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NDQ_010927 | which is an example of negative feedback? | a. maintaining stable blood glucose levels, b. the production of milk in a nursing mother, c. contractions of the uterus during childbirth, d. all of the above | a | Lesson: homeostasis
Homeostasis and Feedback Regulation:
When you walk outside on a cool day, does your body temperature drop? No, your body temperature stays stable at around 98.6 degrees Fahrenheit. Even when the temperature around you changes, your internal temperature stays the same. This ability of the body to ma... |
NDQ_010928 | the job of the eye is to focus light. | a. true, b. false | a | Lesson: how the eye works
The Carbon Cycle:
Carbon is one of the most common elements found in living organisms. Chains of carbon molecules form the backbones of many organic molecules, such as carbohydrates, proteins, and lipids. Carbon is constantly cycling between living organisms and the atmosphere ( Figure 1.1). ... |
NDQ_010929 | light is focused on the lens of the eye. | a. true, b. false | b | Lesson: how the eye works
The Carbon Cycle:
Carbon is one of the most common elements found in living organisms. Chains of carbon molecules form the backbones of many organic molecules, such as carbohydrates, proteins, and lipids. Carbon is constantly cycling between living organisms and the atmosphere ( Figure 1.1). ... |
NDQ_010933 | what covers the back inside part of the eye? | a. the cornea, b. the pupil, c. the retina, d. the lens | c | Lesson: how the eye works
The Carbon Cycle:
Carbon is one of the most common elements found in living organisms. Chains of carbon molecules form the backbones of many organic molecules, such as carbohydrates, proteins, and lipids. Carbon is constantly cycling between living organisms and the atmosphere ( Figure 1.1). ... |
NDQ_010934 | what parts focus light on the back of the eye? | a. the cornea and lens, b. the pupil and lens, c. the cornea and pupil, d. the lens and retina | a | Lesson: how the eye works
The Carbon Cycle:
Carbon is one of the most common elements found in living organisms. Chains of carbon molecules form the backbones of many organic molecules, such as carbohydrates, proteins, and lipids. Carbon is constantly cycling between living organisms and the atmosphere ( Figure 1.1). ... |
NDQ_010935 | what allows us to detect light of different colors? | a. rod cells, b. cone cells, c. the retina, d. the pupil | b | Lesson: how the eye works
The Carbon Cycle:
Carbon is one of the most common elements found in living organisms. Chains of carbon molecules form the backbones of many organic molecules, such as carbohydrates, proteins, and lipids. Carbon is constantly cycling between living organisms and the atmosphere ( Figure 1.1). ... |
NDQ_010936 | light enters the eye through the __________. | a. cornea, b. retina, c. pupil, d. lens | c | Lesson: how the eye works
The Carbon Cycle:
Carbon is one of the most common elements found in living organisms. Chains of carbon molecules form the backbones of many organic molecules, such as carbohydrates, proteins, and lipids. Carbon is constantly cycling between living organisms and the atmosphere ( Figure 1.1). ... |
NDQ_010937 | what serves to protect the eye? | a. the lens, b. the cornea, c. the pupil, d. the retina | b | Lesson: how the eye works
The Carbon Cycle:
Carbon is one of the most common elements found in living organisms. Chains of carbon molecules form the backbones of many organic molecules, such as carbohydrates, proteins, and lipids. Carbon is constantly cycling between living organisms and the atmosphere ( Figure 1.1). ... |
NDQ_010938 | most current species extinction is because of humans. | a. true, b. false | a | Lesson: human causes of extinction
Other Causes of Extinction:
In addition to habitat destruction, other human-caused problems are also threatening many species. These include issues associated with climate change, pollution, and over-population.
Global Warming:
Another major cause of extinction is global warming, w... |
NDQ_010939 | the size of the human population creates many issues relating to the survival of other species. | a. true, b. false | a | Lesson: human causes of extinction
Other Causes of Extinction:
In addition to habitat destruction, other human-caused problems are also threatening many species. These include issues associated with climate change, pollution, and over-population.
Global Warming:
Another major cause of extinction is global warming, w... |
NDQ_010943 | the burning of fossil fuels | a. changes the habitats of many species, b. warms the planet, c. can lead to species extinction, d. all of the above | d | Lesson: human causes of extinction
Other Causes of Extinction:
In addition to habitat destruction, other human-caused problems are also threatening many species. These include issues associated with climate change, pollution, and over-population.
Global Warming:
Another major cause of extinction is global warming, w... |
NDQ_010944 | pollution | a. changes the habitats of many species, b. comes from greenhouse gases, c. leads to species population increases, d. all of the above | a | Lesson: human causes of extinction
Other Causes of Extinction:
In addition to habitat destruction, other human-caused problems are also threatening many species. These include issues associated with climate change, pollution, and over-population.
Global Warming:
Another major cause of extinction is global warming, w... |
NDQ_010945 | if nothing changes from today, human population increases will result | a. more greenhouse gases emitted, b. additional species extinction, c. more habit destruction, d. all of the above | d | Lesson: human causes of extinction
Other Causes of Extinction:
In addition to habitat destruction, other human-caused problems are also threatening many species. These include issues associated with climate change, pollution, and over-population.
Global Warming:
Another major cause of extinction is global warming, w... |
NDQ_010946 | threats to soil include | a. damage from greenhouse gases, b. damage from agricultural pesticides, c. damage from acid rain, d. all of the above | b | Lesson: human causes of extinction
Other Causes of Extinction:
In addition to habitat destruction, other human-caused problems are also threatening many species. These include issues associated with climate change, pollution, and over-population.
Global Warming:
Another major cause of extinction is global warming, w... |
NDQ_010947 | threats to water include | a. damage from greenhouse gases, b. damage from agricultural pesticides, c. damage from acid rain, d. all of the above | c | Lesson: human causes of extinction
Other Causes of Extinction:
In addition to habitat destruction, other human-caused problems are also threatening many species. These include issues associated with climate change, pollution, and over-population.
Global Warming:
Another major cause of extinction is global warming, w... |
NDQ_010948 | chewing your food is the start of digestion. | a. true, b. false | a | Lesson: human digestive system
Function of the Digestive System:
Nutrients in the foods you eat are needed by the cells of your body. How do the nutrients in foods get to your body cells? What organs and processes break down the foods and make the nutrients available to cells? The organs are those of the digestive sys... |
NDQ_010949 | absorption of nutrients from food occurs in the stomach. | a. true, b. false | b | Lesson: human digestive system
Function of the Digestive System:
Nutrients in the foods you eat are needed by the cells of your body. How do the nutrients in foods get to your body cells? What organs and processes break down the foods and make the nutrients available to cells? The organs are those of the digestive sys... |
NDQ_010953 | which of the following are organs of the digestive system? | a. the liver, pancreas and gallbladder, b. the stomach and intestine, c. the mouth and esophagus, d. all of the above are organs of the digestive system | d | Lesson: human digestive system
Function of the Digestive System:
Nutrients in the foods you eat are needed by the cells of your body. How do the nutrients in foods get to your body cells? What organs and processes break down the foods and make the nutrients available to cells? The organs are those of the digestive sys... |
NDQ_010954 | the mixing of food with stomach juices is an example of | a. mechanical digestion, b. chemical digestion, c. absorption, d. elimination | b | Lesson: human digestive system
Function of the Digestive System:
Nutrients in the foods you eat are needed by the cells of your body. How do the nutrients in foods get to your body cells? What organs and processes break down the foods and make the nutrients available to cells? The organs are those of the digestive sys... |
NDQ_010955 | the mixing of food with saliva is the beginning of what process? | a. mechanical digestion, b. chemical digestion, c. absorption, d. eating | b | Lesson: human digestive system
Function of the Digestive System:
Nutrients in the foods you eat are needed by the cells of your body. How do the nutrients in foods get to your body cells? What organs and processes break down the foods and make the nutrients available to cells? The organs are those of the digestive sys... |
NDQ_010956 | the majority of absorption occurs in the | a. stomach, b. small intestine, c. large intestine, d. mouth | b | Lesson: human digestive system
Function of the Digestive System:
Nutrients in the foods you eat are needed by the cells of your body. How do the nutrients in foods get to your body cells? What organs and processes break down the foods and make the nutrients available to cells? The organs are those of the digestive sys... |
NDQ_010957 | another name for the digestive tube is the | a. gut, b. digestive tract, c. gastrointestinal tract, d. mouth to the anus | c | Lesson: human digestive system
Function of the Digestive System:
Nutrients in the foods you eat are needed by the cells of your body. How do the nutrients in foods get to your body cells? What organs and processes break down the foods and make the nutrients available to cells? The organs are those of the digestive sys... |
NDQ_010968 | your genome is all of your genetic information. | a. true, b. false | a | Lesson: human genome project
Human Genome Project:
A persons genome is all of his or her genetic information. In other words, the human genome is all the information that makes us human. And unless you have an identical twin, your genome is unique. No one else has a genome just like yours, though all our genomes are s... |
NDQ_010969 | all the bases that make up the human genome have been sequenced. | a. true, b. false | a | Lesson: human genome project
Human Genome Project:
A persons genome is all of his or her genetic information. In other words, the human genome is all the information that makes us human. And unless you have an identical twin, your genome is unique. No one else has a genome just like yours, though all our genomes are s... |
NDQ_010973 | how many bases make up the human genome? | a. 4, b. about 300,000, c. about 3,000,000, d. about 3,000,000,000 | c | Lesson: human genome project
Human Genome Project:
A persons genome is all of his or her genetic information. In other words, the human genome is all the information that makes us human. And unless you have an identical twin, your genome is unique. No one else has a genome just like yours, though all our genomes are s... |
NDQ_010974 | how many genes does it take to make a human? | a. about 2,000, b. about 20,000, c. about 20,000,000, d. about 20,000,000,000 | b | Lesson: human genome project
Human Genome Project:
A persons genome is all of his or her genetic information. In other words, the human genome is all the information that makes us human. And unless you have an identical twin, your genome is unique. No one else has a genome just like yours, though all our genomes are s... |
NDQ_010975 | which of the following is not an outcome of the human genome project? | a. technologies developed will reduce the cost of sequencing a person's genome, b. it will allow you to analyze your own genome, c. it will be easier to identify genetic disease genes, d. it will allow professionals to determine if you are at risk for specific diseases | b | Lesson: human genome project
Human Genome Project:
A persons genome is all of his or her genetic information. In other words, the human genome is all the information that makes us human. And unless you have an identical twin, your genome is unique. No one else has a genome just like yours, though all our genomes are s... |
NDQ_010976 | knowing a person is at risk for developing a genetic disease | a. would allow that person to make lifestyle changes, b. would allow that person to seek preventative medical care, c. would allow that person to have their genome studied, d. both (a) and (b) | d | Lesson: human genome project
Human Genome Project:
A persons genome is all of his or her genetic information. In other words, the human genome is all the information that makes us human. And unless you have an identical twin, your genome is unique. No one else has a genome just like yours, though all our genomes are s... |
NDQ_010977 | analysis of your own genome | a. could give you a genetic disorder, b. could make you very sick, c. could determine if you are at risk for specific diseases, d. all of the above | c | Lesson: human genome project
Human Genome Project:
A persons genome is all of his or her genetic information. In other words, the human genome is all the information that makes us human. And unless you have an identical twin, your genome is unique. No one else has a genome just like yours, though all our genomes are s... |
NDQ_010978 | planet earth has unlimited resources. | a. true, b. false | b | Lesson: human population
Human Population:
How quickly is the human population growing? If we look at worldwide human population growth from 10,000 BCE through today, our growth looks like exponential growth. It increased very slowly at first, but later grew faster and faster as the population increased in size ( Figu... |
NDQ_010979 | the human population is running out of resources, so it shows logistic growth. | a. true, b. false | b | Lesson: human population
Human Population:
How quickly is the human population growing? If we look at worldwide human population growth from 10,000 BCE through today, our growth looks like exponential growth. It increased very slowly at first, but later grew faster and faster as the population increased in size ( Figu... |
NDQ_010983 | how long did it take for the human population to increase from 6 billion to 7 billion people? | a. 1 year, b. 12 years, c. 25 years, d. 50 years | b | Lesson: human population
Human Population:
How quickly is the human population growing? If we look at worldwide human population growth from 10,000 BCE through today, our growth looks like exponential growth. It increased very slowly at first, but later grew faster and faster as the population increased in size ( Figu... |
NDQ_010984 | how long did it take for the human population to increase from 1 billion to 2 billion people? | a. about 25 years, b. about 50 years, c. about 100 years, d. over 120 years | d | Lesson: human population
Human Population:
How quickly is the human population growing? If we look at worldwide human population growth from 10,000 BCE through today, our growth looks like exponential growth. It increased very slowly at first, but later grew faster and faster as the population increased in size ( Figu... |
NDQ_010985 | which is the first stage of human population growth? | a. population size continues to grow, b. birth rates equal death rates and populations become stable, c. birth and death rates are high and population growth is stable, d. total population size may level off | c | Lesson: human population
Human Population:
How quickly is the human population growing? If we look at worldwide human population growth from 10,000 BCE through today, our growth looks like exponential growth. It increased very slowly at first, but later grew faster and faster as the population increased in size ( Figu... |
NDQ_010986 | which is the last stage of human population growth? | a. population size continues to grow, b. birth rates equal death rates and populations become stable, c. birth and death rates are high and population growth is stable, d. total population size may level off | d | Lesson: human population
Human Population:
How quickly is the human population growing? If we look at worldwide human population growth from 10,000 BCE through today, our growth looks like exponential growth. It increased very slowly at first, but later grew faster and faster as the population increased in size ( Figu... |
NDQ_010987 | by the year 2050, how many people will inhabit the planet? | a. about 7 billion, b. about 8 to 9 billion, c. about 9 to 11 billion, d. over 15 billion | c | Lesson: human population
Human Population:
How quickly is the human population growing? If we look at worldwide human population growth from 10,000 BCE through today, our growth looks like exponential growth. It increased very slowly at first, but later grew faster and faster as the population increased in size ( Figu... |
NDQ_010988 | bones are made of cartilage and ligaments. | a. true, b. false | b | Lesson: human skeletal system
Your Skeleton:
How important is your skeleton? Can you imagine your body without it? You would be a wobbly pile of muscle and internal organs, and you would not be able to move. The adult human skeleton has 206 bones, some of which are named below ( Figure 1.1). Bones are made up of livin... |
NDQ_010989 | ligaments create smooth surfaces for the movement of bones. | a. true, b. false | b | Lesson: human skeletal system
Your Skeleton:
How important is your skeleton? Can you imagine your body without it? You would be a wobbly pile of muscle and internal organs, and you would not be able to move. The adult human skeleton has 206 bones, some of which are named below ( Figure 1.1). Bones are made up of livin... |
NDQ_010993 | which best describes the skeleton of a baby? | a. a skeleton of only cartilage and other connective tissues, b. a skeleton of bones with areas of cartilage for growth, c. a skeleton that is just beginning to harden, d. a skeleton just like that of an adult, only smaller | b | Lesson: human skeletal system
Your Skeleton:
How important is your skeleton? Can you imagine your body without it? You would be a wobbly pile of muscle and internal organs, and you would not be able to move. The adult human skeleton has 206 bones, some of which are named below ( Figure 1.1). Bones are made up of livin... |
NDQ_010994 | what is cartilage? | a. a soft connective tissue in spongy bone, b. a band of fibrous connective tissue that holds bones together, c. a dense connective tissue that provides a smooth surface for the movement, d. a tough, fibrous membrane that covers the outer surface of bone | c | Lesson: human skeletal system
Your Skeleton:
How important is your skeleton? Can you imagine your body without it? You would be a wobbly pile of muscle and internal organs, and you would not be able to move. The adult human skeleton has 206 bones, some of which are named below ( Figure 1.1). Bones are made up of livin... |
NDQ_010995 | what is the light and porous material at eh center of bone? | a. spongy bone, b. compact bone, c. bone marrow, d. the periosteum | a | Lesson: human skeletal system
Your Skeleton:
How important is your skeleton? Can you imagine your body without it? You would be a wobbly pile of muscle and internal organs, and you would not be able to move. The adult human skeleton has 206 bones, some of which are named below ( Figure 1.1). Bones are made up of livin... |
NDQ_010996 | which of the following are functions of the skeleton? | a. to store calcium, b. to support the body against the pull of gravity, c. to protect the soft organs of the body, d. all of the above are functions of the skeleton | d | Lesson: human skeletal system
Your Skeleton:
How important is your skeleton? Can you imagine your body without it? You would be a wobbly pile of muscle and internal organs, and you would not be able to move. The adult human skeleton has 206 bones, some of which are named below ( Figure 1.1). Bones are made up of livin... |
NDQ_010997 | why does the skeleton stop growing in length? | a. because the growth plates stop working, b. because there is not enough calcium and other nutrients in the body, c. because the cartilage in the growth plate has been replaced by bone, d. because the bones reach their maximum length | c | Lesson: human skeletal system
Your Skeleton:
How important is your skeleton? Can you imagine your body without it? You would be a wobbly pile of muscle and internal organs, and you would not be able to move. The adult human skeleton has 206 bones, some of which are named below ( Figure 1.1). Bones are made up of livin... |
NDQ_011148 | sealing up your home keeps air pollution out. | a. true, b. false | b | Lesson: indoor air pollution
Indoor Air Pollution:
Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school... |
NDQ_011149 | secondhand smoke can cause severe health issues. | a. true, b. false | a | Lesson: indoor air pollution
Indoor Air Pollution:
Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school... |
NDQ_011153 | which of the following is a biological source of indoor air pollution? | a. decomposed hair, b. pollen, c. mold, d. all of the above | d | Lesson: indoor air pollution
Indoor Air Pollution:
Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school... |
NDQ_011154 | which of the following is a radioactive gas released from the earth? | a. carbon monoxide, b. vocs, c. radon, d. formaldehyde | c | Lesson: indoor air pollution
Indoor Air Pollution:
Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school... |
NDQ_011155 | which of the following is extremely dangerous to your health? | a. asbestos, b. carbon monoxide, c. secondhand smoke, d. all of the above | d | Lesson: indoor air pollution
Indoor Air Pollution:
Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school... |
NDQ_011156 | which of the following is a toxic gas released by burning fossil fuels? | a. radon, b. volatile organic compounds, c. carbon monoxide, d. asbestos | c | Lesson: indoor air pollution
Indoor Air Pollution:
Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school... |
NDQ_011157 | to limit your exposure to indoor air pollution, you should | a. have secondhand smoke detectors in your home, b. limit your exposure to pesticides and cleaning fluids, c. only use toxic substances outside, d. all of the above | b | Lesson: indoor air pollution
Indoor Air Pollution:
Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school... |
NDQ_011158 | babies grow fastest during the first year of life. | a. true, b. false | a | Lesson: infancy and childhood
Infancy and Childhood:
The first year after birth is called infancy. Infancy is a period when the baby grows very fast. During infancy, the baby doubles in length and triples in weight. Other important changes also happen during infancy: The babys teeth start to come in, usually at about ... |
NDQ_011159 | a baby must be able to walk to be a toddler. | a. true, b. false | b | Lesson: infancy and childhood
Infancy and Childhood:
The first year after birth is called infancy. Infancy is a period when the baby grows very fast. During infancy, the baby doubles in length and triples in weight. Other important changes also happen during infancy: The babys teeth start to come in, usually at about ... |
NDQ_011163 | during infancy, a baby | a. doubles in weight and triples in length, b. doubles in height and triples in length, c. doubles in length and triples in weight, d. gains 10 pounds and 10 inches | c | Lesson: infancy and childhood
Infancy and Childhood:
The first year after birth is called infancy. Infancy is a period when the baby grows very fast. During infancy, the baby doubles in length and triples in weight. Other important changes also happen during infancy: The babys teeth start to come in, usually at about ... |
NDQ_011164 | many baby teeth start to come in at about | a. 4 months, b. 6 months, c. 8 months, d. 10 months | b | Lesson: infancy and childhood
Infancy and Childhood:
The first year after birth is called infancy. Infancy is a period when the baby grows very fast. During infancy, the baby doubles in length and triples in weight. Other important changes also happen during infancy: The babys teeth start to come in, usually at about ... |
NDQ_011165 | the best toy for an infant is one that the baby | a. can play with like a doll, b. can catch like a ball, c. can put in its mouth, d. all of the above | c | Lesson: infancy and childhood
Infancy and Childhood:
The first year after birth is called infancy. Infancy is a period when the baby grows very fast. During infancy, the baby doubles in length and triples in weight. Other important changes also happen during infancy: The babys teeth start to come in, usually at about ... |
NDQ_011166 | when do many babies begin to walk? | a. by 6 months of age, b. by 9 months of age, c. by 12 months of age, d. by 18 months of age | c | Lesson: infancy and childhood
Infancy and Childhood:
The first year after birth is called infancy. Infancy is a period when the baby grows very fast. During infancy, the baby doubles in length and triples in weight. Other important changes also happen during infancy: The babys teeth start to come in, usually at about ... |
NDQ_011167 | many young children repeatedly ask why? this is an example of | a. understanding simple concepts, b. their natural curiosity, c. a fine motor skill, d. pretend play | b | Lesson: infancy and childhood
Infancy and Childhood:
The first year after birth is called infancy. Infancy is a period when the baby grows very fast. During infancy, the baby doubles in length and triples in weight. Other important changes also happen during infancy: The babys teeth start to come in, usually at about ... |
NDQ_011178 | prior to darwin, many people believed earth was only about 6,000 years old. | a. true, b. false | a | Lesson: influences on darwin
Darwins Influences:
When Darwin returned to England five years later, in 1836, at the end of his voyage, he did not rush to announce his discoveries. Unlike other naturalists before him, Darwin did not want to present any ideas unless he had strong evidence supporting them. Instead, once D... |
NDQ_011179 | many people believed that organisms never change and never go extinct. | a. true, b. false | a | Lesson: influences on darwin
Darwins Influences:
When Darwin returned to England five years later, in 1836, at the end of his voyage, he did not rush to announce his discoveries. Unlike other naturalists before him, Darwin did not want to present any ideas unless he had strong evidence supporting them. Instead, once D... |
NDQ_011183 | who suggested the earth must be over 6,000 years old, because of all the geological changes. | a. lyell, b. lamarck, c. wallace, d. darwin | a | Lesson: influences on darwin
Darwins Influences:
When Darwin returned to England five years later, in 1836, at the end of his voyage, he did not rush to announce his discoveries. Unlike other naturalists before him, Darwin did not want to present any ideas unless he had strong evidence supporting them. Instead, once D... |
NDQ_011184 | who proposed that traits acquired during ones lifetime could be passed to the next generation? | a. lyell, b. lamarck, c. wallace, d. darwin | b | Lesson: influences on darwin
Darwins Influences:
When Darwin returned to England five years later, in 1836, at the end of his voyage, he did not rush to announce his discoveries. Unlike other naturalists before him, Darwin did not want to present any ideas unless he had strong evidence supporting them. Instead, once D... |
NDQ_011185 | who developed a theory of evolution similar to darwins? | a. lamarck, b. lyell, c. wallace, d. no one | c | Lesson: influences on darwin
Darwins Influences:
When Darwin returned to England five years later, in 1836, at the end of his voyage, he did not rush to announce his discoveries. Unlike other naturalists before him, Darwin did not want to present any ideas unless he had strong evidence supporting them. Instead, once D... |
NDQ_011186 | during darwins voyage, he observed fossils of sea life in the mountains? this is evidence of | a. fish living in the mountains, b. dramatic geological changes during earths history, c. the evolution of sea life into animals that live in the mountains, d. all of the above | b | Lesson: influences on darwin
Darwins Influences:
When Darwin returned to England five years later, in 1836, at the end of his voyage, he did not rush to announce his discoveries. Unlike other naturalists before him, Darwin did not want to present any ideas unless he had strong evidence supporting them. Instead, once D... |
NDQ_011187 | darwin is buried in westminster abbey in london, the final resting place of many of englands kings and queens. this honor suggests | a. the influence darwin had on everyone else, b. the acceptance of darwins work, c. the important place in history of darwin, d. all of the above | d | Lesson: influences on darwin
Darwins Influences:
When Darwin returned to England five years later, in 1836, at the end of his voyage, he did not rush to announce his discoveries. Unlike other naturalists before him, Darwin did not want to present any ideas unless he had strong evidence supporting them. Instead, once D... |
NDQ_011188 | if you think someone has a spinal cord injury, take him or her to the hospital as fast as possible. | a. true, b. false | b | Lesson: injuries of the nervous system
Injuries of the Nervous System:
Injuries to the central nervous system may damage tissues of the brain or spinal cord. If an injury is mild, a person may have a full recovery. If an injury is severe, it may cause permanent disability or even death. Brain and spinal cord injuries ... |
NDQ_011189 | if someone loses consciousness, chances are they have a brain injury. | a. true, b. false | a | Lesson: injuries of the nervous system
Injuries of the Nervous System:
Injuries to the central nervous system may damage tissues of the brain or spinal cord. If an injury is mild, a person may have a full recovery. If an injury is severe, it may cause permanent disability or even death. Brain and spinal cord injuries ... |
NDQ_011193 | which of the following is a symptom of a severe brain injury? | a. profound confusion, b. seizures, c. slurred speech, d. all of the above | d | Lesson: injuries of the nervous system
Injuries of the Nervous System:
Injuries to the central nervous system may damage tissues of the brain or spinal cord. If an injury is mild, a person may have a full recovery. If an injury is severe, it may cause permanent disability or even death. Brain and spinal cord injuries ... |
NDQ_011194 | people who have had two or more concussions may have life-long difficulties with | a. memory, learning, and speech, b. eating and sleeping, c. walking, d. all of the above | a | Lesson: injuries of the nervous system
Injuries of the Nervous System:
Injuries to the central nervous system may damage tissues of the brain or spinal cord. If an injury is mild, a person may have a full recovery. If an injury is severe, it may cause permanent disability or even death. Brain and spinal cord injuries ... |
NDQ_011195 | what is the most common cause of brain injuries? | a. a violent blow to the head, b. falls, c. car accidents, d. sports injuries | b | Lesson: injuries of the nervous system
Injuries of the Nervous System:
Injuries to the central nervous system may damage tissues of the brain or spinal cord. If an injury is mild, a person may have a full recovery. If an injury is severe, it may cause permanent disability or even death. Brain and spinal cord injuries ... |
NDQ_011196 | if you think a person has a spinal cord injury, the one thing you should not do is | a. keep the person very still, b. call for emergency medical assistance, c. rush them to a hospital, d. provide basic first aid | c | Lesson: injuries of the nervous system
Injuries of the Nervous System:
Injuries to the central nervous system may damage tissues of the brain or spinal cord. If an injury is mild, a person may have a full recovery. If an injury is severe, it may cause permanent disability or even death. Brain and spinal cord injuries ... |
NDQ_011197 | sports in which a helmet should be required to prevent brain injuries include | a. football, b. skateboarding, c. hockey, d. all of the above | d | Lesson: injuries of the nervous system
Injuries of the Nervous System:
Injuries to the central nervous system may damage tissues of the brain or spinal cord. If an injury is mild, a person may have a full recovery. If an injury is severe, it may cause permanent disability or even death. Brain and spinal cord injuries ... |
NDQ_011256 | jawless fish were the first fish to evolve. | a. true, b. false | a | Lesson: jawless fish
Jawless Fish:
What defines a jawless fish? You can probably guess. A jawless fish is a fish without a jaw. But there are other features that are shared by this class of organisms. Why would such an organism evolve? These fish were the first vertebrates to evolve. Logically, this makes sense, in th... |
NDQ_011257 | both groups of jawless fish have a notochord. | a. true, b. false | a | Lesson: jawless fish
Jawless Fish:
What defines a jawless fish? You can probably guess. A jawless fish is a fish without a jaw. But there are other features that are shared by this class of organisms. Why would such an organism evolve? These fish were the first vertebrates to evolve. Logically, this makes sense, in th... |
NDQ_011261 | jawless fish are missing | a. jaws, b. paired fins, c. a stomach, d. all of the above | d | Lesson: jawless fish
Jawless Fish:
What defines a jawless fish? You can probably guess. A jawless fish is a fish without a jaw. But there are other features that are shared by this class of organisms. Why would such an organism evolve? These fish were the first vertebrates to evolve. Logically, this makes sense, in th... |
NDQ_011262 | the skeleton of the jawless fish is made of | a. bone, b. cartilage, c. rubber, d. bone and cartilage | b | Lesson: jawless fish
Jawless Fish:
What defines a jawless fish? You can probably guess. A jawless fish is a fish without a jaw. But there are other features that are shared by this class of organisms. Why would such an organism evolve? These fish were the first vertebrates to evolve. Logically, this makes sense, in th... |
NDQ_011263 | characteristics of lampreys include | a. a huge sucker lined with teeth, b. a skull but no vertebrae, c. internal fertilization, d. all of the above | a | Lesson: jawless fish
Jawless Fish:
What defines a jawless fish? You can probably guess. A jawless fish is a fish without a jaw. But there are other features that are shared by this class of organisms. Why would such an organism evolve? These fish were the first vertebrates to evolve. Logically, this makes sense, in th... |
NDQ_011264 | characteristics of hagfish include | a. a huge sucker lined with teeth, b. a internal fertilization, c. a skull but no vertebrae, d. all of the above | c | Lesson: jawless fish
Jawless Fish:
What defines a jawless fish? You can probably guess. A jawless fish is a fish without a jaw. But there are other features that are shared by this class of organisms. Why would such an organism evolve? These fish were the first vertebrates to evolve. Logically, this makes sense, in th... |
NDQ_011265 | which statement is associated with jawless fish? | a. they have a series of branchial arches that support the gills, b. they have an eye-like structure that can detect light, c. they have at least seven pairs of gill pouches that take dissolved oxygen from water, d. all of the above are associated with jawless fish | d | Lesson: jawless fish
Jawless Fish:
What defines a jawless fish? You can probably guess. A jawless fish is a fish without a jaw. But there are other features that are shared by this class of organisms. Why would such an organism evolve? These fish were the first vertebrates to evolve. Logically, this makes sense, in th... |
NDQ_011266 | when the body is exercised regularly by performing weight-bearing activity, bones add bone cells to increase their bone density. | a. true, b. false | a | Lesson: keeping bones and joints healthy
Keeping Bones and Joints Healthy:
You can help keep your bones and skeletal system healthy by eating well and getting enough exercise. Weight- bearing exercises help keep bones strong. Weight-bearing exercises and activities work against gravity. Such activities include basketb... |
NDQ_011267 | bones can break in the same way a pencil breaks when bent. | a. true, b. false | a | Lesson: keeping bones and joints healthy
Keeping Bones and Joints Healthy:
You can help keep your bones and skeletal system healthy by eating well and getting enough exercise. Weight- bearing exercises help keep bones strong. Weight-bearing exercises and activities work against gravity. Such activities include basketb... |
NDQ_011271 | what are two of the most important nutrients for a healthy skeletal system? | a. calcium and vitamin c, b. calcium and vitamin d, c. calcium and potassium, d. vitamin c and vitamin d | b | Lesson: keeping bones and joints healthy
Keeping Bones and Joints Healthy:
You can help keep your bones and skeletal system healthy by eating well and getting enough exercise. Weight- bearing exercises help keep bones strong. Weight-bearing exercises and activities work against gravity. Such activities include basketb... |
NDQ_011272 | what is the first step in the repair of a bone fracture? | a. blood cells begin to rebuild the cartilage, so bone can form, b. bone cells travel to the break site and begin to rebuild the bone, c. compact and spongy bone form at the break site, d. spongy bone forms around compact bone at the break site | b | Lesson: keeping bones and joints healthy
Keeping Bones and Joints Healthy:
You can help keep your bones and skeletal system healthy by eating well and getting enough exercise. Weight- bearing exercises help keep bones strong. Weight-bearing exercises and activities work against gravity. Such activities include basketb... |
NDQ_011273 | osteoporosis causes | a. ligaments to tear, b. cartilage to break down, c. bones to lose mass and become fragile, d. bones to stop growing and break | c | Lesson: keeping bones and joints healthy
Keeping Bones and Joints Healthy:
You can help keep your bones and skeletal system healthy by eating well and getting enough exercise. Weight- bearing exercises help keep bones strong. Weight-bearing exercises and activities work against gravity. Such activities include basketb... |
NDQ_011274 | teenagers need about _________ of calcium daily. | a. 1300 grams, b. 1300 mg, c. 130 mg, d. 1300 kg | b | Lesson: keeping bones and joints healthy
Keeping Bones and Joints Healthy:
You can help keep your bones and skeletal system healthy by eating well and getting enough exercise. Weight- bearing exercises help keep bones strong. Weight-bearing exercises and activities work against gravity. Such activities include basketb... |
NDQ_011275 | activities that increase bone strength include | a. weight lifting, b. walking, c. karate, d. all of the above | d | Lesson: keeping bones and joints healthy
Keeping Bones and Joints Healthy:
You can help keep your bones and skeletal system healthy by eating well and getting enough exercise. Weight- bearing exercises help keep bones strong. Weight-bearing exercises and activities work against gravity. Such activities include basketb... |
NDQ_011276 | your skin constantly protects you from infections. | a. true, b. false | a | Lesson: keeping skin healthy
Keeping Skin Healthy:
Your skin is your largest organ and constantly protects you from infections, so keeping your skin healthy is a good idea.
Avoiding Sunburn:
Some sunlight is good for your health. Vitamin D is made in the skin when it is exposed to sunlight. But getting too much sun ... |
NDQ_011277 | your skin makes vitamins, like vitamins a, b, c and d. | a. true, b. false | b | Lesson: keeping skin healthy
Keeping Skin Healthy:
Your skin is your largest organ and constantly protects you from infections, so keeping your skin healthy is a good idea.
Avoiding Sunburn:
Some sunlight is good for your health. Vitamin D is made in the skin when it is exposed to sunlight. But getting too much sun ... |
NDQ_011281 | about what percent of skin cancers are linked to sun exposure? | a. 50%, b. 75%, c. 90%, d. 100% | c | Lesson: keeping skin healthy
Keeping Skin Healthy:
Your skin is your largest organ and constantly protects you from infections, so keeping your skin healthy is a good idea.
Avoiding Sunburn:
Some sunlight is good for your health. Vitamin D is made in the skin when it is exposed to sunlight. But getting too much sun ... |
NDQ_011282 | herpes simplex virus type 1 causes | a. acne, b. cold sores, c. canker sores, d. all of the above | b | Lesson: keeping skin healthy
Keeping Skin Healthy:
Your skin is your largest organ and constantly protects you from infections, so keeping your skin healthy is a good idea.
Avoiding Sunburn:
Some sunlight is good for your health. Vitamin D is made in the skin when it is exposed to sunlight. But getting too much sun ... |
NDQ_011283 | causes of canker sores include | a. stress, b. food allergies, c. mouth injury, d. all of the above are causes of canker sores | d | Lesson: keeping skin healthy
Keeping Skin Healthy:
Your skin is your largest organ and constantly protects you from infections, so keeping your skin healthy is a good idea.
Avoiding Sunburn:
Some sunlight is good for your health. Vitamin D is made in the skin when it is exposed to sunlight. But getting too much sun ... |
NDQ_011284 | which of the following is the best description of the cause of body odor? | a. an excessive growth of bacteria on the skin, b. excessive sweating, c. not bathing every day, d. dirty clothes | a | Lesson: keeping skin healthy
Keeping Skin Healthy:
Your skin is your largest organ and constantly protects you from infections, so keeping your skin healthy is a good idea.
Avoiding Sunburn:
Some sunlight is good for your health. Vitamin D is made in the skin when it is exposed to sunlight. But getting too much sun ... |
NDQ_011285 | which of the following can lead to acne? | a. too much sebum, b. dead skin cells in your skin pores, c. the build up of bacteria in your skin pores, d. all of the above can lead to acne | d | Lesson: keeping skin healthy
Keeping Skin Healthy:
Your skin is your largest organ and constantly protects you from infections, so keeping your skin healthy is a good idea.
Avoiding Sunburn:
Some sunlight is good for your health. Vitamin D is made in the skin when it is exposed to sunlight. But getting too much sun ... |
NDQ_011286 | your brain needs to be exercised to stay healthy. | a. true, b. false | a | Lesson: keeping the nervous system healthy
Keeping the Nervous System Healthy:
The nervous system is such an important part of your body. You want it to work at its best so that you can be at your best. Your nervous system contains what is probably the most important part of your body, which, of course, is your brain.... |
NDQ_011287 | there are fats that are good for your brain. | a. true, b. false | a | Lesson: keeping the nervous system healthy
Keeping the Nervous System Healthy:
The nervous system is such an important part of your body. You want it to work at its best so that you can be at your best. Your nervous system contains what is probably the most important part of your body, which, of course, is your brain.... |
NDQ_011291 | what is the role of fats in the nervous system? | a. some fats improve memory and increase learning and intelligence, b. fats help build new connections between nerves and brain cells, c. fats cover the axons of neurons, d. all of the above | d | Lesson: keeping the nervous system healthy
Keeping the Nervous System Healthy:
The nervous system is such an important part of your body. You want it to work at its best so that you can be at your best. Your nervous system contains what is probably the most important part of your body, which, of course, is your brain.... |
NDQ_011292 | ways to keep your nervous system safe include | a. wearing safety goggles or sunglasses to protect your eyes from injury, b. wearing ear plugs to protect your ears from soft sounds, c. wearing a safety helmet for activities like running and biking, d. all of the above | a | Lesson: keeping the nervous system healthy
Keeping the Nervous System Healthy:
The nervous system is such an important part of your body. You want it to work at its best so that you can be at your best. Your nervous system contains what is probably the most important part of your body, which, of course, is your brain.... |
NDQ_011293 | your brain needs water to | a. to fix broken connections, b. to allow nerves to travel, c. to prevent dehydration, d. all of the above | c | Lesson: keeping the nervous system healthy
Keeping the Nervous System Healthy:
The nervous system is such an important part of your body. You want it to work at its best so that you can be at your best. Your nervous system contains what is probably the most important part of your body, which, of course, is your brain.... |
NDQ_011294 | your brain needs to rest | a. to regenerate nerves, b. to strengthen circuits that help with memory, c. to stop use for a period of time, d. all of the above | b | Lesson: keeping the nervous system healthy
Keeping the Nervous System Healthy:
The nervous system is such an important part of your body. You want it to work at its best so that you can be at your best. Your nervous system contains what is probably the most important part of your body, which, of course, is your brain.... |
NDQ_011295 | foods that are good for the brain include | a. milk and whole grains, b. nuts and fish, c. steak and beans, d. all of the above | d | Lesson: keeping the nervous system healthy
Keeping the Nervous System Healthy:
The nervous system is such an important part of your body. You want it to work at its best so that you can be at your best. Your nervous system contains what is probably the most important part of your body, which, of course, is your brain.... |
NDQ_011296 | each kidney has up to 1,000 individual filtering units. | a. true, b. false | b | Lesson: kidneys
The Kidneys:
The kidneys ( Figure 1.1) are important organs in maintaining homeostasis, the ability of the body to maintain a stable internal environment despite a changing environment. Kidneys perform a number of homeostatic functions. They maintain the volume of body fluids. They maintain the balance... |
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