | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006136 | data are facts that have been uncovered from the scientific literature, or by systematic observations or experiments. | a. true, b. false | a | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006137 | which of these can help scientists to test a hypothesis? | a. observations, b. analysis, c. conclusions, d. all of the above | d | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006138 | having multiple working hypotheses helps in investigating a question. | a. true, b. false | a | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006139 | which type of data has been used to identify the phenomenon of increasing carbon dioxide levels in the atmosphere? | a. experiments, b. measurements, c. visual observations, d. none of these | b | Lesson: testing hypotheses
Testing Hypothesis 1:
How do you test a hypothesis? In this example, we will look into the scientific literature to find data in studies that were done using scientific method. To test Hypothesis 1 from the concept "Development of Hypotheses," we need to see if the amount of CO2 gas released... |
NDQ_006162 | perhaps the most important feature of the outermost layers of the atmosphere is the low density of the gas particles. | a. true, b. false | a | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006163 | this layer bounces off radio waves back to earth. | a. magnetosphere, b. ionosphere, c. mesosphere, d. stratosphere | b | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006164 | the aurora borealis is found in this layer. | a. magnetosphere, b. ionosphere, c. mesosphere, d. stratosphere | a | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006165 | which gas molecules get energized to make the auroras? | a. oxygen, b. nitrogen, c. hydrogen, d. a & b | d | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006166 | at the edge of the outermost layer of the atmosphere, the __________, the atmosphere __________. | a. ionosphere; merges with outer space, b. ionosphere; ends abruptly, c. exosphere; merges with outer space, d. exosphere; ends abruptly | c | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006167 | the solar wind is | a. energized oxygen and nitrogen gas molecules that travel outward from the sun, b. high speed particles traveling rapidly outward from the sun, c. the magnetic field of the sun that intersects the orbits of the inner planets, d. the movement of solar gases from high pressure areas to low pressure areas | b | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006168 | the aurora occur during massive solar storms when the van allen belts are overloaded with particles. | a. true, b. false | a | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006169 | how does the ionosphere get its name? | a. solar radiation ionizes gas molecules into positive and negative charges, b. the magnetic field breaks apart nitrogen and oxygen gas into ions in the atmosphere, c. solar storms cause the particles in the van allen belts to ionize, d. ultraviolet radiation breaks apart atmospheric gases into positive and negative ch... | a | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006170 | where is the aurora australis found? | a. in the northern hemisphere, near the north pole, b. encircling the equator, c. around the tropics of cancer and capricorn, d. in the southern hemisphere, near the south pole | d | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006171 | what are the van allen belts? | a. a belt-like structure around the tropics of cancer and capricorn where the solar wind strikes, c. two doughnut-shaped zones of highly charged particles located high in the atmosphere, d. the polar location where the aurora get their start, e. where ions travel as electric currents in the magnetosphere | c | Lesson: thermosphere and beyond
Thermosphere:
The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold (See opening image).
Ionosphere:
Within the thermosphere is the ionosph... |
NDQ_006182 | tides are most affected by the | a. gravitational pull of the sun, b. gravitational pull of the moon, c. gravitational pull of jupiter, d. gravitational pull of venus | b | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006183 | when two water bulges on opposite sides of the earth aligned with the moon, they are called low tides. | a. true, b. false | b | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006184 | a low tide occurs beneath the point where | a. sun and moon are on the same side of earth, b. sun and moon are at opposite sides of earth, c. sun and moon are at 90-degrees to each other, relative to earth, d. none of these | c | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006185 | if you wanted to go tide pooling on the shore and see the most tide pools, you should go | a. during a neap tide, when the tide is high, b. during a spring tide, when the tide is high, c. during a neap tide, when the tide is low, d. during a spring tide, when the tide is low | d | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006186 | if a high tide takes place at happiness beach at midnight on day 1, when will it be low tide? | a. 6:12.5 am on day 1, b. 12:25 pm on day 1, c. 6:37.5 pm on day 1, d. 12:50 am on day 2 | a | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006187 | these tides have the smallest tidal range. | a. spring tides, b. neap tides, c. high tides, d. low tides | b | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006189 | neap tides have a low tidal range because | a. moons high tide occurs in the same place as the suns low tide, b. moons low tide occurs in the same place as the suns high tide, c. moons high tide occurs opposite of the suns low tide, d. both a & b | d | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006190 | there is only one high and one low tide a day. | a. true, b. false | b | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006191 | tides, like other waves, are additive. | a. true, b. false | a | Lesson: tides
The Tides:
Tides are the daily rise and fall of sea level at any given place. The pull of the Moons gravity on Earth is the primary cause of tides and the pull of the Suns gravity on Earth is the secondary cause (Figure 1.1). The Moon has a greater effect because, although it is much smaller than the Sun... |
NDQ_006212 | tree trunks alternating bands of light-colored, high density summer growth and low-density winter growth. | a. true, b. false | b | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006213 | if there is a summer drought __________________________. | a. the tree will grow faster and light bands will be small, b. the tree will grow slower and the light bands will be small, c. the tree will not grow and the bands will not change, d. none of the above | b | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006214 | which of these statements is true? | a. the outmost ring in a tree cross-section indicates when the tree stopped growing, b. the tree-ring record is useful for finding the age of ancient structures, c. distinctive patterns can be found in all trees in an area for the same time period, d. all of the above are true | d | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006215 | ice cores show that snow falls in winter but in summer, dust accumulates. | a. true, b. false | a | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006216 | what is true about ice cores? | a. ice cores can determine how the environment has changed, b. ice cores can tell how concentrations of atmospheric gases have changed, c. ice cores can help scientists create a record of the local climate for thousands of years, d. all of the above are true | d | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006217 | in a varve, summer is represented by | a. sediment from melting glaciers, b. clay from wind-blown dust, c. ash from nearby volcanoes, d. none of these | a | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006218 | a cold year is indicated in a varve by a thick deposit of sediment. | a. true, b. false | b | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006219 | varves form in __________ . | a. the deep ocean, b. coastal regions, c. lakes, d. shallow ponds | c | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006220 | a piece of wood from an archeological site can be dated by tree rings if | a. it is no more than around 200 years old, b. it has a pattern that matches the scale created by scientists, c. it was not taken from a tree that was cut a long distance from the site, d. all of these | b | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006221 | an ice core can reveal the climate in the region for hundreds of thousands of years. | a. true, b. false | a | Lesson: tree rings ice cores and varves
Tree Ring Dating:
In locations where summers are warm and winters are cool, trees have a distinctive growth pattern. Tree trunks display alternating bands of light-colored, low density summer growth and dark, high density winter growth. Each light-dark band represents one year. ... |
NDQ_006222 | clouds are in this layer of the atmosphere. | a. mesosphere, b. troposphere, c. stratosphere, d. thermosphere | b | Lesson: troposphere
Temperature Gradient:
The temperature of the troposphere is highest near the surface of the Earth and decreases with altitude. On average, the temperature gradient of the troposphere is 6.5o C per 1,000 m (3.6o F per 1,000 ft) of altitude. Earths surface is the source of heat for the troposphere. R... |
NDQ_006223 | if a mountaintop is 10,000 feet higher than the valley below, we can expect the temperature to be about | a. lower by about 36of, b. higher by about 36of, c. the same, d. different, but it is not possible to estimate the difference | a | Lesson: troposphere
Temperature Gradient:
The temperature of the troposphere is highest near the surface of the Earth and decreases with altitude. On average, the temperature gradient of the troposphere is 6.5o C per 1,000 m (3.6o F per 1,000 ft) of altitude. Earths surface is the source of heat for the troposphere. R... |
NDQ_006224 | in an inversion | a. stratospheric air sits over tropospheric air, b. tropospheric air sits over stratospheric air, c. warm air sits over cold air, d. cold air sits over warm air | c | Lesson: troposphere
Temperature Gradient:
The temperature of the troposphere is highest near the surface of the Earth and decreases with altitude. On average, the temperature gradient of the troposphere is 6.5o C per 1,000 m (3.6o F per 1,000 ft) of altitude. Earths surface is the source of heat for the troposphere. R... |
NDQ_006225 | inversions are very stable and may last for several days or even weeks. | a. true, b. false | a | Lesson: troposphere
Temperature Gradient:
The temperature of the troposphere is highest near the surface of the Earth and decreases with altitude. On average, the temperature gradient of the troposphere is 6.5o C per 1,000 m (3.6o F per 1,000 ft) of altitude. Earths surface is the source of heat for the troposphere. R... |
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