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NDQ_017628 | a magnets force is | a. a force of repulsion only, b. a force of attraction only, c. exerted over a distance, d. two of the above | c | Lesson: magnets
Magnetic Poles:
A magnet is an object that attracts certain materials such as iron. Youre probably familiar with common bar magnets, like the one shown in the Figure 1.1. Like all magnets, this bar magnet has north and south magnetic poles. The red end of the magnet is the north pole and the blue end i... |
NDQ_017629 | when two magnets are brought close together, their magnetic fields interact. | a. true, b. false | a | Lesson: magnets
Magnetic Poles:
A magnet is an object that attracts certain materials such as iron. Youre probably familiar with common bar magnets, like the one shown in the Figure 1.1. Like all magnets, this bar magnet has north and south magnetic poles. The red end of the magnet is the north pole and the blue end i... |
NDQ_017630 | lines of force around two magnetic poles push apart when | a. both poles are north poles, b. both poles are south poles, c. one pole is a north pole and one pole is a south pole, d. two of the above | d | Lesson: magnets
Magnetic Poles:
A magnet is an object that attracts certain materials such as iron. Youre probably familiar with common bar magnets, like the one shown in the Figure 1.1. Like all magnets, this bar magnet has north and south magnetic poles. The red end of the magnet is the north pole and the blue end i... |
NDQ_017643 | ways that machines may make work easier include changing the | a. amount of force applied, b. distance over which force is applied, c. direction in which force is applied, d. any of the above | d | Lesson: mechanical advantage
What Is Mechanical Advantage:
How much a machine changes the input force is its mechanical advantage. Mechanical advantage is the ratio of the output force to the input force, so it can be represented by the equation: Actual Mechanical Advantage = Output force Input force Note that this eq... |
NDQ_017646 | the equation for calculating actual mechanical advantage is | a. actual mechanical advantage = input force/output force, b. actual mechanical advantage = input distance/output distance, c. actual mechanical advantage = output force/input force, d. actual mechanical advantage = output distance/input distance | c | Lesson: mechanical advantage
What Is Mechanical Advantage:
How much a machine changes the input force is its mechanical advantage. Mechanical advantage is the ratio of the output force to the input force, so it can be represented by the equation: Actual Mechanical Advantage = Output force Input force Note that this eq... |
NDQ_017647 | the equation for calculating ideal mechanical advantage is | a. ideal mechanical advantage = input force/output force, b. ideal mechanical advantage = input distance/output distance, c. ideal mechanical advantage = output force/input force, d. ideal mechanical advantage = output distance/input distance | b | Lesson: mechanical advantage
What Is Mechanical Advantage:
How much a machine changes the input force is its mechanical advantage. Mechanical advantage is the ratio of the output force to the input force, so it can be represented by the equation: Actual Mechanical Advantage = Output force Input force Note that this eq... |
NDQ_017650 | the mechanical advantage of a machine may be less than, equal to, or greater than 1. | a. true, b. false | a | Lesson: mechanical advantage
What Is Mechanical Advantage:
How much a machine changes the input force is its mechanical advantage. Mechanical advantage is the ratio of the output force to the input force, so it can be represented by the equation: Actual Mechanical Advantage = Output force Input force Note that this eq... |
NDQ_017653 | types of mechanical waves include | a. transverse waves, b. longitudinal waves, c. surface waves, d. all of the above | d | Lesson: mechanical wave
Waves in Matter:
The waves in the picture above are examples of mechanical waves. A mechanical wave is a disturbance in matter that transfers energy through the matter. A mechanical wave starts when matter is disturbed. A source of energy is needed to disturb matter and start a mechanical wave.... |
NDQ_017655 | mechanical waves can travel through liquids and gases but not through solids. | a. true, b. false | b | Lesson: mechanical wave
Waves in Matter:
The waves in the picture above are examples of mechanical waves. A mechanical wave is a disturbance in matter that transfers energy through the matter. A mechanical wave starts when matter is disturbed. A source of energy is needed to disturb matter and start a mechanical wave.... |
NDQ_017657 | particles of the medium actually travel along with a mechanical wave. | a. true, b. false | b | Lesson: mechanical wave
Waves in Matter:
The waves in the picture above are examples of mechanical waves. A mechanical wave is a disturbance in matter that transfers energy through the matter. A mechanical wave starts when matter is disturbed. A source of energy is needed to disturb matter and start a mechanical wave.... |
NDQ_017659 | in which type of wave do particles of the medium move in small circles? | a. surface wave, b. transverse wave, c. longitudinal wave, d. none of the above | a | Lesson: mechanical wave
Waves in Matter:
The waves in the picture above are examples of mechanical waves. A mechanical wave is a disturbance in matter that transfers energy through the matter. A mechanical wave starts when matter is disturbed. A source of energy is needed to disturb matter and start a mechanical wave.... |
NDQ_017660 | a longitudinal wave is a combination of a transverse wave and a surface wave. | a. true, b. false | b | Lesson: mechanical wave
Waves in Matter:
The waves in the picture above are examples of mechanical waves. A mechanical wave is a disturbance in matter that transfers energy through the matter. A mechanical wave starts when matter is disturbed. A source of energy is needed to disturb matter and start a mechanical wave.... |
NDQ_017672 | atomic mass is an atoms number of | a. protons, b. neutrons, c. protons plus electrons, d. protons plus neutrons | b | Lesson: mendeleevs periodic table
Organizing Elements:
For many years, scientists looked for a good way to organize the elements. This became increasingly important as more and more elements were discovered. An ingenious method of organizing elements was developed in 1869 by a Russian scientist named Dmitri Mendeleev,... |
NDQ_017675 | elements in a given period of mendeleevs table have similar properties. | a. true, b. false | b | Lesson: mendeleevs periodic table
Organizing Elements:
For many years, scientists looked for a good way to organize the elements. This became increasingly important as more and more elements were discovered. An ingenious method of organizing elements was developed in 1869 by a Russian scientist named Dmitri Mendeleev,... |
NDQ_017677 | in mendeleevs table, how many elements are there in each period? | a. 4, b. 8, c. 12, d. 18 | b | Lesson: mendeleevs periodic table
Organizing Elements:
For many years, scientists looked for a good way to organize the elements. This became increasingly important as more and more elements were discovered. An ingenious method of organizing elements was developed in 1869 by a Russian scientist named Dmitri Mendeleev,... |
NDQ_017680 | only some of the unknown elements that mendeleev predicted were ever discovered. | a. true, b. false | b | Lesson: mendeleevs periodic table
Organizing Elements:
For many years, scientists looked for a good way to organize the elements. This became increasingly important as more and more elements were discovered. An ingenious method of organizing elements was developed in 1869 by a Russian scientist named Dmitri Mendeleev,... |
NDQ_017683 | the lattice-like structure of a metal consists of negative metal ions in a sea of electrons. | a. true, b. false | b | Lesson: metallic bonding
What Are Metallic Bonds:
Metallic bonds are forces of attraction between positive metal ions and the valence electrons that are constantly moving around them (see the Figure 1.1). The valence electrons include their own and those of other, nearby ions of the same metal. The valence electrons o... |
NDQ_017684 | properties of metals that are possible because of their freely moving electrons include the ability to | a. conduct electricity, b. bend without breaking, c. form hydrogen bonds, d. two of the above | d | Lesson: metallic bonding
What Are Metallic Bonds:
Metallic bonds are forces of attraction between positive metal ions and the valence electrons that are constantly moving around them (see the Figure 1.1). The valence electrons include their own and those of other, nearby ions of the same metal. The valence electrons o... |
NDQ_017685 | a metallic bond forms when one metal atom shares a pair of electrons with another metal atom. | a. true, b. false | b | Lesson: metallic bonding
What Are Metallic Bonds:
Metallic bonds are forces of attraction between positive metal ions and the valence electrons that are constantly moving around them (see the Figure 1.1). The valence electrons include their own and those of other, nearby ions of the same metal. The valence electrons o... |
NDQ_017686 | metallic bonds form only between atoms of two or more different metals. | a. true, b. false | b | Lesson: metallic bonding
What Are Metallic Bonds:
Metallic bonds are forces of attraction between positive metal ions and the valence electrons that are constantly moving around them (see the Figure 1.1). The valence electrons include their own and those of other, nearby ions of the same metal. The valence electrons o... |
NDQ_017688 | in the lattice-like structure of a metal | a. metal ions can move freely, b. valence electrons are in fixed positions, c. pairs of ions and electrons can move freely, d. none of the above | d | Lesson: metallic bonding
What Are Metallic Bonds:
Metallic bonds are forces of attraction between positive metal ions and the valence electrons that are constantly moving around them (see the Figure 1.1). The valence electrons include their own and those of other, nearby ions of the same metal. The valence electrons o... |
NDQ_017689 | which of the following elements form(s) metallic bonds? | a. iron, b. oxygen, c. carbon, d. two of the above | a | Lesson: metallic bonding
What Are Metallic Bonds:
Metallic bonds are forces of attraction between positive metal ions and the valence electrons that are constantly moving around them (see the Figure 1.1). The valence electrons include their own and those of other, nearby ions of the same metal. The valence electrons o... |
NDQ_017691 | which of the following elements is not a metalloid? | a. arsenic, b. boron, c. carbon, d. gemanium | c | Lesson: metalloids
What Are Metalloids:
Metalloids are the smallest class of elements. (The other two classes of elements are metals and nonmetals). There are just six metalloids. In addition to silicon, they include boron, germanium, arsenic, antimony, and tellurium. Metalloids fall between metals and nonmetals in th... |
NDQ_017692 | the metalloid class is the smallest class of elements. | a. true, b. false | a | Lesson: metalloids
What Are Metalloids:
Metalloids are the smallest class of elements. (The other two classes of elements are metals and nonmetals). There are just six metalloids. In addition to silicon, they include boron, germanium, arsenic, antimony, and tellurium. Metalloids fall between metals and nonmetals in th... |
NDQ_017693 | how many valence electrons do metalloids have? | a. 12, b. 24, c. 36, d. 68 | c | Lesson: metalloids
What Are Metalloids:
Metalloids are the smallest class of elements. (The other two classes of elements are metals and nonmetals). There are just six metalloids. In addition to silicon, they include boron, germanium, arsenic, antimony, and tellurium. Metalloids fall between metals and nonmetals in th... |
NDQ_017696 | metalloids are generally | a. dull, b. brittle, c. ductile, d. malleable | b | Lesson: metalloids
What Are Metalloids:
Metalloids are the smallest class of elements. (The other two classes of elements are metals and nonmetals). There are just six metalloids. In addition to silicon, they include boron, germanium, arsenic, antimony, and tellurium. Metalloids fall between metals and nonmetals in th... |
NDQ_017697 | some metalloids are liquids at room temperature. | a. true, b. false | b | Lesson: metalloids
What Are Metalloids:
Metalloids are the smallest class of elements. (The other two classes of elements are metals and nonmetals). There are just six metalloids. In addition to silicon, they include boron, germanium, arsenic, antimony, and tellurium. Metalloids fall between metals and nonmetals in th... |
NDQ_017698 | metalloids fall between metals and nonmetals in the periodic table. | a. true, b. false | a | Lesson: metalloids
What Are Metalloids:
Metalloids are the smallest class of elements. (The other two classes of elements are metals and nonmetals). There are just six metalloids. In addition to silicon, they include boron, germanium, arsenic, antimony, and tellurium. Metalloids fall between metals and nonmetals in th... |
NDQ_017703 | metals are the largest of the three classes of elements. | a. true, b. false | a | Lesson: metals
What Are Metals:
Metals are elements that can conduct electricity. They are one of three classes of elements (the other two classes are nonmetals and metalloids). Metals are by far the largest of the three classes. In fact, most elements are metals. All of the elements on the left side and in the middle... |
NDQ_017704 | properties of most metals include | a. high melting point, b. ability to conduct heat, c. shiny appearance, d. all of the above | d | Lesson: metals
What Are Metals:
Metals are elements that can conduct electricity. They are one of three classes of elements (the other two classes are nonmetals and metalloids). Metals are by far the largest of the three classes. In fact, most elements are metals. All of the elements on the left side and in the middle... |
NDQ_017708 | some metals are gases at room temperature. | a. true, b. false | b | Lesson: metals
What Are Metals:
Metals are elements that can conduct electricity. They are one of three classes of elements (the other two classes are nonmetals and metalloids). Metals are by far the largest of the three classes. In fact, most elements are metals. All of the elements on the left side and in the middle... |
NDQ_017709 | the properties of metals depend mainly on their number and arrangement of neutrons. | a. true, b. false | b | Lesson: metals
What Are Metals:
Metals are elements that can conduct electricity. They are one of three classes of elements (the other two classes are nonmetals and metalloids). Metals are by far the largest of the three classes. In fact, most elements are metals. All of the elements on the left side and in the middle... |
NDQ_017712 | electromagnetic waves vary in their | a. speed, b. frequency, c. wavelength, d. two of the above | d | Lesson: microwaves
Defining Electromagnetic Waves:
Electromagnetic waves carry energy through matter or space as vibrating electric and magnetic fields. Electromag- netic waves have a wide range of wavelengths and frequencies. The complete range is called the electromagnetic spectrum. The Figure 1.1 shows all the wave... |
NDQ_017713 | the electromagnetic spectrum is defined as the full range of colors of visible light. | a. true, b. false | b | Lesson: microwaves
Defining Electromagnetic Waves:
Electromagnetic waves carry energy through matter or space as vibrating electric and magnetic fields. Electromag- netic waves have a wide range of wavelengths and frequencies. The complete range is called the electromagnetic spectrum. The Figure 1.1 shows all the wave... |
NDQ_017714 | microwaves have lower frequencies than other radio waves. | a. true, b. false | b | Lesson: microwaves
Defining Electromagnetic Waves:
Electromagnetic waves carry energy through matter or space as vibrating electric and magnetic fields. Electromag- netic waves have a wide range of wavelengths and frequencies. The complete range is called the electromagnetic spectrum. The Figure 1.1 shows all the wave... |
NDQ_017715 | microwaves are used for | a. heating food, b. cell phone transmissions, c. radar, d. all of the above | d | Lesson: microwaves
Defining Electromagnetic Waves:
Electromagnetic waves carry energy through matter or space as vibrating electric and magnetic fields. Electromag- netic waves have a wide range of wavelengths and frequencies. The complete range is called the electromagnetic spectrum. The Figure 1.1 shows all the wave... |
NDQ_017717 | microwave signals can be interrupted by buildings and other obstructions. | a. true, b. false | a | Lesson: microwaves
Defining Electromagnetic Waves:
Electromagnetic waves carry energy through matter or space as vibrating electric and magnetic fields. Electromag- netic waves have a wide range of wavelengths and frequencies. The complete range is called the electromagnetic spectrum. The Figure 1.1 shows all the wave... |
NDQ_017719 | radar is used for | a. computing the speed of vehicles, b. detecting air traffic, c. tracking storms, d. all of the above | d | Lesson: microwaves
Defining Electromagnetic Waves:
Electromagnetic waves carry energy through matter or space as vibrating electric and magnetic fields. Electromag- netic waves have a wide range of wavelengths and frequencies. The complete range is called the electromagnetic spectrum. The Figure 1.1 shows all the wave... |
NDQ_017723 | the shape of a mirrors surface determines the type of image that it forms. | a. true, b. false | a | Lesson: mirrors
How Mirrors Form Images:
A mirror is typically made of glass with a shiny metal backing that reflects all the light that strikes it. When a mirror reflects light, it forms an image. An image is a copy of an object that is formed by reflection or refraction. Mirrors may have flat or curved surfaces. The... |
NDQ_017724 | a real image | a. forms in front of a mirror, b. forms where rays of light actually meet, c. is always smaller than the reflected object, d. two of the above | d | Lesson: mirrors
How Mirrors Form Images:
A mirror is typically made of glass with a shiny metal backing that reflects all the light that strikes it. When a mirror reflects light, it forms an image. An image is a copy of an object that is formed by reflection or refraction. Mirrors may have flat or curved surfaces. The... |
NDQ_017725 | a virtual image | a. appears to be behind the mirror, b. doesnt really exist, c. is always larger than the reflected object, d. two of the above | d | Lesson: mirrors
How Mirrors Form Images:
A mirror is typically made of glass with a shiny metal backing that reflects all the light that strikes it. When a mirror reflects light, it forms an image. An image is a copy of an object that is formed by reflection or refraction. Mirrors may have flat or curved surfaces. The... |
NDQ_017727 | the type of mirror in question 6 always forms real images. | a. true, b. false | b | Lesson: mirrors
How Mirrors Form Images:
A mirror is typically made of glass with a shiny metal backing that reflects all the light that strikes it. When a mirror reflects light, it forms an image. An image is a copy of an object that is formed by reflection or refraction. Mirrors may have flat or curved surfaces. The... |
NDQ_017729 | the type of mirror in question 8 always forms life-sized images. | a. true, b. false | b | Lesson: mirrors
How Mirrors Form Images:
A mirror is typically made of glass with a shiny metal backing that reflects all the light that strikes it. When a mirror reflects light, it forms an image. An image is a copy of an object that is formed by reflection or refraction. Mirrors may have flat or curved surfaces. The... |
NDQ_017730 | which statement about convex mirrors is true? | a. they curve outward like the outside of a bowl, b. they form only real images, c. they form only enlarged images, d. two of the above | a | Lesson: mirrors
How Mirrors Form Images:
A mirror is typically made of glass with a shiny metal backing that reflects all the light that strikes it. When a mirror reflects light, it forms an image. An image is a copy of an object that is formed by reflection or refraction. Mirrors may have flat or curved surfaces. The... |
NDQ_017741 | the modern periodic table is based on mendeleevs earlier periodic table. | a. true, b. false | a | Lesson: modern periodic table
The First Periodic Table:
In the 1860s, a scientist named Dmitri Mendeleev also saw the need to organize the elements. He created a table in which he arranged all of the elements by increasing atomic mass from left to right across each row. When he placed eight elements in each row and th... |
NDQ_017743 | each element has a unique atomic number. | a. true, b. false | a | Lesson: modern periodic table
The First Periodic Table:
In the 1860s, a scientist named Dmitri Mendeleev also saw the need to organize the elements. He created a table in which he arranged all of the elements by increasing atomic mass from left to right across each row. When he placed eight elements in each row and th... |
NDQ_017744 | how many groups are there in the modern periodic table? | a. 7, b. 8, c. 12, d. 18 | b | Lesson: modern periodic table
The First Periodic Table:
In the 1860s, a scientist named Dmitri Mendeleev also saw the need to organize the elements. He created a table in which he arranged all of the elements by increasing atomic mass from left to right across each row. When he placed eight elements in each row and th... |
NDQ_017745 | all the periods of the modern periodic table contain the same number of elements. | a. true, b. false | b | Lesson: modern periodic table
The First Periodic Table:
In the 1860s, a scientist named Dmitri Mendeleev also saw the need to organize the elements. He created a table in which he arranged all of the elements by increasing atomic mass from left to right across each row. When he placed eight elements in each row and th... |
NDQ_017746 | the number of each period in the modern periodic table represents the number of | a. energy levels containing electrons, b. electrons in each energy level, c. protons plus neutrons in the nucleus, d. none of the above | a | Lesson: modern periodic table
The First Periodic Table:
In the 1860s, a scientist named Dmitri Mendeleev also saw the need to organize the elements. He created a table in which he arranged all of the elements by increasing atomic mass from left to right across each row. When he placed eight elements in each row and th... |
NDQ_017753 | in covalent compounds, elements are held together by the force of attraction between oppositely charged atoms. | a. true, b. false | b | Lesson: molecular compounds
What Are Covalent Compounds:
Compounds that form from two or more nonmetallic elements, such as carbon and hydrogen, are called covalent compounds. In a covalent compound, atoms of the different elements are held together in molecules by covalent bonds. These are chemical bonds in which ato... |
NDQ_017754 | covalent compounds form structures called crystals. | a. true, b. false | b | Lesson: molecular compounds
What Are Covalent Compounds:
Compounds that form from two or more nonmetallic elements, such as carbon and hydrogen, are called covalent compounds. In a covalent compound, atoms of the different elements are held together in molecules by covalent bonds. These are chemical bonds in which ato... |
NDQ_017755 | prefixes may be used in the name of a molecular compound to represent the numbers of each atom in a molecule of the compound. which prefix represents five atoms? | a. tetra-, b. tri-, c. hexa-, d. penta- | c | Lesson: molecular compounds
What Are Covalent Compounds:
Compounds that form from two or more nonmetallic elements, such as carbon and hydrogen, are called covalent compounds. In a covalent compound, atoms of the different elements are held together in molecules by covalent bonds. These are chemical bonds in which ato... |
NDQ_017756 | which of the following is a correct rule for naming molecular compounds? | a. the name of the element closer to the left side of the periodic table comes first, b. the name of the element closer to the right side of the periodic table comes first, c. the name of the element closer to the bottom of the periodic table comes first, d. the name of the element closer to the top of the periodic tab... | a | Lesson: molecular compounds
What Are Covalent Compounds:
Compounds that form from two or more nonmetallic elements, such as carbon and hydrogen, are called covalent compounds. In a covalent compound, atoms of the different elements are held together in molecules by covalent bonds. These are chemical bonds in which ato... |
NDQ_017760 | which of the following is a property of most molecular compounds? | a. ability to dissolve in water, b. ability to burn easily, c. ability to conduct electricity, d. very high boiling point | b | Lesson: molecular compounds
What Are Covalent Compounds:
Compounds that form from two or more nonmetallic elements, such as carbon and hydrogen, are called covalent compounds. In a covalent compound, atoms of the different elements are held together in molecules by covalent bonds. These are chemical bonds in which ato... |
NDQ_017762 | factors that determine an objects momentum include its | a. mass, b. velocity, c. acceleration, d. two of the above | d | Lesson: momentum
What Is Momentum:
Momentum is a property of a moving object that makes it hard to stop. The more mass it has or the faster its moving, the greater its momentum. Momentum equals mass times velocity and is represented by the equation: Momentum = Mass Velocity Q: What is Codys momentum as he stands at t... |
NDQ_017763 | all objects with mass have momentum. | a. true, b. false | b | Lesson: momentum
What Is Momentum:
Momentum is a property of a moving object that makes it hard to stop. The more mass it has or the faster its moving, the greater its momentum. Momentum equals mass times velocity and is represented by the equation: Momentum = Mass Velocity Q: What is Codys momentum as he stands at t... |
NDQ_017765 | to calculate an objects momentum, you would use the formula | a. momentum = mass x acceleration, b. momentum = mass x velocity, c. momentum = mass/acceleration, d. momentum = mass/velocity | b | Lesson: momentum
What Is Momentum:
Momentum is a property of a moving object that makes it hard to stop. The more mass it has or the faster its moving, the greater its momentum. Momentum equals mass times velocity and is represented by the equation: Momentum = Mass Velocity Q: What is Codys momentum as he stands at t... |
NDQ_017767 | which football player has greater momentum? | a. ted: mass = 60 kg, velocity = 2.0 m/s, b. todd: mass = 80 kg, velocity = 1.7 m/s, c. tom: mass = 90 kg, velocity = 1.5 m/s, d. tim: mass = 100 kg, velocity = 1.2 m/s | b | Lesson: momentum
What Is Momentum:
Momentum is a property of a moving object that makes it hard to stop. The more mass it has or the faster its moving, the greater its momentum. Momentum equals mass times velocity and is represented by the equation: Momentum = Mass Velocity Q: What is Codys momentum as he stands at t... |
NDQ_017768 | which football players in question 7 have the same momentum? | a. ted and todd, b. todd and tom, c. ted and tim, d. none of the above | c | Lesson: momentum
What Is Momentum:
Momentum is a property of a moving object that makes it hard to stop. The more mass it has or the faster its moving, the greater its momentum. Momentum equals mass times velocity and is represented by the equation: Momentum = Mass Velocity Q: What is Codys momentum as he stands at t... |
NDQ_017770 | the faster an object is moving, the harder it is to stop. | a. true, b. false | a | Lesson: momentum
What Is Momentum:
Momentum is a property of a moving object that makes it hard to stop. The more mass it has or the faster its moving, the greater its momentum. Momentum equals mass times velocity and is represented by the equation: Momentum = Mass Velocity Q: What is Codys momentum as he stands at t... |
NDQ_017774 | aspects of motion include speed and direction. | a. true, b. false | a | Lesson: motion
Defining Motion:
In science, motion is defined as a change in position. An objects position is its location. Besides the wings of the hummingbird in the opening image, you can see other examples of motion in the Figure 1.1. In each case, the position of something is changing. Q: In each picture in the F... |
NDQ_017776 | if you are riding on a bus with a friend, you can tell you are moving by observing the motion of | a. your friend in the seat beside you, b. the bus driver at the front of the bus, c. objects like trees and houses outside the windows, d. two of the above | c | Lesson: motion
Defining Motion:
In science, motion is defined as a change in position. An objects position is its location. Besides the wings of the hummingbird in the opening image, you can see other examples of motion in the Figure 1.1. In each case, the position of something is changing. Q: In each picture in the F... |
NDQ_017777 | in question 6, what is your frame of reference for detecting the motion of the bus? | a. your friend, b. the bus driver, c. objects outside the windows, d. two of the above | c | Lesson: motion
Defining Motion:
In science, motion is defined as a change in position. An objects position is its location. Besides the wings of the hummingbird in the opening image, you can see other examples of motion in the Figure 1.1. In each case, the position of something is changing. Q: In each picture in the F... |
NDQ_017778 | in question 6, the bus drivers frame of reference is the passenger directly behind him. | a. true, b. false | b | Lesson: motion
Defining Motion:
In science, motion is defined as a change in position. An objects position is its location. Besides the wings of the hummingbird in the opening image, you can see other examples of motion in the Figure 1.1. In each case, the position of something is changing. Q: In each picture in the F... |
NDQ_017779 | in question 6, the frame of reference of an outside observer of the bus might be a house across the street. | a. true, b. false | a | Lesson: motion
Defining Motion:
In science, motion is defined as a change in position. An objects position is its location. Besides the wings of the hummingbird in the opening image, you can see other examples of motion in the Figure 1.1. In each case, the position of something is changing. Q: In each picture in the F... |
NDQ_017780 | if you are sitting on a stationary bus, which frame of reference might may you think the bus has started moving? | a. the car in the next lane starts moving, b. a passenger moves to the back of the bus, c. the bus driver turns to look through the windshield, d. none of the above | a | Lesson: motion
Defining Motion:
In science, motion is defined as a change in position. An objects position is its location. Besides the wings of the hummingbird in the opening image, you can see other examples of motion in the Figure 1.1. In each case, the position of something is changing. Q: In each picture in the F... |
NDQ_017781 | people have been using sound to make music for thousands of years. | a. true, b. false | a | Lesson: musical instruments
Making Music:
People have been using sound to make music for thousands of years. They have invented many different kinds of musical instruments. Despite their diversity, however, musical instruments share certain similarities. All musical instruments create sound by causing matter to vibrat... |
NDQ_017782 | there are a total of 50 different kinds of musical instruments. | a. true, b. false | b | Lesson: musical instruments
Making Music:
People have been using sound to make music for thousands of years. They have invented many different kinds of musical instruments. Despite their diversity, however, musical instruments share certain similarities. All musical instruments create sound by causing matter to vibrat... |
NDQ_017783 | all musical instruments make sound by causing something to vibrate. | a. true, b. false | a | Lesson: musical instruments
Making Music:
People have been using sound to make music for thousands of years. They have invented many different kinds of musical instruments. Despite their diversity, however, musical instruments share certain similarities. All musical instruments create sound by causing matter to vibrat... |
NDQ_017786 | when instruments change the frequency of sound waves, the sound changes | a. pitch, b. amplitude, c. loudness, d. all of the above | a | Lesson: musical instruments
Making Music:
People have been using sound to make music for thousands of years. They have invented many different kinds of musical instruments. Despite their diversity, however, musical instruments share certain similarities. All musical instruments create sound by causing matter to vibrat... |
NDQ_017787 | categories of musical instruments include | a. wind instruments, b. stringed instruments, c. percussion instruments, d. all of the above | d | Lesson: musical instruments
Making Music:
People have been using sound to make music for thousands of years. They have invented many different kinds of musical instruments. Despite their diversity, however, musical instruments share certain similarities. All musical instruments create sound by causing matter to vibrat... |
NDQ_017789 | blowing into a clarinet starts vibrations in a thin wooden | a. reed, b. bell, c. key, d. none of the above | a | Lesson: musical instruments
Making Music:
People have been using sound to make music for thousands of years. They have invented many different kinds of musical instruments. Despite their diversity, however, musical instruments share certain similarities. All musical instruments create sound by causing matter to vibrat... |
NDQ_017805 | what was the first step in the development of solar car technology? | a. development of a model solar car, b. design of a solar panel, c. invention of the solar cell, d. launch of the world solar challenge | c | Lesson: nature of technology
What Is Technology:
Printers like the one that made the plastic bicycle are a new type of technology. Technology is the application of science to solve problems. Because technology finds solutions to practical problems, new technologies may have major impacts on society, science, and indus... |
NDQ_017806 | technology may include | a. materials, b. devices, c. processes, d. all of the above | d | Lesson: nature of technology
What Is Technology:
Printers like the one that made the plastic bicycle are a new type of technology. Technology is the application of science to solve problems. Because technology finds solutions to practical problems, new technologies may have major impacts on society, science, and indus... |
NDQ_017811 | atoms of all elements have neutrons in their nucleus. | a. true, b. false | b | Lesson: neutrons
What Is a Neutron:
A neutron is one of three main particles that make up the atom. The other two particles are the proton and electron. Atoms of all elementsexcept for most atoms of hydrogenhave neutrons in their nucleus. The nucleus is the small, dense region at the center of an atom where protons ar... |
NDQ_017813 | neutrons have a negative electrical charge. | a. true, b. false | b | Lesson: neutrons
What Is a Neutron:
A neutron is one of three main particles that make up the atom. The other two particles are the proton and electron. Atoms of all elementsexcept for most atoms of hydrogenhave neutrons in their nucleus. The nucleus is the small, dense region at the center of an atom where protons ar... |
NDQ_017814 | the mass of a neutron is close to the mass of | a. an electron, b. a proton, c. the nucleus, d. none of the above | b | Lesson: neutrons
What Is a Neutron:
A neutron is one of three main particles that make up the atom. The other two particles are the proton and electron. Atoms of all elementsexcept for most atoms of hydrogenhave neutrons in their nucleus. The nucleus is the small, dense region at the center of an atom where protons ar... |
NDQ_017815 | a neutron has about the same diameter as a proton. | a. true, b. false | a | Lesson: neutrons
What Is a Neutron:
A neutron is one of three main particles that make up the atom. The other two particles are the proton and electron. Atoms of all elementsexcept for most atoms of hydrogenhave neutrons in their nucleus. The nucleus is the small, dense region at the center of an atom where protons ar... |
NDQ_017816 | atoms of the same element may differ in their numbers of neutrons. | a. true, b. false | a | Lesson: neutrons
What Is a Neutron:
A neutron is one of three main particles that make up the atom. The other two particles are the proton and electron. Atoms of all elementsexcept for most atoms of hydrogenhave neutrons in their nucleus. The nucleus is the small, dense region at the center of an atom where protons ar... |
NDQ_017818 | each neutron contains | a. three quarks and three gluons, b. two up quarks and one down quark, c. two quarks and one gluon, d. two gluons and one quark | a | Lesson: neutrons
What Is a Neutron:
A neutron is one of three main particles that make up the atom. The other two particles are the proton and electron. Atoms of all elementsexcept for most atoms of hydrogenhave neutrons in their nucleus. The nucleus is the small, dense region at the center of an atom where protons ar... |
NDQ_017822 | without an unbalanced force acting on it, a moving object will | a. keep moving, b. maintain a constant speed, c. keep going in the same direction, d. all of the above | d | Lesson: newtons first law
Starting and Stopping:
Did you ever ride a skateboard? Even if you didnt, you probably know that to start a skateboard rolling over a level surface, you need to push off with one foot against the ground. Thats what Coreys friend Nina is doing in this picture 1.1. Do you know how to stop a ska... |
NDQ_017828 | if you dont try to stop a rolling skateboard, it will keep moving forever. | a. true, b. false | b | Lesson: newtons first law
Starting and Stopping:
Did you ever ride a skateboard? Even if you didnt, you probably know that to start a skateboard rolling over a level surface, you need to push off with one foot against the ground. Thats what Coreys friend Nina is doing in this picture 1.1. Do you know how to stop a ska... |
NDQ_017829 | pressing down on one side of a skateboard causes it to turn toward the opposite side. | a. true, b. false | a | Lesson: newtons first law
Starting and Stopping:
Did you ever ride a skateboard? Even if you didnt, you probably know that to start a skateboard rolling over a level surface, you need to push off with one foot against the ground. Thats what Coreys friend Nina is doing in this picture 1.1. Do you know how to stop a ska... |
NDQ_017830 | if you run into a curb on a skateboard, you will fall forward off your skateboard because there is an unbalanced force applied to your body. | a. true, b. false | b | Lesson: newtons first law
Starting and Stopping:
Did you ever ride a skateboard? Even if you didnt, you probably know that to start a skateboard rolling over a level surface, you need to push off with one foot against the ground. Thats what Coreys friend Nina is doing in this picture 1.1. Do you know how to stop a ska... |
NDQ_017832 | isaac newton was the first person to observe the effects of gravity. | a. true, b. false | b | Lesson: newtons law of gravity
Newtons Law of Universal Gravitation:
Newton was the first one to suggest that gravity is universal and affects all objects in the universe. Thats why Newtons law of gravity is called the law of universal gravitation. Universal gravitation means that the force that causes an apple to fal... |
NDQ_017834 | newton would agree that all objects on earth exert a gravitational pull on earth. | a. true, b. false | a | Lesson: newtons law of gravity
Newtons Law of Universal Gravitation:
Newton was the first one to suggest that gravity is universal and affects all objects in the universe. Thats why Newtons law of gravity is called the law of universal gravitation. Universal gravitation means that the force that causes an apple to fal... |
NDQ_017835 | newtons law of gravity was the first scientific law that applied to everything in the universe. | a. true, b. false | a | Lesson: newtons law of gravity
Newtons Law of Universal Gravitation:
Newton was the first one to suggest that gravity is universal and affects all objects in the universe. Thats why Newtons law of gravity is called the law of universal gravitation. Universal gravitation means that the force that causes an apple to fal... |
NDQ_017837 | the equation that newtons developed to calculate the force of gravity between two gm1m 2 . in this equation, the letter g represents the objects is fg = | a. force of gravity, b. combined masses of the objects, c. universal gravitational constant, d. none of the above | c | Lesson: newtons law of gravity
Newtons Law of Universal Gravitation:
Newton was the first one to suggest that gravity is universal and affects all objects in the universe. Thats why Newtons law of gravity is called the law of universal gravitation. Universal gravitation means that the force that causes an apple to fal... |
NDQ_017838 | what does the letter r represent in the equation in question 7? | a. rotation, b. revolution, c. distance, d. none of the above | c | Lesson: newtons law of gravity
Newtons Law of Universal Gravitation:
Newton was the first one to suggest that gravity is universal and affects all objects in the universe. Thats why Newtons law of gravity is called the law of universal gravitation. Universal gravitation means that the force that causes an apple to fal... |
NDQ_017842 | acceleration occurs whenever an object is acted on by an unbalanced force. | a. true, b. false | a | Lesson: newtons second law
Force Mass and Acceleration:
Whenever an object speeds up, slows down, or changes direction, it accelerates. Acceleration occurs whenever an unbalanced force acts on an object. Two factors affect the acceleration of an object: the net force acting on the object and the objects mass. Newtons ... |
NDQ_017843 | factors that affect the acceleration of an object include the | a. net force acting on the object, b. objects speed, c. objects mass, d. two of the above | d | Lesson: newtons second law
Force Mass and Acceleration:
Whenever an object speeds up, slows down, or changes direction, it accelerates. Acceleration occurs whenever an unbalanced force acts on an object. Two factors affect the acceleration of an object: the net force acting on the object and the objects mass. Newtons ... |
NDQ_017845 | there is a direct relationship between acceleration and mass. | a. true, b. false | b | Lesson: newtons second law
Force Mass and Acceleration:
Whenever an object speeds up, slows down, or changes direction, it accelerates. Acceleration occurs whenever an unbalanced force acts on an object. Two factors affect the acceleration of an object: the net force acting on the object and the objects mass. Newtons ... |
NDQ_017846 | increasing the force acting on an object increases its acceleration. | a. true, b. false | a | Lesson: newtons second law
Force Mass and Acceleration:
Whenever an object speeds up, slows down, or changes direction, it accelerates. Acceleration occurs whenever an unbalanced force acts on an object. Two factors affect the acceleration of an object: the net force acting on the object and the objects mass. Newtons ... |
NDQ_017848 | if the net force acting on an object increases by 50 percent, then the acceleration of the object will | a. decrease by 50 percent, b. increase by 100 percent, c. stay the same, d. none of the above | d | Lesson: newtons second law
Force Mass and Acceleration:
Whenever an object speeds up, slows down, or changes direction, it accelerates. Acceleration occurs whenever an unbalanced force acts on an object. Two factors affect the acceleration of an object: the net force acting on the object and the objects mass. Newtons ... |
NDQ_017849 | which equation shows the relationships among acceleration, mass, and net force? | a. acceleration = net force x mass, b. acceleration =- net force/mass, c. acceleration = mass/net force, d. none of the above | b | Lesson: newtons second law
Force Mass and Acceleration:
Whenever an object speeds up, slows down, or changes direction, it accelerates. Acceleration occurs whenever an unbalanced force acts on an object. Two factors affect the acceleration of an object: the net force acting on the object and the objects mass. Newtons ... |
NDQ_017852 | forces always act in pairs. | a. true, b. false | a | Lesson: newtons third law
Action and Reaction:
Newtons third law of motion explains how Jerod starts his skateboard moving. This law states that every action has an equal and opposite reaction. This means that forces always act in pairs. First an action occursJerod pushes against the ground with his foot. Then a react... |
NDQ_017853 | the reaction to an action is always | a. equal in strength to the action, b. in the same direction as the action, c. in the opposite direction to the action, d. two of the above | d | Lesson: newtons third law
Action and Reaction:
Newtons third law of motion explains how Jerod starts his skateboard moving. This law states that every action has an equal and opposite reaction. This means that forces always act in pairs. First an action occursJerod pushes against the ground with his foot. Then a react... |
NDQ_017854 | a stronger action always results in a stronger reaction. | a. true, b. false | a | Lesson: newtons third law
Action and Reaction:
Newtons third law of motion explains how Jerod starts his skateboard moving. This law states that every action has an equal and opposite reaction. This means that forces always act in pairs. First an action occursJerod pushes against the ground with his foot. Then a react... |
NDQ_017855 | action and reaction forces always cancel each other out. | a. true, b. false | b | Lesson: newtons third law
Action and Reaction:
Newtons third law of motion explains how Jerod starts his skateboard moving. This law states that every action has an equal and opposite reaction. This means that forces always act in pairs. First an action occursJerod pushes against the ground with his foot. Then a react... |
NDQ_017856 | action and reaction forces always act on the same object. | a. true, b. false | b | Lesson: newtons third law
Action and Reaction:
Newtons third law of motion explains how Jerod starts his skateboard moving. This law states that every action has an equal and opposite reaction. This means that forces always act in pairs. First an action occursJerod pushes against the ground with his foot. Then a react... |
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