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NDQ_000201 | Gravity causes erosion by all of the following except | a. glaciers, b. moving air, c. flowing water, d. mass movement | b | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000202 | The rate of erosion by gravity | a. is sudden and dramatic, b. is very slow over long periods of time, c. neither of these, d. both of these | d | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000203 | Factors that increase the risk of landslides include | a. dry soils, b. lack of rain, c. earthquakes, d. two of the above | c | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000204 | When a rock falls from a cliff face, the agent of erosion is usually | a. wind, b. water, c. gravity, d. glaciers | c | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000205 | Downhill creep | a. results in curved tree trunks, b. falls as a whole unit, c. leaves large scars in the hillside, d. cannot be noticed because it is so slow | a | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000206 | Mass movement can occur | a. suddenly, b. very slowly, c. only on sloping land, d. all of the above | d | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000207 | Slump may be caused by | a. wet clay, b. water erosion, c. scars on a hillside, d. two of the above | d | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000208 | A slump is the sudden | a. fall of rock and soil down slope, b. flow of mud down slope, c. movement of a large block of rock and soil down slope, d. flow of volcanic ash and water down slope | c | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000209 | Creep usually takes place where the ground | a. is level, b. is prevented from moving, c. freezes and thaws frequently, d. is always saturated with water | c | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000210 | Mass movement may be caused when | a. droughts dry out the ground, b. a river undercuts a slope, c. the gravitational polarity reverses, d. none of these | b | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000211 | Evidence that creep has occurred include | a. cracked pavement, b. crescent-shaped holes, c. huge piles of mud, d. large chunks of rock | a | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000232 | sudden movement of a large block of rock and soil down a slope | a. creep, b. landslide, c. mass movement, d. mudslide, e. slump, f. gravity | e | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000233 | force that indirectly causes erosion by moving water or ice | a. creep, b. landslide, c. mass movement, d. mudslide, e. slump, f. gravity | f | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000234 | sudden movement of a large amount of soil and loose rocks down a slope | a. creep, b. landslide, c. mass movement, d. mudslide, e. slump, f. gravity | b | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000235 | gradual movement of rock and soil down a hillside | a. creep, b. landslide, c. mass movement, d. mudslide, e. slump, f. gravity | a | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000236 | any type of erosion and deposition caused directly by gravity | a. creep, b. landslide, c. mass movement, d. mudslide, e. slump, f. gravity | c | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000237 | sudden flow of a large amount of wet, slippery clay down a slope | a. creep, b. landslide, c. mass movement, d. mudslide, e. slump, f. gravity | d | Lesson: erosion and deposition by gravity
Landslides and Mudslides:
The most destructive types of mass movement are landslides and mudslides. Both occur suddenly.
Landslides:
A landslide happens when a large amount of soil and rock suddenly falls down a slope because of gravity. You can see an example in Figure 10.3... |
NDQ_000824 | The top four gases in Earths atmosphere include | a. helium, b. hydrogen, c. water vapor, d. carbon dioxide | d | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000825 | What are the two most common gases in the atmosphere? | a. hydrogen and oxygen, b. nitrogen and water vapor, c. hydrogen and nitrogen, d. oxygen and nitrogen | d | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000826 | The atmosphere is needed for all of the following except | a. weathering, b. life on Earth, c. plate tectonics, d. the water cycle | c | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000827 | The most important gas(es)for life are | a. nitrogen and oxygen, b. oxygen and carbon dioxide, c. oxygen, d. nitrogen, oxygen and carbon dioxide | b | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000828 | Plants need oxygen in order to | a. undertake photosynthesis, b. obtain energy from food, c. make their own food, d. breathe | b | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000829 | Photosynthesis | a. uses carbon dioxide and creates oxygen, b. uses oxygen and creates carbon dioxide, c. uses carbon dioxide and oxygen and creates food energy, d. uses food energy and creates carbon dioxide and oxygen | a | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000830 | On the Moon | a. birds couldnt breathe, b. birds couldnt fly, c. if birds said "cheap" they wouldnt be heard, d. all of these | d | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000831 | Solid particles in the atmosphere | a. may include salt and ash, b. may harm human health, c. allow clouds to form, d. all of the above | d | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000832 | Which property of air varies from sea level to the top of a high mountain? | a. state, b. pressure, c. composition, d. all of the above | b | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000833 | An increase in air pollutant particles | a. would have no effect on the number of raindrops, b. would have an unknown effect on the number of raindrops, c. could produce more raindrops, d. might produce fewer raindrops | c | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000835 | Without the atmosphere, Earth would have | a. a greater range of temperatures, b. more severe weather, c. more glaciers, d. two of the above | a | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000836 | At sea level, the atmosphere presses down with a force of about | a. 1 kg/cm2 , b. 1 g/cm2 , c. 1 lb/in2 , d. 1 ton/in2 | a | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000863 | third most common gas in Earths atmosphere | a. air pressure, b. altitude, c. sound, d. nitrogen, e. argon, f. carbon dioxide, g. water vapor | e | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000864 | gas in Earths atmosphere that varies in amount from place to place | a. air pressure, b. altitude, c. sound, d. nitrogen, e. argon, f. carbon dioxide, g. water vapor | g | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000865 | gas in Earths atmosphere that is needed for life | a. air pressure, b. altitude, c. sound, d. nitrogen, e. argon, f. carbon dioxide, g. water vapor | f | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000866 | weight of air pushing against a given area | a. air pressure, b. altitude, c. sound, d. nitrogen, e. argon, f. carbon dioxide, g. water vapor | a | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000867 | height above sea level | a. air pressure, b. altitude, c. sound, d. nitrogen, e. argon, f. carbon dioxide, g. water vapor | b | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000868 | main gas in Earths atmosphere | a. air pressure, b. altitude, c. sound, d. nitrogen, e. argon, f. carbon dioxide, g. water vapor | d | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000869 | form of energy that travels through matter in waves | a. air pressure, b. altitude, c. sound, d. nitrogen, e. argon, f. carbon dioxide, g. water vapor | c | Lesson: the atmosphere
Why the Atmosphere Is Important:
We are lucky to have an atmosphere on Earth. The atmosphere supports life, and is also needed for the water cycle and weather. The gases of the atmosphere even allow us to hear.
The Atmosphere and Living Things:
Most of the atmosphere is nitrogen, but it doesnt... |
NDQ_000993 | type of cloud that forms in low, horizontal layers | a. cirrus, b. cumulus, c. dew point, d. heat index, e. stratus, f. freezing rain, g. sleet | e | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_000994 | measure of what the temperature feels like because of humidity | a. cirrus, b. cumulus, c. dew point, d. heat index, e. stratus, f. freezing rain, g. sleet | d | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_000995 | type of cloud that is white and puffy | a. cirrus, b. cumulus, c. dew point, d. heat index, e. stratus, f. freezing rain, g. sleet | b | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_000996 | temperature at which water vapor condenses out of the air | a. cirrus, b. cumulus, c. dew point, d. heat index, e. stratus, f. freezing rain, g. sleet | c | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_000997 | type of precipitation that consists of small, clear ice pellets | a. cirrus, b. cumulus, c. dew point, d. heat index, e. stratus, f. freezing rain, g. sleet | g | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_000998 | type of cloud that is thin and wispy | a. cirrus, b. cumulus, c. dew point, d. heat index, e. stratus, f. freezing rain, g. sleet | a | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_000999 | type of precipitation that falls as liquid water but freezes on surfaces | a. cirrus, b. cumulus, c. dew point, d. heat index, e. stratus, f. freezing rain, g. sleet | f | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_001017 | The amount of water vapor that the air can hold depends mainly on air | a. density, b. pressure, c. movement, d. temperature | d | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_001018 | Clouds form when air in the atmosphere reaches the | a. dew point, b. tropopause, c. freezing point, d. convection point | a | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_001019 | Cirrus clouds | a. form high in the troposphere, b. always produce precipitation, c. are made of ice crystals, d. two of the above | d | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_001020 | The prefix nimbo- means | a. tall, b. rain, c. cold, d. snow | b | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_001021 | Hail forms only in | a. cumulonimbus clouds, b. nimbostratus clouds, c. cirrocumulus clouds, d. cirrostratus clouds | a | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_001022 | Types of precipitation that form when water vapor condenses as ice crystals include | a. freezing rain, b. sleet, c. hail, d. two of the above | b | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_001023 | Weather factors that are part of the water cycle include | a. humidity, b. precipitation, c. cloud formation, d. all of the above | d | Lesson: weather and water in the atmosphere
What Is Weather:
What do temperature, clouds, winds, and rain have in common? They are all part of weather. Weather refers to the conditions of the atmosphere at a given time and place.
What Causes Weather:
Weather occurs because of unequal heating of the atmosphere. The s... |
NDQ_001439 | plants that hold soil in place between growing seasons | a. contour cropping, b. strip cropping, c. cover crop, d. windbreak, e. no-till planting, f. plowing, g. terracing | c | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001440 | planting fields without plowing them first | a. contour cropping, b. strip cropping, c. cover crop, d. windbreak, e. no-till planting, f. plowing, g. terracing | e | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001441 | row of trees planted between fields | a. contour cropping, b. strip cropping, c. cover crop, d. windbreak, e. no-till planting, f. plowing, g. terracing | d | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001442 | building broad steps on steep slopes before planting | a. contour cropping, b. strip cropping, c. cover crop, d. windbreak, e. no-till planting, f. plowing, g. terracing | g | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001443 | planting crops in curved rows to follow the contour of hills | a. contour cropping, b. strip cropping, c. cover crop, d. windbreak, e. no-till planting, f. plowing, g. terracing | a | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001444 | cutting through plant roots and turning over soil before planting | a. contour cropping, b. strip cropping, c. cover crop, d. windbreak, e. no-till planting, f. plowing, g. terracing | f | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001445 | planting strips of groundcover plants between fields of crops | a. contour cropping, b. strip cropping, c. cover crop, d. windbreak, e. no-till planting, f. plowing, g. terracing | b | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001446 | Factors that contributed to the Dust Bowl included | a. plowing the land, b. lack of rain, c. high winds, d. all of the above | d | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001447 | Plants need soil to | a. obtain carbon dioxide, b. anchor their roots, c. prevent runoff, d. all of the above | b | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001448 | The main cause of soil erosion is | a. wind, b. abrasion, c. ice wedging, d. running water | d | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001449 | Farming practices that increase soil erosion include | a. tilling, b. strip cropping, c. contour cropping, d. two of the above | a | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001450 | Grazing animals that are likely to leave the soil bare include | a. cattle, b. sheep, c. goats, d. two of the above | d | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001451 | Human actions that increase the risk of soil loss include | a. logging, b. terracing, c. tree planting, d. no till planting | a | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001452 | Soil erosion can be reduced by | a. paving the land, b. planting cover crops, c. planting crops in rows, d. riding off-road vehicles in hilly areas | b | Lesson: loss of soil
Human Actions and Soil Erosion:
Runoff carved channels in the soil in Figure 19.1. Running water causes most soil erosion, but wind can carry soil away too. What humans do to soil makes it more or less likely to be eroded by wind or water. Human actions that can increase soil erosion are described... |
NDQ_001900 | most tsunami are caused by | a. earthquakes, b. meteorites, c. volcanic eruptions, d. collisions of ships at sea | a | Lesson: century tsunami
Boxing Day Tsunami 2004:
Not everyone had the same warning the people on Tillys beach had. The Boxing Day Tsunami of December 26, 2004 was by far the deadliest of all time (Figure 1.1). The tsunami was caused by the 2004 Indian Ocean Earthquake. With a magnitude of 9.2, it was the second larges... |
NDQ_001901 | the 2004 boxing day tsunami killed people all around this ocean basin | a. pacific ocean, b. atlantic ocean, c. indian ocean, d. arctic ocean | c | Lesson: century tsunami
Boxing Day Tsunami 2004:
Not everyone had the same warning the people on Tillys beach had. The Boxing Day Tsunami of December 26, 2004 was by far the deadliest of all time (Figure 1.1). The tsunami was caused by the 2004 Indian Ocean Earthquake. With a magnitude of 9.2, it was the second larges... |
NDQ_001904 | the magnitude of the earthquake that caused the boxing day tsunami of 2004 was | a. 7.2, b. 8.2, c. 9.2, d. 10.2 | c | Lesson: century tsunami
Boxing Day Tsunami 2004:
Not everyone had the same warning the people on Tillys beach had. The Boxing Day Tsunami of December 26, 2004 was by far the deadliest of all time (Figure 1.1). The tsunami was caused by the 2004 Indian Ocean Earthquake. With a magnitude of 9.2, it was the second larges... |
NDQ_001905 | tilly smith saved about 100 people on a beach in thailand because she | a. saw the tsunami coming and screamed, b. noticed the bubbling sea and thought it was like a tsunami video shed seen in a class, c. fainted and they all rushed uphill to help her, getting out of the path of the wave, d. all of these | b | Lesson: century tsunami
Boxing Day Tsunami 2004:
Not everyone had the same warning the people on Tillys beach had. The Boxing Day Tsunami of December 26, 2004 was by far the deadliest of all time (Figure 1.1). The tsunami was caused by the 2004 Indian Ocean Earthquake. With a magnitude of 9.2, it was the second larges... |
NDQ_001906 | in japan in 2011, a tsunami in that followed an offshore earthquake | a. severely damaged nuclear power plants, b. killed thousands of people, c. kept rescuers from being able to put out fires and get to people who needed help, d. all of these | d | Lesson: century tsunami
Boxing Day Tsunami 2004:
Not everyone had the same warning the people on Tillys beach had. The Boxing Day Tsunami of December 26, 2004 was by far the deadliest of all time (Figure 1.1). The tsunami was caused by the 2004 Indian Ocean Earthquake. With a magnitude of 9.2, it was the second larges... |
NDQ_001908 | why wasnt there a tsunami warning system in the indian ocean in 2004? | a. the region is too poor to afford one, b. no one thought such a large tsunami would happen there, c. the technology didnt exist yet, d. the people didnt want one | b | Lesson: century tsunami
Boxing Day Tsunami 2004:
Not everyone had the same warning the people on Tillys beach had. The Boxing Day Tsunami of December 26, 2004 was by far the deadliest of all time (Figure 1.1). The tsunami was caused by the 2004 Indian Ocean Earthquake. With a magnitude of 9.2, it was the second larges... |
NDQ_001909 | why didnt the tsunami warning system in the pacific ocean save more lives in the japan tsunami of 2011? | a. the people heard the warning but thought it was a false alarm, b. there was nowhere to go once the people heard the warning, c. the quake was so close that there wasnt time to get to high ground once the warning, d. the quake was too small to activate the warning system and so the tsunami was unexpected | c | Lesson: century tsunami
Boxing Day Tsunami 2004:
Not everyone had the same warning the people on Tillys beach had. The Boxing Day Tsunami of December 26, 2004 was by far the deadliest of all time (Figure 1.1). The tsunami was caused by the 2004 Indian Ocean Earthquake. With a magnitude of 9.2, it was the second larges... |
NDQ_002645 | What explains the phenomenon that Hubble discovered? | a. the universe is becoming warmer, b. the universe is becoming cooler, c. the universe is expanding, d. the universe is collapsing | c | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002647 | Scientists believe dark energy can explain what phenomenon? | a. the creation of the universe, b. the increasing rate of expansion of the universe, c. the collapse of the universe, d. the shape of the universe | b | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002648 | The farther away a galaxy is | a. the faster it is moving away from us, b. the slower it is moving away from us, c. the faster it is coming toward us, d. the slower it is coming toward us | a | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002651 | What does it mean if light is red shifted? | a. The object is moving away from the observer, b. The object is moving towards the observer, c. The object is slowing down, d. The object is moving perpendicular to the observer | a | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002652 | The outside edges and interior of a galaxy rotate at the same speed. This is evidence for the existence of | a. gravitational lensing, b. the Big Bang, c. dark energy, d. dark matter | d | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002670 | idea that explains how the universe formed | a. universe, b. Big Bang theory, c. ordinary matter, d. dark matter, e. Hubbles law | b | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002672 | matter that can be detected only by its effects on the motion of objects around it | a. universe, b. Big Bang theory, c. ordinary matter, d. dark matter, e. Hubbles law | d | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002673 | observation that the farther away a galaxy is, the faster it is moving away from us | a. universe, b. Big Bang theory, c. ordinary matter, d. dark matter, e. Hubbles law | e | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002674 | less than half of the total matter in the universe | a. universe, b. Big Bang theory, c. ordinary matter, d. dark matter, e. Hubbles law | c | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002675 | all the matter and energy that exists and all of space and time | a. universe, b. Big Bang theory, c. ordinary matter, d. dark matter, e. Hubbles law | a | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002676 | According to the Big Bang theory | a. dark matter is changing to ordinary matter throughout the universe, b. dark energy is pulling the universe into black holes, c. the universe will someday end because of a big bang, d. the universe began with an enormous explosion | d | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002677 | From our point of view in the Milky Way Galaxy, all other galaxies in the universe appear to be | a. crowding closer together, b. moving away from us, c. getting dimmer, d. growing larger | b | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002678 | After the big bang occurred, the universe | a. shrank in size, b. became denser, c. became hotter, d. began to cool | d | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002679 | Most scientists who study dark matter think that it is | a. a mix of ordinary matter and matter we havent yet discovered, b. matter that makes up black holes, c. just a tiny fraction of all the matter that exists in the universe, d. none of the above | a | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002680 | Scientists recently discovered that the universe | a. has started to contract in size, b. is expanding even faster than before, c. is no longer expanding or contracting, d. will soon go through another big bang | b | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002681 | Scientists have introduced the concept of dark energy to explain the | a. rate of growth of the universe, b. contraction of the universe, c. origin of dark matter, d. all of the above | a | Lesson: the universe
The Expanding Universe:
Hubble measured the distances to galaxies. He also studied the motions of galaxies. In doing these things, Hubble noticed a relationship. This is now called Hubbles Law: The farther away a galaxy is, the faster it is moving away from us. There was only one conclusion he cou... |
NDQ_002683 | Which of the following is the basic unit of matter? | a. molecule, b. chemical compound, c. atom, d. nucleus | c | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002685 | Water is an example of a(n) | a. atom, b. molecule, c. ion, d. native element | b | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002687 | An atom is only an ion if it has more or less | a. neutrons than electrons, b. protons than neutrons, c. neutrons than protons, d. electrons than protons | d | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002688 | An example of a pure element is | a. table salt, b. silicon dioxide, c. sulfur, d. calcium carbonate | c | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002691 | The crystal shape of a mineral | a. shows how the atoms are arranged, b. will always be the same if it is made from the same atoms, c. can usually only be seen under a microscope, d. can help account for how hard or brittle a mineral is | c | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002714 | atom that has become electrically charged by gaining or losing electron(s) | a. atom, b. electron, c. ion, d. molecule, e. neutron, f. nucleus, g. proton | c | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002715 | positively charged particle in the nucleus of an atom | a. atom, b. electron, c. ion, d. molecule, e. neutron, f. nucleus, g. proton | g | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002716 | smallest particle of an element that has all the elements properties | a. atom, b. electron, c. ion, d. molecule, e. neutron, f. nucleus, g. proton | a | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002717 | center of an atom consisting of protons and neutrons | a. atom, b. electron, c. ion, d. molecule, e. neutron, f. nucleus, g. proton | f | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002718 | negatively charged particle that orbits the nucleus of an atom | a. atom, b. electron, c. ion, d. molecule, e. neutron, f. nucleus, g. proton | b | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002719 | smallest possible particle of a chemical compound | a. atom, b. electron, c. ion, d. molecule, e. neutron, f. nucleus, g. proton | d | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002720 | uncharged particle in the nucleus of an atom | a. atom, b. electron, c. ion, d. molecule, e. neutron, f. nucleus, g. proton | e | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
NDQ_002721 | Examples of minerals include | a. silver, b. table salt, c. quartz, d. all of the above | d | Lesson: minerals
What is Matter:
To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of.
Atoms and Elements:
The basic unit of matter is an atom. At the center of an atom is its nucleus. Protons are positively charged particles in the nucleus. Also in the n... |
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