Question: Do adolescents associate with "cliques" on a large or small scale?

Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.

Answer: small

<hl> Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. <hl> During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.

Adolescents tend to associate with "cliques" on a <hl> small <hl> scale and "crowds" on a larger scale. During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.


Question: What are the positive effects that cliques may have on an adolescent?

Answer: help adolescents become socially acclimated and form a stronger sense of identity

Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, <hl> they may help adolescents become socially acclimated and form a stronger sense of identity . <hl> Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.

Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may <hl> help adolescents become socially acclimated and form a stronger sense of identity <hl>. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.

they may <hl> help adolescents become socially acclimated and form a stronger sense of identity <hl> .


Question: How are cliques defined?

Answer: exclusive, single-sex groups of peers with whom they are particularly close

Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. <hl> During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close . <hl> Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.

Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. During early adolescence, adolescents often associate in cliques, <hl> exclusive, single-sex groups of peers with whom they are particularly close <hl>. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.

During early adolescence, adolescents often associate in cliques, <hl> exclusive, single-sex groups of peers with whom they are particularly close <hl> .


Question: Do adolescents associate with "crowds" on a large or small scale?

Answer: larger

<hl> Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. <hl> During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.

Adolescents tend to associate with "cliques" on a small scale and "crowds" on a <hl> larger <hl> scale. During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.


Question: What percentage of adolescents reporting having experienced physical violence in a relationship?

Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. Physical aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.

Answer: 10-45%

Dating violence is fairly prevalent within adolescent relationships. <hl> When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. <hl> This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. Physical aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.

Dating violence is fairly prevalent within adolescent relationships. When surveyed, <hl> 10-45% <hl> of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. Physical aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.


Question: What percentage of adolescents reported experiencing psychological aggression?

Answer: a quarter to a third

Dating violence is fairly prevalent within adolescent relationships. <hl> When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. <hl> This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. Physical aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.

Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while <hl> a quarter to a third <hl> of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. Physical aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.


Question: Hitting, throwing objects, and slaps are examples of what type of aggression?

Answer: Physical

Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. <hl> Physical aggression in relationships tends to decline from high school through college and young adulthood. <hl> In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.

Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. <hl> Physical <hl> aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.


Question: In heterosexual adolescent couples, is there a significant difference in the rates of male and female aggressors?

Answer: no

Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. <hl> This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does no t result in a medical visit. <hl> Physical aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.

Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does <hl> no <hl>t result in a medical visit. Physical aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.

This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does <hl> no <hl> t result in a medical visit.


Question: Does physical aggression decline or increase during high-school, college, and early adulthood?

Answer: decline

Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. <hl> Physical aggression in relationships tends to decline from high school through college and young adulthood. <hl> In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.

Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. Physical aggression in relationships tends to <hl> decline <hl> from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.


Question: Does adolescent participation in family work and routines have a positive or negative influence on feelings of self-worth, care, and concern for others?

The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.

Answer: positive

The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has <hl> a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others. <hl>

The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a <hl> positive <hl> influence on the development of an adolescent's feelings of self-worth, care, and concern for others.


Question: How are household chores frequently divided?

Answer: self-care tasks and family-care tasks

The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. <hl> Household chores are frequently divided into self-care tasks and family-care tasks . <hl> However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.

The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into <hl> self-care tasks and family-care tasks <hl>. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.

Household chores are frequently divided into <hl> self-care tasks and family-care tasks <hl> .


Question: What is one large determining factor in normative adolescent behavior?

Answer: The extent to which an adolescent is expected to share family responsibilities

The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. <hl> The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. <hl> For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.

The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. <hl> The extent to which an adolescent is expected to share family responsibilities <hl> is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.


Question: Through what means does an adolescent develop a unique belief system?

Adolescence is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. An adolescent begins to develop a unique belief system through his or her interaction with social, familial, and cultural environments. While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about themselves, the world around them, and whatever higher powers they may or may not believe in. This process is often accompanied or aided by cultural traditions that intend to provide a meaningful transition to adulthood through a ceremony, ritual, confirmation, or rite of passage.

Answer: interaction with social, familial, and cultural environments

Adolescence is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. <hl> An adolescent begins to develop a unique belief system through his or her interaction with social, familial, and cultural environments . <hl> While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about themselves, the world around them, and whatever higher powers they may or may not believe in. This process is often accompanied or aided by cultural traditions that intend to provide a meaningful transition to adulthood through a ceremony, ritual, confirmation, or rite of passage.

Adolescence is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. An adolescent begins to develop a unique belief system through his or her <hl> interaction with social, familial, and cultural environments <hl>. While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about themselves, the world around them, and whatever higher powers they may or may not believe in. This process is often accompanied or aided by cultural traditions that intend to provide a meaningful transition to adulthood through a ceremony, ritual, confirmation, or rite of passage.

An adolescent begins to develop a unique belief system through his or her <hl> interaction with social, familial, and cultural environments <hl> .


Question: The active seeking of new ideas rather than the unquestioning acceptance of adult authority is known as what stage of development?

Answer: Adolescence

<hl> Adolescence is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. <hl> An adolescent begins to develop a unique belief system through his or her interaction with social, familial, and cultural environments. While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about themselves, the world around them, and whatever higher powers they may or may not believe in. This process is often accompanied or aided by cultural traditions that intend to provide a meaningful transition to adulthood through a ceremony, ritual, confirmation, or rite of passage.

<hl> Adolescence <hl> is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. An adolescent begins to develop a unique belief system through his or her interaction with social, familial, and cultural environments. While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about themselves, the world around them, and whatever higher powers they may or may not believe in. This process is often accompanied or aided by cultural traditions that intend to provide a meaningful transition to adulthood through a ceremony, ritual, confirmation, or rite of passage.


Question: What things are youth responsible for forming a set of beliefs about during adolescence?

Answer: themselves, the world around them, and whatever higher powers they may or may not believe in

Adolescence is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. An adolescent begins to develop a unique belief system through his or her interaction with social, familial, and cultural environments. <hl> While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about themselves, the world around them, and whatever higher powers they may or may not believe in . <hl> This process is often accompanied or aided by cultural traditions that intend to provide a meaningful transition to adulthood through a ceremony, ritual, confirmation, or rite of passage.

Adolescence is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. An adolescent begins to develop a unique belief system through his or her interaction with social, familial, and cultural environments. While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about <hl> themselves, the world around them, and whatever higher powers they may or may not believe in <hl>. This process is often accompanied or aided by cultural traditions that intend to provide a meaningful transition to adulthood through a ceremony, ritual, confirmation, or rite of passage.

While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about <hl> themselves, the world around them, and whatever higher powers they may or may not believe in <hl> .


Question: Ceremonies, rituals, and confirmations are examples of what?

Answer: cultural traditions that intend to provide a meaningful transition to adulthood

Adolescence is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. An adolescent begins to develop a unique belief system through his or her interaction with social, familial, and cultural environments. While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about themselves, the world around them, and whatever higher powers they may or may not believe in. <hl> This process is often accompanied or aided by cultural traditions that intend to provide a meaningful transition to adulthood through a ceremony, ritual, confirmation, or rite of passage. <hl>

Adolescence is frequently characterized by a transformation of an adolescent's understanding of the world, the rational direction towards a life course, and the active seeking of new ideas rather than the unquestioning acceptance of adult authority. An adolescent begins to develop a unique belief system through his or her interaction with social, familial, and cultural environments. While organized religion is not necessarily a part of every adolescent's life experience, youth are still held responsible for forming a set of beliefs about themselves, the world around them, and whatever higher powers they may or may not believe in. This process is often accompanied or aided by <hl> cultural traditions that intend to provide a meaningful transition to adulthood <hl> through a ceremony, ritual, confirmation, or rite of passage.


Question: What percentage of adolescent homes have access to the internet?

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%).

Answer: more than three-quarters

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. <hl> Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. <hl> As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%).

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, <hl> more than three-quarters <hl> of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%).


Question: What percentage of adolescents use the internet at least occasionally?

Answer: 90%

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. <hl> Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. <hl> As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%).

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than <hl> 90% <hl> of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%).


Question: In the last decade, has the amount oftime adolescents spend on the computer increased or dereased?

Answer: greatly increased

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. <hl> In the last decade, the amount of time that adolescents spend on the computer has greatly increased . <hl> Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%).

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has <hl> greatly increased <hl>. Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%).

In the last decade, the amount of time that adolescents spend on the computer has <hl> greatly increased <hl> .


Question: What percentage of adolescents report using social networking sites?

Answer: (65%)

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. <hl> Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%) , news sources (63%), music (59%), and videos (57%). <hl>

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites <hl> (65%) <hl>, news sources (63%), music (59%), and videos (57%).

Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites <hl> (65%) <hl> , news sources (63%), music (59%), and videos (57%).


Question: What online activity has the largest number of reported adolescent particpation?

Answer: video games

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. <hl> Online activities with the highest rates of use among adolescents are video games (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%). <hl>

Because exposure to media has increased over the past decade, adolescents' utilization of computers, cell phones, stereos and televisions to gain access to various mediums of popular culture has also increased. Almost all American households have at least one television, more than three-quarters of all adolescents' homes have access to the Internet, and more than 90% of American adolescents use the Internet at least occasionally. As a result of the amount of time adolescents spend using these devices, their total media exposure is high. In the last decade, the amount of time that adolescents spend on the computer has greatly increased. Online activities with the highest rates of use among adolescents are <hl> video games <hl> (78% of adolescents), email (73%), instant messaging (68%), social networking sites (65%), news sources (63%), music (59%), and videos (57%).


Question: What is DIS?

At the decision-making point of their lives, youth is susceptible to drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities. Developmental Intervention Science (DIS) is a fusion of the literature of both developmental and intervention sciences. This association conducts youth interventions that mutually assist both the needs of the community as well as psychologically stranded youth by focusing on risky and inappropriate behaviors while promoting positive self-development along with self-esteem among adolescents.

Answer: a fusion of the literature of both developmental and intervention sciences

At the decision-making point of their lives, youth is susceptible to drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities. <hl> Developmental Intervention Science (DIS) is a fusion of the literature of both developmental and intervention sciences . <hl> This association conducts youth interventions that mutually assist both the needs of the community as well as psychologically stranded youth by focusing on risky and inappropriate behaviors while promoting positive self-development along with self-esteem among adolescents.

At the decision-making point of their lives, youth is susceptible to drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities. Developmental Intervention Science (DIS) is <hl> a fusion of the literature of both developmental and intervention sciences <hl>. This association conducts youth interventions that mutually assist both the needs of the community as well as psychologically stranded youth by focusing on risky and inappropriate behaviors while promoting positive self-development along with self-esteem among adolescents.

Developmental Intervention Science (DIS) is <hl> a fusion of the literature of both developmental and intervention sciences <hl> .


Question: What are some of the negative things adolescents are susceptible to?

Answer: drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities

<hl> At the decision-making point of their lives, youth is susceptible to drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities . <hl> Developmental Intervention Science (DIS) is a fusion of the literature of both developmental and intervention sciences. This association conducts youth interventions that mutually assist both the needs of the community as well as psychologically stranded youth by focusing on risky and inappropriate behaviors while promoting positive self-development along with self-esteem among adolescents.

At the decision-making point of their lives, youth is susceptible to <hl> drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities <hl>. Developmental Intervention Science (DIS) is a fusion of the literature of both developmental and intervention sciences. This association conducts youth interventions that mutually assist both the needs of the community as well as psychologically stranded youth by focusing on risky and inappropriate behaviors while promoting positive self-development along with self-esteem among adolescents.

At the decision-making point of their lives, youth is susceptible to <hl> drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities <hl> .


Question: What does the DIS focus on in adolescents?

Answer: risky and inappropriate behaviors

At the decision-making point of their lives, youth is susceptible to drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities. Developmental Intervention Science (DIS) is a fusion of the literature of both developmental and intervention sciences. <hl> This association conducts youth interventions that mutually assist both the needs of the community as well as psychologically stranded youth by focusing on risky and inappropriate behaviors while promoting positive self-development along with self-esteem among adolescents. <hl>

At the decision-making point of their lives, youth is susceptible to drug addiction, sexual abuse, peer pressure, violent crimes and other illegal activities. Developmental Intervention Science (DIS) is a fusion of the literature of both developmental and intervention sciences. This association conducts youth interventions that mutually assist both the needs of the community as well as psychologically stranded youth by focusing on <hl> risky and inappropriate behaviors <hl> while promoting positive self-development along with self-esteem among adolescents.


Question: What does the alcohol and illegal drug habits of teens tend to be shaped by?

Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates. In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes, which could lead many students to continue their smoking habits from middle school into late adolescence.

Answer: the substance use of friends and other classmates

<hl> Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates . <hl> In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes, which could lead many students to continue their smoking habits from middle school into late adolescence.

Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by <hl> the substance use of friends and other classmates <hl>. In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes, which could lead many students to continue their smoking habits from middle school into late adolescence.

Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by <hl> the substance use of friends and other classmates <hl> .


Question: What is one possible reasoning behind many students choosing to continue their smoking habits from middle school into late adolescence?

Answer: addictive nature of cigarettes

Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates. In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. <hl> Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes , which could lead many students to continue their smoking habits from middle school into late adolescence. <hl>

Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates. In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the <hl> addictive nature of cigarettes <hl>, which could lead many students to continue their smoking habits from middle school into late adolescence.

Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the <hl> addictive nature of cigarettes <hl> , which could lead many students to continue their smoking habits from middle school into late adolescence.


Question: Do peer acceptance and social norms have a greater or lesser effect on behavior at the onset of adolescence?

Answer: significantly greater

<hl> Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates. <hl> In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes, which could lead many students to continue their smoking habits from middle school into late adolescence.

Peer acceptance and social norms gain a <hl> significantly greater <hl> hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates. In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes, which could lead many students to continue their smoking habits from middle school into late adolescence.


Question: What is the range of consentual age variance between jurisdictions?

The age of consent to sexual activity varies widely between jurisdictions, ranging from 12 to 20 years, as does the age at which people are allowed to marry. Specific legal ages for adolescents that also vary by culture are enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels. It should be noted that the legal coming of age often does not correspond with the sudden realization of autonomy; many adolescents who have legally reached adult age are still dependent on their guardians or peers for emotional and financial support. Nonetheless, new legal privileges converge with shifting social expectations to usher in a phase of heightened independence or social responsibility for most legal adolescents.

Answer: 12 to 20 years

<hl> The age of consent to sexual activity varies widely between jurisdictions, ranging from 12 to 20 years , as does the age at which people are allowed to marry. <hl> Specific legal ages for adolescents that also vary by culture are enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels. It should be noted that the legal coming of age often does not correspond with the sudden realization of autonomy; many adolescents who have legally reached adult age are still dependent on their guardians or peers for emotional and financial support. Nonetheless, new legal privileges converge with shifting social expectations to usher in a phase of heightened independence or social responsibility for most legal adolescents.

The age of consent to sexual activity varies widely between jurisdictions, ranging from <hl> 12 to 20 years <hl>, as does the age at which people are allowed to marry. Specific legal ages for adolescents that also vary by culture are enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels. It should be noted that the legal coming of age often does not correspond with the sudden realization of autonomy; many adolescents who have legally reached adult age are still dependent on their guardians or peers for emotional and financial support. Nonetheless, new legal privileges converge with shifting social expectations to usher in a phase of heightened independence or social responsibility for most legal adolescents.

The age of consent to sexual activity varies widely between jurisdictions, ranging from <hl> 12 to 20 years <hl> , as does the age at which people are allowed to marry.


Question: Is the age that peope are allowed to marry universally decided upon?

Answer: No

The age of consent to sexual activity varies widely between jurisdictions, ranging from 12 to 20 years, as does the age at which people are allowed to marry. Specific legal ages for adolescents that also vary by culture are enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels. It should be noted that the legal coming of age often does not correspond with the sudden realization of autonomy; many adolescents who have legally reached adult age are still dependent on their guardians or peers for emotional and financial support. <hl> No netheless, new legal privileges converge with shifting social expectations to usher in a phase of heightened independence or social responsibility for most legal adolescents. <hl>

The age of consent to sexual activity varies widely between jurisdictions, ranging from 12 to 20 years, as does the age at which people are allowed to marry. Specific legal ages for adolescents that also vary by culture are enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels. It should be noted that the legal coming of age often does not correspond with the sudden realization of autonomy; many adolescents who have legally reached adult age are still dependent on their guardians or peers for emotional and financial support. <hl> No <hl>netheless, new legal privileges converge with shifting social expectations to usher in a phase of heightened independence or social responsibility for most legal adolescents.

<hl> No <hl> netheless, new legal privileges converge with shifting social expectations to usher in a phase of heightened independence or social responsibility for most legal adolescents.


Question: What are other areas in which legal societal age varies?

Answer: enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels

The age of consent to sexual activity varies widely between jurisdictions, ranging from 12 to 20 years, as does the age at which people are allowed to marry. <hl> Specific legal ages for adolescents that also vary by culture are enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels . <hl> It should be noted that the legal coming of age often does not correspond with the sudden realization of autonomy; many adolescents who have legally reached adult age are still dependent on their guardians or peers for emotional and financial support. Nonetheless, new legal privileges converge with shifting social expectations to usher in a phase of heightened independence or social responsibility for most legal adolescents.

The age of consent to sexual activity varies widely between jurisdictions, ranging from 12 to 20 years, as does the age at which people are allowed to marry. Specific legal ages for adolescents that also vary by culture are <hl> enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels <hl>. It should be noted that the legal coming of age often does not correspond with the sudden realization of autonomy; many adolescents who have legally reached adult age are still dependent on their guardians or peers for emotional and financial support. Nonetheless, new legal privileges converge with shifting social expectations to usher in a phase of heightened independence or social responsibility for most legal adolescents.

Specific legal ages for adolescents that also vary by culture are <hl> enlisting in the military, gambling, and the purchase of alcohol, cigarettes or items with parental advisory labels <hl> .


Question: What type of land is Antarctica considered to be?

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Answer: desert

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. <hl> Antarctica is considered a desert , with annual precipitation of only 200 mm (8 in) along the coast and far less inland. <hl> The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a <hl> desert <hl>, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Antarctica is considered a <hl> desert <hl> , with annual precipitation of only 200 mm (8 in) along the coast and far less inland.


Question: What is Antarctica's annual precipitation along the coast?

Answer: 200 mm (8 in)

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. <hl> Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. <hl> The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only <hl> 200 mm (8 in) <hl> along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.


Question: What is Antarctica's average temperature during the coldest part of the year?

Answer: −63 °C (−81 °F)

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. <hl> The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F) . <hl> There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is <hl> −63 °C (−81 °F) <hl>. There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is <hl> −63 °C (−81 °F) <hl> .


Question: Approximately how many people live throughout the year at research stations across Antarctica?

Answer: anywhere from 1,000 to 5,000

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). <hl> There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. <hl> Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but <hl> anywhere from 1,000 to 5,000 <hl> people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.


Question: What are some animals native to Antarctica?

Answer: mites, nematodes, penguins, seals and tardigrades

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. <hl> Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades . <hl> Vegetation, where it occurs, is tundra.

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as <hl> mites, nematodes, penguins, seals and tardigrades <hl>. Vegetation, where it occurs, is tundra.

Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as <hl> mites, nematodes, penguins, seals and tardigrades <hl> .


Question: Which continent is the highest in elevation?

Answer: Antarctica

<hl> Antarctica , on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. <hl> Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

<hl> Antarctica <hl>, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

<hl> Antarctica <hl> , on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents.


Question: What is the annual precipitation rate of coastal Antarctica?

Answer: 200 mm

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. <hl> Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. <hl> The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only <hl> 200 mm <hl> (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.


Question: What is the average coldest temperature?

Answer: −63 °C

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. <hl> The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). <hl> There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is <hl> −63 °C <hl> (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.


Question: What is the coldest recorded temperature?

Answer: −89.2 °C

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. <hl> The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). <hl> There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached <hl> −89.2 °C <hl> (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is tundra.


Question: Ehat is the vegetation type on Antarctica?

Answer: tundra

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. <hl> Vegetation, where it occurs, is tundra . <hl>

Antarctica, on average, is the coldest, driest, and windiest continent, and has the highest average elevation of all the continents. Antarctica is considered a desert, with annual precipitation of only 200 mm (8 in) along the coast and far less inland. The temperature in Antarctica has reached −89.2 °C (−128.6 °F), though the average for the third quarter (the coldest part of the year) is −63 °C (−81 °F). There are no permanent human residents, but anywhere from 1,000 to 5,000 people reside throughout the year at the research stations scattered across the continent. Organisms native to Antarctica include many types of algae, bacteria, fungi, plants, protista, and certain animals, such as mites, nematodes, penguins, seals and tardigrades. Vegetation, where it occurs, is <hl> tundra <hl>.

Vegetation, where it occurs, is <hl> tundra <hl> .


Question: What does West Antarctica most resemble geologically?

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Answer: the Andes mountain range of South America

<hl> Geologically, West Antarctica closely resembles the Andes mountain range of South America . <hl> The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles <hl> the Andes mountain range of South America <hl>. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles <hl> the Andes mountain range of South America <hl> .


Question: How was the Antarctic Peninsula formed?

Answer: by uplift and metamorphism of sea bed sediments

Geologically, West Antarctica closely resembles the Andes mountain range of South America. <hl> The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. <hl> This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed <hl> by uplift and metamorphism of sea bed sediments <hl> during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.


Question: During what eras was the Antarctic Peninsula formed?

Answer: late Paleozoic and the early Mesozoic

Geologically, West Antarctica closely resembles the Andes mountain range of South America. <hl> The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. <hl> This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the <hl> late Paleozoic and the early Mesozoic <hl> eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.


Question: What are the most common rocks found in West Antarctica?

Answer: andesite and rhyolite volcanics

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. <hl> The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. <hl> There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are <hl> andesite and rhyolite volcanics <hl> formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.


Question: Where has evidence of volcanic activity been discovered in Antarctica?

Answer: Marie Byrd Land and Alexander Island

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. <hl> There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island . <hl> The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in <hl> Marie Byrd Land and Alexander Island <hl>. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

There is also evidence of volcanic activity, even after the ice sheet had formed, in <hl> Marie Byrd Land and Alexander Island <hl> .


Question: To what mountainous area is Antarctica geologically similar?

Answer: Andes

<hl> Geologically, West Antarctica closely resembles the Andes mountain range of South America. <hl> The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles the <hl> Andes <hl> mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.


Question: An uplift of what formed Antarctica?

Answer: sea bed sediments

Geologically, West Antarctica closely resembles the Andes mountain range of South America. <hl> The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. <hl> This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of <hl> sea bed sediments <hl> during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.


Question: Starting from the late Paleozoic era, when did Antarctica finish forming?

Answer: early Mesozoic

Geologically, West Antarctica closely resembles the Andes mountain range of South America. <hl> The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. <hl> This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the <hl> early Mesozoic <hl> eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.


Question: What are the most often found rocks in Antarctica?

Answer: andesite and rhyolite

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. <hl> The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. <hl> There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.

Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are <hl> andesite and rhyolite <hl> volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.