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4,900 | NDQ_010668 | fields in the life sciences | the life sciences include cell biology, molecular chemistry and genetics. | null | null | Multiple Choice | a. true, b. false | b |
4,901 | NDQ_010669 | fields in the life sciences | botany is the study of plants. | null | null | Multiple Choice | a. true, b. false | a |
4,902 | NDQ_010673 | fields in the life sciences | ecology examines how various organisms interact with ____________. | null | null | Multiple Choice | a. other organisms living in oceans, b. populations of microorganisms, c. their environment, d. nucleic acids and proteins | c |
4,903 | NDQ_010674 | fields in the life sciences | genetics is the study of __________. | null | null | Multiple Choice | a. DNA, b. heredity, c. proteins, d. all of the above | b |
4,904 | NDQ_010675 | fields in the life sciences | physiology is the study of the physical and chemical functions of __________ and __________. | null | null | Multiple Choice | a. tissues, organs, b. DNA, proteins, c. cells, molecules, d. plants, animals | a |
4,905 | NDQ_010676 | fields in the life sciences | what kind of scientist studies dolphins? | null | null | Multiple Choice | a. cell biologist, b. marine biologist, c. geneticist, d. morphologist | b |
4,906 | NDQ_010677 | fields in the life sciences | which fields study red blood cells and viruses? | null | null | Multiple Choice | a. cell biology and virology, b. immunology and virology, c. anatomy and physiology, d. microbiology and cell biology | a |
4,907 | NDQ_010708 | food webs | a food chain can go on for 7 or 8 levels. | null | null | Multiple Choice | a. true, b. false | b |
4,908 | NDQ_010709 | food webs | food chains depict the flow of energy through an ecosystem. | null | null | Multiple Choice | a. true, b. false | a |
4,909 | NDQ_010713 | food webs | the first consumer in a food chain is usually the | null | null | Multiple Choice | a. producer., b. herbivore., c. carnivore., d. omnivore. | b |
4,910 | NDQ_010714 | food webs | an owl receives its energy from | null | null | Multiple Choice | a. a snake., b. a mouse., c. a frog., d. all of the above | d |
4,911 | NDQ_010715 | food webs | which is more appropriate? | null | null | Multiple Choice | a. phytoplankton → krill → fish → shark, b. phytoplankton → fish → shark → whale, c. phytoplankton → seaweed → fish → whale, d. shark → fish → krill → phytoplankton | a |
4,912 | NDQ_010716 | food webs | what usually ends a food chain? | null | null | Multiple Choice | a. a decomposer, b. an omnivore, such as a human, c. a top level carnivore, such as an eagle or a lion, d. a food chain will end where it begins, with a producer | c |
4,913 | NDQ_010717 | food webs | what could obtain its energy from the arctic cod? | null | null | Multiple Choice | a. a polar bear, b. a seal, c. an arctic bird, d. all of the above | d |
4,914 | NDQ_010728 | frogs and toads | the biggest frog is about a foot long. | null | null | Multiple Choice | a. true, b. false | a |
4,915 | NDQ_010729 | frogs and toads | most frogs live in tropical rainforests. | null | null | Multiple Choice | a. true, b. false | a |
4,916 | NDQ_010733 | frogs and toads | which represents a frog tadpole? | null | null | Multiple Choice | a. gills, no tail, two powerful back legs, b. gills, a tail, no legs, c. gills and lungs, a tail, small legs, d. lungs, no tail, and four legs | b |
4,917 | NDQ_010734 | frogs and toads | which of the following is a characteristic of an adult frog? | null | null | Multiple Choice | a. long hind legs, b. a short body without a tail, c. webbed finger-like parts, d. all of the above | d |
4,918 | NDQ_010735 | frogs and toads | which best describes the frog eyelids? | null | null | Multiple Choice | a. Three eyelid membranes: one is see-through to protect the eyes on land, and the two other ones let them see underwater., b. Three eyelid membranes: one is see-through to protect the eyes underwater,, c. Two eyelid membranes: one is see-through to protect the eyes on land, and the other one lets them see underwater., d. Three eyelid membranes: one is see-through to protect the eyes underwater, one lets them see on land, and the third is used both underwater and on land. | b |
4,919 | NDQ_010736 | frogs and toads | what causes the female frog to release her eggs during mating? | null | null | Multiple Choice | a. The male seems to squeeze the eggs out of the female., b. A male’s ribbiting call causes the females to release eggs., c. The size and color of the male causes the female to release her eggs., d. The male brings the female food to eat, which causes the female to release her eggs. | a |
4,920 | NDQ_010737 | frogs and toads | what is special about a frogs tongue? | null | null | Multiple Choice | a. They are attached to the front of the frog’s mouth., b. They use a sticky substance to trap their prey., c. They can easily reach 12 inches long., d. all of the above | d |
4,921 | NDQ_010738 | fungi | fungi are all eukaryotes that are not animals, plants or protists. | null | null | Multiple Choice | a. true, b. false | a |
4,922 | NDQ_010739 | fungi | at one time, scientists thought fungi were plants. | null | null | Multiple Choice | a. true, b. false | a |
4,923 | NDQ_010743 | fungi | what best allows fungi to be able to absorb large amounts of nutrients? | null | null | Multiple Choice | a. The ability to digest large molecules., b. The large surface area of fungi., c. the ability to make digestive enzymes., d. All of the above. | b |
4,924 | NDQ_010744 | fungi | where do most fungi live? | null | null | Multiple Choice | a. under decaying logs, b. inside other organisms, c. deep in the soil, d. all of the above | d |
4,925 | NDQ_010745 | fungi | how many different species of fungi are thought to exist? | null | null | Multiple Choice | a. about 1,000, b. about 100,000, c. about 1,000,000, d. about 1,500,000 | d |
4,926 | NDQ_010746 | fungi | fungi are essential members of all ecosystems. what best describes the role of fungi in ecosystems. | null | null | Multiple Choice | a. Producer-the fungi makes the food for the ecosystem., b. Herbivore-the fungi feeds on plants., c. Carnivore-the fungi feeds on animals., d. Decomposer-the fungi feeds on the remains of organisms. | d |
4,927 | NDQ_010747 | fungi | which eukaryotes are heterotrophs? | null | null | Multiple Choice | a. plants and animals, b. plants and fungi, c. fungi and animals, d. fungi and protists | c |
4,928 | NDQ_010748 | fungi classification | scientists used to think that fungi were members of the protist kingdom. | null | null | Multiple Choice | a. true, b. false | b |
4,929 | NDQ_010749 | fungi classification | like plants, fungi are autotrophs. | null | null | Multiple Choice | a. true, b. false | b |
4,930 | NDQ_010753 | fungi classification | which statement is true concerning the cell wall? | null | null | Multiple Choice | a. The cell walls in many species of fungi contain chitin., b. Chitin is a tough carbohydrate, also found in shells of many animals., c. The cell wall of plant cells does not have chitin., d. All of the above are true. | d |
4,931 | NDQ_010754 | fungi classification | which of the following is a type of mold? | null | null | Multiple Choice | a. Oyster, b. Cremini, c. brewer’s yeast, d. Penicillum | d |
4,932 | NDQ_010755 | fungi classification | xylem transports water from the roots upward. which of the following organisms has xylem to transport water? | null | null | Multiple Choice | a. molds, b. mushrooms, c. yeasts, d. none of the above | d |
4,933 | NDQ_010756 | fungi classification | it is thought that fungi are similar to plants. what is one significant difference between the two? | null | null | Multiple Choice | a. Fungi have cell walls., b. Fungi are heterotrophic., c. Fungi have chloroplasts., d. all of the above | b |
4,934 | NDQ_010757 | fungi classification | brewers yeast and bakers yeast are actually the same fungus. brewers yeast produced alcohol as a by-product of the fermentation process. which statement is true concerning this type of yeast? | null | null | Multiple Choice | a. Yeast is a single-celled organism., b. Yeast cells are heterotrophic., c. Yeast cells use glucose for energy., d. All of the above are true. | d |
4,935 | NDQ_010758 | fungi reproduction | many fungi reproduce both sexually and asexually. | null | null | Multiple Choice | a. true, b. false | a |
4,936 | NDQ_010759 | fungi reproduction | spores are found in bacteria, plants, algae, fungi, and some protozoa. | null | null | Multiple Choice | a. true, b. false | a |
4,937 | NDQ_010763 | fungi reproduction | how do yeast reproduce? | null | null | Multiple Choice | a. by using spores, b. budding, c. fragmentation, d. sexually | b |
4,938 | NDQ_010764 | fungi reproduction | which statement is correct concerning fungal reproduction? | null | null | Multiple Choice | a. Spores are released when the sporangia form., b. Spores are released when the sporangia burst., c. Spores are formed from the hyphae., d. Hyphae form from the sporangia. | b |
4,939 | NDQ_010765 | fungi reproduction | which statement is correct concerning fungal reproduction? | null | null | Multiple Choice | a. Spores are released from the fruiting body., b. Two hyphae of opposite types combine to form a mycelium with a sporangia., c. The fruiting body forms from the sporangia., d. All of the above are true. | d |
4,940 | NDQ_010766 | fungi reproduction | which is true of asexual reproduction in fungi? | null | null | Multiple Choice | a. Spores can be used asexually to produce countless offspring., b. Spores can be released in a powder-like substance., c. The new organisms produced are genetically identical to the parent., d. All of the above are true. | d |
4,941 | NDQ_010767 | fungi reproduction | why reproduce sexually when asexual reproduction is much quicker? | null | null | Multiple Choice | a. Sexual reproduction produces more offspring., b. Sexual reproduction produces better fungi., c. Sexual reproduction brings together traits from two parents., d. all of the above | c |
4,942 | NDQ_010808 | gymnosperms | the root word of gymnosperms means naked. | null | null | Multiple Choice | a. true, b. false | a |
4,943 | NDQ_010809 | gymnosperms | gymnosperms have seeds but no fruit. | null | null | Multiple Choice | a. true, b. false | a |
4,944 | NDQ_010813 | gymnosperms | the fruit of which gymnosperm is carried on the fur of animals? | null | null | Multiple Choice | a. pine trees, b. Sego Palms, c. Ephedra, d. gymnosperms do not make fruits | d |
4,945 | NDQ_010814 | gymnosperms | which phylum of gymnosperms contains a living fossil? | null | null | Multiple Choice | a. Conifers, b. Cycads, c. Ginkgoes, d. Gnetophytes | c |
4,946 | NDQ_010815 | gymnosperms | which phylum of gymnosperms contains plants that were dominant during the age of dinosaurs. | null | null | Multiple Choice | a. Conifers, b. Cycads, c. Ginkgoes, d. Gnetophytes | b |
4,947 | NDQ_010816 | gymnosperms | the fir trees and cedars belong to which phylum of gymnosperms? | null | null | Multiple Choice | a. Conifers, b. Cycads, c. Ginkgoes, d. Gnetophytes | a |
4,948 | NDQ_010817 | gymnosperms | which phylum of gymnosperms contains unusual desert shrubs? | null | null | Multiple Choice | a. Conifers, b. Cycads, c. Ginkgoes, d. Gnetophytes | d |
4,949 | NDQ_010818 | habitat and niche | only 2 species at the most can share the same niche. | null | null | Multiple Choice | a. true, b. false | b |
4,950 | NDQ_010819 | habitat and niche | only 2 species at the most can have the same habitat. | null | null | Multiple Choice | a. true, b. false | b |
4,951 | NDQ_010823 | habitat and niche | a niche includes the organisms | null | null | Multiple Choice | a. role in the flow of energy through the ecosystem, b. role in the recycling of nutrients in the ecosystem., c. role in interacting with other organisms., d. all of the above | d |
4,952 | NDQ_010824 | habitat and niche | what will happen if two species occupy the same niche? | null | null | Multiple Choice | a. The two species will compete with each other., b. One species will out-compete the other., c. One species may go extinct., d. all of the above | d |
4,953 | NDQ_010825 | habitat and niche | what primarily determines the plants that can live in a specific habitat? | null | null | Multiple Choice | a. the animals of the habitat, b. the abiotic factors of the habitat, c. the biotic factors of the habitat, d. the temperature of the habitat | b |
4,954 | NDQ_010826 | habitat and niche | once a niche is left vacant, what happens? | null | null | Multiple Choice | a. species compete for the vacant niche, b. a new species evolves to fill the niche, c. the niche adapts for an existing species, d. the niche disappears | b |
4,955 | NDQ_010827 | habitat and niche | causes of habitat destruction include | null | null | Multiple Choice | a. man-made situations., b. pest and weed invasion., c. poor fire management., d. all of the above | d |
4,956 | NDQ_010828 | habitat destruction | humans often destroy the habitats of other organisms. | null | null | Multiple Choice | a. true, b. false | a |
4,957 | NDQ_010829 | habitat destruction | habitat destruction is a natural process of succession. | null | null | Multiple Choice | a. true, b. false | b |
4,958 | NDQ_010833 | habitat destruction | at current rates of deforestation, all tropical forests will be gone by the year __________. | null | null | Multiple Choice | a. 2050, b. 2070, c. 2090, d. 2100 | c |
4,959 | NDQ_010834 | habitat destruction | consequences of slash-and burn-agriculture include | null | null | Multiple Choice | a. deforestation, b. desertification., c. denitrificatin., d. all of the above | b |
4,960 | NDQ_010835 | habitat destruction | causes of habitat destruction include | null | null | Multiple Choice | a. poor fire management and storm damage., b. mining and pollution., c. overfishing., d. all of the above | d |
4,961 | NDQ_010836 | habitat destruction | invasive species can de destructive as they | null | null | Multiple Choice | a. disrupt food chains., b. prey on native species., c. out-compete native species for limited resources., d. all of the above | d |
4,962 | NDQ_010837 | habitat destruction | how do humans contribute to habitat destruction? | null | null | Multiple Choice | a. by triggering severe earthquakes., b. by introducing non-native species of plants and animals., c. by developing devastating storms., d. all of the above | b |
4,963 | NDQ_011008 | human uses of fungi | fungi are important decomposers in the environment. | null | null | Multiple Choice | a. true, b. false | a |
4,964 | NDQ_011009 | human uses of fungi | without fungi, there might not be any beer or wine. | null | null | Multiple Choice | a. true, b. false | a |
4,965 | NDQ_011013 | human uses of fungi | which food is made with the help of fungi? | null | null | Multiple Choice | a. soy sauce, b. tempeh, c. bread, d. all of the above | d |
4,966 | NDQ_011014 | human uses of fungi | which of the following is made through fermentation by fungi? | null | null | Multiple Choice | a. bread, soy sauce and tempeh, b. beer, wine, and bread, c. beer, wine and coke, d. beer, wine and grape juice | b |
4,967 | NDQ_011015 | human uses of fungi | what makes blue cheese blue? | null | null | Multiple Choice | a. food coloring, b. sour milk, c. fungal spores, d. all of the above | c |
4,968 | NDQ_011016 | human uses of fungi | penicillin, a drug produced by the fungus p. chrysogenum, was accidentally discovered by alexander fleming in 1929, and found to inhibit the growth of bacteria. its potential as a medicine was realized in the late 1930s, just prior to world war ii, during which the drug had lots of success. why was this drug so successful? | null | null | Multiple Choice | a. Penicillin, as an antibiotic, prevented soldiers from dying from infections., b. Penicillin, as a painkiller, kept soldiers from dying of shock due to pain., c. Penicillin, as a medicine promoting blood clotting, kept soldiers from bleeding to death., d. Penicillin, as a decomposer, was able to feed off of dead tissue, keeping soldiers from losing limbs. | a |
4,969 | NDQ_011017 | human uses of fungi | which of the following statements is true | null | null | Multiple Choice | a. The deadly Death Cap mushroom can be treated with penicillin., b. The effects of too much beer or wine can be countered with antibiotics., c. Penicillin is produced by fungal fermentation., d. Antibiotics do not treat fungal diseases. | d |
4,970 | NDQ_011018 | human vision | human beings and other primates depend on vision more than many other animals. | null | null | Multiple Choice | a. true, b. false | a |
4,971 | NDQ_011019 | human vision | humans have the best vision of all animals. | null | null | Multiple Choice | a. true, b. false | b |
4,972 | NDQ_011023 | human vision | why is color vision important? | null | null | Multiple Choice | a. to camouflage oneself to escape danger, b. to find trees with green leaves, c. to find ripe fruit to eat, d. all of the above | c |
4,973 | NDQ_011024 | human vision | why can bees and butterflies see colors that we cannot? | null | null | Multiple Choice | a. because it helps them avoid predators, b. because it leads them into flowers, c. because it tells them which fruits to eat, d. all of the above | b |
4,974 | NDQ_011025 | human vision | why did three-dimensional vision evolve? | null | null | Multiple Choice | a. it helped tree-living primates survive, b. it helped primates move among the trees, c. it helped primates judge distances, d. all of the above | d |
4,975 | NDQ_011026 | human vision | how does the brain interact with the eyes? | null | null | Multiple Choice | a. the eyes sense the light, the eyes form images, and the brain interprets the, b. the eyes sense the light, the brain form images, and the eyes interpret the images, c. the eyes sense the light, the brain forms images, and the brain interprets the images, d. the eyes sense the light, the eyes and brain together form images, and the brain interprets the images | a |
4,976 | NDQ_011027 | human vision | which best depicts vision in humans? | null | null | Multiple Choice | a. see both distant and close-up objects clearly, and can see in two dimensions and in color, b. see both distant and close-up objects clearly, and can see in three, c. see distant objects clearly, and can see in three dimensions and in color, d. see close-up objects clearly, and can see in three dimensions and in color | b |
4,977 | NDQ_011028 | humans and primates | humans are great apes. | null | null | Multiple Choice | a. true, b. false | a |
4,978 | NDQ_011029 | humans and primates | genetically, there is very little difference between humans and the other great apes. | null | null | Multiple Choice | a. true, b. false | a |
4,979 | NDQ_011033 | humans and primates | what is the preferred food among most great apes? | null | null | Multiple Choice | a. nuts, b. fruit, c. tree-living insects, d. leaves | b |
4,980 | NDQ_011034 | humans and primates | which hominidae does not use language? | null | null | Multiple Choice | a. orangutans, b. chimpanzee, c. gorilla, d. All Hominidae use some sort of language. | d |
4,981 | NDQ_011035 | humans and primates | which great apes walk on two limbs? | null | null | Multiple Choice | a. all Great Apes walk on two limbs, b. the monkeys, c. humans and gorilla, d. humans only | d |
4,982 | NDQ_011036 | humans and primates | which best describes most newborn great apes? | null | null | Multiple Choice | a. mature and able to care for themselves, b. mature needing just brief parental support, c. helpless, needing extended parental care, d. helpless, needing brief parental care | c |
4,983 | NDQ_011037 | humans and primates | which is a specialized feature of humans? | null | null | Multiple Choice | a. increased bone mass of the skull, b. increased dexterity of the hands, c. decreased frontal lobes of the brain, d. all of the above | b |
4,984 | NDQ_011048 | importance of arthropods | insects and their grubs are extremely nutritious. | null | null | Multiple Choice | a. true, b. false | a |
4,985 | NDQ_011049 | importance of arthropods | insects are eaten by about 1 of every 3 people on earth. | null | null | Multiple Choice | a. true, b. false | a |
4,986 | NDQ_011053 | importance of arthropods | which country produces the most crustaceans for food? | null | null | Multiple Choice | a. Indonesia, b. Japan, c. China, d. the United States | c |
4,987 | NDQ_011054 | importance of arthropods | how many species of bees pollinate crops? | null | null | Multiple Choice | a. about 25, b. about 100, c. about 350, d. about 3,500 | d |
4,988 | NDQ_011055 | importance of arthropods | approximately how many species of insects are edible? | null | null | Multiple Choice | a. about 100, b. about 200, c. about 1,000, d. about 2,000 | d |
4,989 | NDQ_011056 | importance of arthropods | which arthropods are the most likely pollinators? | null | null | Multiple Choice | a. bees and wasps, b. butterflies and moths, c. ants, flies and beetles, d. All of the above are good pollinators. | d |
4,990 | NDQ_011057 | importance of arthropods | what arthropod produces a substance used in kevlar vests, fishing nets, surgical sutures, and adhesives? | null | null | Multiple Choice | a. bees, b. spiders, c. caterpillars, d. silkworm | b |
4,991 | NDQ_011058 | importance of biodiversity | the coral reef is an ecosystem with high biodiversity. | null | null | Multiple Choice | a. true, b. false | a |
4,992 | NDQ_011059 | importance of biodiversity | a lot of technology used by humans comes from observing organisms in the wild. | null | null | Multiple Choice | a. true, b. false | a |
4,993 | NDQ_011063 | importance of biodiversity | what ecosystem has the highest biodiversity? | null | null | Multiple Choice | a. a desert, b. a rainforest, c. an aquarium, d. All ecosystems have the same biodiversity. | b |
4,994 | NDQ_011064 | importance of biodiversity | the loss of what type of species probably has the greatest effect on an ecosystem? | null | null | Multiple Choice | a. a producer, b. a consumer, c. a carnivore, d. an omnivore | a |
4,995 | NDQ_011065 | importance of biodiversity | fungi, plants, and animals provide us with | null | null | Multiple Choice | a. shelter., b. medicine., c. clothing., d. all of the above | d |
4,996 | NDQ_011066 | importance of biodiversity | specifically, animals provide us with | null | null | Multiple Choice | a. poisons, timber, fibers, adhesives, and resins., b. paper, silks, rubber and dyes., c. skins, fur and food., d. all of the above | c |
4,997 | NDQ_011067 | importance of biodiversity | which of the following is a component of biodiversity? | null | null | Multiple Choice | a. the genetic differences among the organisms of an ecosystem, b. the actual communities and ecosystems, c. the variety of life and its processes, d. all of the above | d |
4,998 | NDQ_011068 | importance of birds | turkey eggs are a popular item consumed worldwide. | null | null | Multiple Choice | a. true, b. false | b |
4,999 | NDQ_011069 | importance of birds | chickens have been raised as food for over 3,000 years. | null | null | Multiple Choice | a. true, b. false | a |
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