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NDQ_000214 | Gravity pulls soil and rocks downhill. | a. true, b. false | 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_000215 | Mass movement is always a very slow process. | a. true, b. false | 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_000218 | A landslide may carry away an entire village. | a. true, b. false | 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_000220 | Mudslides occur where soil consists mostly of sand. | a. true, b. false | 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_000221 | Slump occurs more slowly that creep. | a. true, b. false | 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_000222 | Curved tree trunks are a sign of land creep. | a. true, b. false | 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_000223 | Slump is more destructive than a landslide. | a. true, b. false | 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_000224 | Undercutting can cause the ground to become unstable. | a. true, b. false | 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_000225 | Soil is lifted up when the ground freezes. | a. true, b. false | 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_000226 | Heavy rainfall makes ground more susceptible to landslides. | a. true, b. false | 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_000227 | Landslides can cause earthquakes. | a. true, b. false | 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_000228 | An earthquake is a type of mass movement. | a. true, b. false | 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_000229 | Landslides rarely cause much damage. | a. true, b. false | 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_000230 | Trees tilting downhill are evidence for slump. | a. true, b. false | 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_000231 | During creep, soil moves downhill when it thaws. | a. true, b. false | 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_000844 | The atmosphere protects Earth from harmful solar rays. | a. true, b. false | 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_000846 | Sound waves travel rapidly through empty space. | a. true, b. false | 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_000849 | Carbon dioxide is abundant in the atmosphere. | a. true, b. false | 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_000851 | Ozone is a type of oxygen. | a. true, b. false | 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_000852 | Weather on the Moon is always stormy. | a. true, b. false | 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_000853 | Without the atmosphere, we could not hear most sounds. | a. true, b. false | 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_000854 | The main reason Earth can support life is its atmosphere. | a. true, b. false | 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_000855 | Earths atmosphere consists mainly of oxygen. | a. true, b. false | 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_000856 | Gases in the atmosphere are too thin to block any solar rays. | a. true, b. false | 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_000857 | The atmosphere is about 10 percent water vapor. | a. true, b. false | 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_000858 | Sound waves travel through empty spaces between air molecules. | a. true, b. false | 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_000859 | Solid particles in the atmosphere may include dust and soil. | a. true, b. false | 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_000860 | Clouds could not form if the air contained no solid particles. | a. true, b. false | 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_000861 | The density of air depends on how closely gas molecules are packed together. | a. true, b. false | 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_000862 | The density of air is greatest at high altitudes. | a. true, b. false | 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_001007 | Weather occurs because of unequal heating of the atmosphere. | a. true, b. false | 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_001008 | The water cycle plays an important role in weather. | a. true, b. false | 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_001009 | Warm air always sinks toward Earths surface. | a. true, b. false | 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_001010 | If the relative humidity is 100 percent, it must be raining. | a. true, b. false | 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_001011 | Cumulus clouds may grow very tall because of high air pressure. | a. true, b. false | 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_001012 | Stratus clouds are clouds that form in the stratosphere. | a. true, b. false | 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_001013 | Altostratus clouds form higher in the atmosphere than stratus clouds. | a. true, b. false | 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_001014 | A single raindrop consists of millions of water molecules. | a. true, b. false | 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_001015 | Freezing rain falls through the air as tiny pellets of frozen water. | a. true, b. false | 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_001016 | Snow forms when rain falls through a layer of freezing air before it reaches the ground. | a. true, b. false | 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_001429 | Some of the soil from the Dust Bowl ended up in the Atlantic Ocean. | a. true, b. false | 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_001430 | Most land organisms could not survive without soil. | a. true, b. false | 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_001431 | Plants cause soil loss by using up soil nutrients. | a. true, b. false | 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_001432 | Soil that is lost can never be replaced. | a. true, b. false | 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_001433 | Large areas of pavement help prevent soil erosion. | a. true, b. false | 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_001434 | Hiking is a form of recreation that does not increase soil erosion. | a. true, b. false | 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_001435 | Frequently moving grazing animals from field to field increases soil loss. | a. true, b. false | 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_001436 | Grasses are good groundcover plants for holding soil in place. | a. true, b. false | 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_001437 | Topsoil stripped from a mining site can be saved and reused. | a. true, b. false | 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_001438 | Barriers that reduce runoff can help prevent soil erosion at construction sites. | a. true, b. false | 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_001902 | the tsunami went around the indian ocean over the course of about one hour. | a. true, b. false | 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_001903 | the boxing day tsunami was so huge because the earthquake displaced trillions of tons of water. | a. true, b. false | 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_001907 | nearly all of japan experienced the tsunami to some degree. | a. true, b. false | 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_002656 | Edwin Hubble used powerful telescopes to discover other galaxies. | a. true, b. false | 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_002657 | As the distance between galaxies grows, the size of each galaxy shrinks. | a. true, b. false | 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_002660 | When the universe began, it was much larger than it is today. | a. true, b. false | 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_002662 | In the first few moments after the Big Bang, the universe was very hot and dense. | a. true, b. false | 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_002663 | The first matter to form in the universe consisted of protons, neutrons, and electrons. | a. true, b. false | 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_002664 | Redshift is the shift of absorption bands toward the red end of the spectrum. | a. true, b. false | 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_002665 | Hubbles Law states, the farther away a galaxy is, the faster it is moving away from us. | a. true, b. false | 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_002666 | Scientists think that stars and galaxies make up only a small part of the matter in the universe. | a. true, b. false | 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_002667 | Scientists have proven conclusively that dark matter and dark energy exist. | a. true, b. false | 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_002668 | Redshift was discovered by Edwin Hubble. | a. true, b. false | 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_002669 | The nature of dark matter is unknown. | a. true, b. false | 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_002671 | The universe contains about a hundred million galaxies. | a. true, b. false | 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_002696 | Some minerals are chemical compounds. | a. true, b. false | 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_002699 | Each mineral has a specific chemical composition. | a. true, b. false | 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_002701 | Minerals are inorganic substances. | a. true, b. false | 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_002702 | A molecule is the smallest unit of an element. | a. true, b. false | 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_002703 | Table salt is an example of a sulfide mineral. | a. true, b. false | 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_002704 | Protons and electrons are found in the nucleus of an atom. | a. true, b. false | 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_002705 | Fracture is the tendency of a mineral to break along flat surfaces | a. true, b. false | 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_002706 | Minerals are classified in groups based on their physical properties. | a. true, b. false | 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_002707 | Halides (salts) make up the largest group of minerals on Earth. | a. true, b. false | 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_002708 | Scientists use the physical properties of minerals to identify them. | a. true, b. false | 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_002709 | Coal and diamonds are different minerals because they have different structure. | a. true, b. false | 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_002710 | In a crystal, the atoms are arranged in a pattern. | a. true, b. false | 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_002711 | There are only 40 known minerals. | a. true, b. false | 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_002712 | The largest mineral group is called the native elements. | a. true, b. false | 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_002713 | Minerals with similar crystal structures are grouped together. | a. true, b. false | 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_002748 | The color of a mineral is a more reliable test of its identity than its streak. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002750 | An object with the density of 2 is denser than an object with the mass of 4 and the volume of 1. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002753 | A crystal with six sides that are all the same size has a octahedral structure. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002755 | Topaz is a harder mineral than calcite. | a. true, b. false | a | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002756 | The luster of a mineral its color under ultraviolet light. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002757 | You can usually identify a mineral by its color alone. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002758 | The color of a mineral is always same as the color of its powder. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002759 | The streak of a given mineral does not vary. | a. true, b. false | a | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002760 | A mineral with a vitreous luster appears glassy. | a. true, b. false | a | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002761 | The mineral pyrite has a non-metallic luster. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002762 | The Mohs hardness scale ranges from 1 to 100. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002763 | The cleavage of a mineral depends on its crystal structure. | a. true, b. false | a | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002764 | Mica tends to form cubes when it cleaves. | a. true, b. false | b | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002765 | Some minerals have a distinctive smell. | a. true, b. false | a | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002766 | Certain minerals are attracted to a magnet. | a. true, b. false | a | Lesson: identification of minerals
How are Minerals Identified:
Imagine you were given a mineral sample similar to the one shown in Figure 3.10. How would you try to identify your mineral? You can observe some properties by looking at the mineral. For example, you can see that its color is beige. The mineral has a ros... |
NDQ_002794 | Seawater can hold more dissolved minerals than freshwater. | a. true, b. false | a | Lesson: formation of minerals
Formation from Magma and Lava:
You are on vacation at the beach. You take your flip-flops off so you can go swimming. The sand is so hot it hurts your feet. You have to run to the water. Now imagine if it were hot enough for the sand to melt. Some places inside Earth are so hot that rock ... |
NDQ_002796 | Both geodes and veins are mineral deposits in rocks that form from hot solutions. | a. true, b. false | a | Lesson: formation of minerals
Formation from Magma and Lava:
You are on vacation at the beach. You take your flip-flops off so you can go swimming. The sand is so hot it hurts your feet. You have to run to the water. Now imagine if it were hot enough for the sand to melt. Some places inside Earth are so hot that rock ... |
NDQ_002799 | As water evaporates in a solution, the minerals evaporate too. | a. true, b. false | b | Lesson: formation of minerals
Formation from Magma and Lava:
You are on vacation at the beach. You take your flip-flops off so you can go swimming. The sand is so hot it hurts your feet. You have to run to the water. Now imagine if it were hot enough for the sand to melt. Some places inside Earth are so hot that rock ... |
NDQ_002801 | Underground water that is heated creates magma. | a. true, b. false | b | Lesson: formation of minerals
Formation from Magma and Lava:
You are on vacation at the beach. You take your flip-flops off so you can go swimming. The sand is so hot it hurts your feet. You have to run to the water. Now imagine if it were hot enough for the sand to melt. Some places inside Earth are so hot that rock ... |
NDQ_002802 | Water has the ability to hold dissolved ions. | a. true, b. false | a | Lesson: formation of minerals
Formation from Magma and Lava:
You are on vacation at the beach. You take your flip-flops off so you can go swimming. The sand is so hot it hurts your feet. You have to run to the water. Now imagine if it were hot enough for the sand to melt. Some places inside Earth are so hot that rock ... |
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