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NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_4046 | image | textbook_images/chemical_equations_22610.png | FIGURE 8.5 Lavoisier carried out several experiments inside a sealed glass jar. Why was sealing the jar important for his results? | 0.290834 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_4277 | image | textbook_images/conservation_of_mass_in_chemical_reactions_22748.png | FIGURE 1.1 Antoine Lavoisier. | 0.288773 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_3588 | image | textbook_images/gravity_22270.png | FIGURE 13.17 Sir Isaac Newton discovered that gravity is universal. | 0.263636 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_3980 | image | textbook_images/history_of_the_atom_22565.png | FIGURE 5.8 John Dalton used evidence from experiments to show that atoms exist. | 0.260178 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | DQ_003059 | image | question_images/seasons_2653.png | seasons_2653.png | 0.256113 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_3177 | image | textbook_images/microscopes_21987.png | FIGURE 1.2 | 0.255247 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_1758 | image | textbook_images/testing_hypotheses_21155.png | FIGURE 1.1 Click image to the left or use the URL below. URL: https://www.ck12.org/flx/render/embeddedobject/185963 | 0.241303 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | DQ_003050 | image | question_images/seasons_2641.png | seasons_2641.png | 0.236953 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | DD_0088 | image | teaching_images/earth_poles_163.png | This Diagram shows the Earth's rotation. Which is the amount of time that it takes to rotate once on its axis. This is, apparently, accomplished once a day äóñ every 24 hours. However, there are actually two different kinds of rotation that need to be considered here. For one, thereó»s the amount of time it take for the Earth to turn once on its axis so that it returns to the same orientation compared to the rest of the Universe. Then thereó»s how long it takes for the Earth to turn so that the Sun returns to the same spot in the sky. Earth's rotation is slowing slightly with time; thus, a day was shorter in the past. This is due to the tidal effects the Moon has on Earth's rotation. Atomic clocks show that a modern-day is longer by about 1.7 milliseconds than a century ago, slowly increasing the rate at which UTC is adjusted by leap seconds. | 0.228213 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | DQ_010781 | image | question_images/nuclear_energy_8108.png | nuclear_energy_8108.png | 0.228116 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_4644 | text | null | Science is more about gaining knowledge than it is about simply having knowledge. Science is a way of learning about the natural world that is based on evidence and logic. In other words, science is a process, not just a body of facts. Through the process of science, our knowledge of the world advances. | 0.676894 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_1905 | text | null | Most scientific theories were developed by scientists doing basic scientific research. Like other sciences, life science may be either basic or applied science. | 0.674171 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_1106 | text | null | Despite these problems, there is a rich fossil record. How does an organism become fossilized? | 0.664486 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_4830 | text | null | Investigations are at the heart of science. They are how scientists add to scientific knowledge and gain a better understanding of the world. Scientific investigations produce evidence that helps answer questions. Even if the evidence cannot provide answers, it may still be useful. It may lead to new questions for investigation. As more knowledge is discovered, science advances. | 0.6431 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_1902 | text | null | Each field of life science has its own specific body of knowledge and relevant theories. However, two theories are basic to all of the life sciences. They form the foundation of every life science field. They are the cell theory and the theory of evolution by natural selection. Both theories have been tested repeatedly. Both are supported by a great deal of evidence. | 0.630936 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_2590 | text | null | Darwin spent many years thinking about his own observations and the writings of Lamarck, Lyell, and Malthus. What did it all mean? How did it all fit together? The answer, of course, is the theory of evolution by natural selection. | 0.63071 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_0726 | text | null | Nuclear energy is produced by splitting the nucleus of an atom. This releases a huge amount of energy. | 0.627687 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_0911 | text | null | The next major stage in the growth of the human population was the Industrial Revolution, which started in the late 1700s (Figure 1.4). This major historical event marks when products were first mass-produced and when fossil fuels were first widely used for power. | 0.627286 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_2592 | text | null | Darwin finally published his theory of evolution by natural selection in 1859. He presented it in his book On the Origin of Species. The book is very detailed and includes a lot of evidence for the theory. Darwins book changed science forever. The theory of evolution by natural selection became the unifying theory of all life science. | 0.626996 |
NDQ_017367 | contributions to science that occurred during the scientific revolution include | null | a. Kepler’s law of planetary motion., b. Einstein’s general theory of relativity., c. Newton’s law of universal gravitation., d. two of the above | d | T_4715 | text | null | Compare and contrast the basic properties of matter, such as mass and volume. | 0.624106 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_4335 | image | textbook_images/einsteins_concept_of_gravity_22778.png | FIGURE 1.1 This diagram shows how Earths mass bends the fabric of space and time around it, causing smaller objects such as satellites to move toward Earth. | 0.32882 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3591 | image | textbook_images/gravity_22272.png | FIGURE 13.19 Einstein thought that gravity is the effect of curves in space and time around mas- sive objects such as Earth. He proposed that the curves in space and time cause nearby objects to follow a curved path. How does this differ from Newtons idea of gravity? | 0.327045 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | DQ_000303 | image | abc_question_images/tides_12612.png | tides_12612.png | 0.306708 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3553 | image | textbook_images/nuclear_energy_22240.png | FIGURE 11.18 Albert Einstein is considered by many to be the greatest physicist of all time. | 0.306094 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_4742 | image | textbook_images/projectile_motion_23033.png | FIGURE 1.3 | 0.30077 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3594 | image | textbook_images/gravity_22274.png | FIGURE 13.21 The cannon ball moves in a curved path because of the combined horizontal and downward forces. | 0.297802 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3573 | image | textbook_images/what_is_force_22256.png | FIGURE 13.3 A book resting on a table is acted on by two opposing forces. | 0.296892 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | DQ_000387 | image | question_images/tides_2612.png | tides_2612.png | 0.285044 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_0943 | image | textbook_images/big_bang_20629.png | FIGURE 1.1 | 0.283682 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_5014 | image | textbook_images/work_23180.png | FIGURE 1.1 | 0.270558 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3592 | text | null | Regardless of what gravity is a force between masses or the result of curves in space and time the effects of gravity on motion are well known. You already know that gravity causes objects to fall down to the ground. Gravity affects the motion of objects in other ways as well. | 0.683665 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_4823 | text | null | Newtons third law of motion is just one of many scientific laws. A scientific law is a statement describing what always happens under certain conditions. Other examples of laws in physical science include: Newtons first law of motion Newtons second law of motion Newtons law of universal gravitation Law of conservation of mass Law of conservation of energy Law of conservation of momentum | 0.639282 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_4421 | text | null | 1. What is the traditional definition of gravity? 2. Identify factors that influence the strength of gravity between two objects. | 0.62186 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3943 | text | null | The particles that make up matter are also constantly moving. They have kinetic energy. The theory that all matter consists of constantly moving particles is called the kinetic theory of matter. You can learn more about it at the URL below. | 0.608969 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_4893 | text | null | A given kind of matter has the same chemical makeup and the same chemical properties regardless of its state. Thats because state of matter is a physical property. As a result, when matter changes state, it doesnt become a different kind of substance. For example, water is still water whether it exists as ice, liquid water, or water vapor. | 0.606053 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_1825 | text | null | The study of the universe is called cosmology. Cosmologists study the structure and changes in the present universe. The universe contains all of the star systems, galaxies, gas, and dust, plus all the matter and energy that exists now, that existed in the past, and that will exist in the future. The universe includes all of space and time. | 0.600723 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3860 | text | null | Electric current cannot travel through empty space. It needs a material through which to travel. However, when current travels through a material, the flowing electrons collide with particles of the material, and this creates resistance. | 0.595348 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3801 | text | null | Although all electromagnetic waves travel at the same speed, they may differ in their wavelength and frequency. | 0.593522 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_3941 | text | null | Why do different states of matter have different properties? Its because of differences in energy at the level of atoms and molecules, the tiny particles that make up matter. | 0.59054 |
NDQ_017370 | einstein explained gravity as a property of | null | a. space and time., b. matter and energy., c. mass and distance., d. none of the above | a | T_0726 | text | null | Nuclear energy is produced by splitting the nucleus of an atom. This releases a huge amount of energy. | 0.587031 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_4832 | image | textbook_images/scientific_process_23068.png | FIGURE 1.1 | 0.314675 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_3373 | image | textbook_images/scientific_investigation_22127.png | FIGURE 1.1 | 0.30823 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_1908 | image | textbook_images/the_scientific_method_21256.png | FIGURE 1.8 Scientific method flow chart | 0.307367 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_0002 | image | textbook_images/the_nature_of_science_20001.png | FIGURE 1.1 The Scientific Method. | 0.294357 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_3740 | image | textbook_images/scientific_investigation_22392.png | FIGURE 2.1 This diagram shows the steps of a scientific investigation. Other arrows could be added to the diagram. Can you think of one? (Hint: Sometimes evidence that does not support one hypothesis may lead to a new hypothesis to investigate.) | 0.265365 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | DQ_011749 | image | question_images/atomic_mass_number_9014.png | atomic_mass_number_9014.png | 0.241654 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_4754 | image | textbook_images/properties_of_electromagnetic_waves_23039.png | FIGURE 1.1 | 0.232627 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_3802 | image | textbook_images/properties_of_electromagnetic_waves_22426.png | FIGURE 21.5 Wavelength and frequency of electromagnetic waves. | 0.227892 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | DQ_008756 | image | question_images/food_chains_webs_814.png | food_chains_webs_814.png | 0.223753 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | DQ_011350 | image | question_images/circuits_211.png | circuits_211.png | 0.223429 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_1499 | text | null | If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments. | 0.713556 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_1905 | text | null | Most scientific theories were developed by scientists doing basic scientific research. Like other sciences, life science may be either basic or applied science. | 0.675114 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_4644 | text | null | Science is more about gaining knowledge than it is about simply having knowledge. Science is a way of learning about the natural world that is based on evidence and logic. In other words, science is a process, not just a body of facts. Through the process of science, our knowledge of the world advances. | 0.670777 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_1106 | text | null | Despite these problems, there is a rich fossil record. How does an organism become fossilized? | 0.649996 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_0001 | text | null | The scientific method is a set of steps that help us to answer questions. When we use logical steps and control the number of things that can be changed, we get better answers. As we test our ideas, we may come up with more questions. The basic sequence of steps followed in the scientific method is illustrated in Figure 1.1. | 0.646285 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_4830 | text | null | Investigations are at the heart of science. They are how scientists add to scientific knowledge and gain a better understanding of the world. Scientific investigations produce evidence that helps answer questions. Even if the evidence cannot provide answers, it may still be useful. It may lead to new questions for investigation. As more knowledge is discovered, science advances. | 0.642695 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_0638 | text | null | To understand minerals, we must first understand matter. Matter is the substance that physical objects are made of. | 0.637502 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_4715 | text | null | Compare and contrast the basic properties of matter, such as mass and volume. | 0.637251 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_2385 | text | null | Two important concepts associated with the ecosystem are niche and habitat. | 0.625632 |
NDQ_017403 | for a hypothesis to be a scientific hypothesis, it must be | null | a. true., b. testable., c. falsifiable if false., d. two of the above | d | T_4893 | text | null | A given kind of matter has the same chemical makeup and the same chemical properties regardless of its state. Thats because state of matter is a physical property. As a result, when matter changes state, it doesnt become a different kind of substance. For example, water is still water whether it exists as ice, liquid water, or water vapor. | 0.625479 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_4832 | image | textbook_images/scientific_process_23068.png | FIGURE 1.1 | 0.268389 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_2368 | image | textbook_images/populations_21521.png | FIGURE 23.4 Curve A represents exponential popula- tion growth. Curve B represents logistic population growth. | 0.267206 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_0002 | image | textbook_images/the_nature_of_science_20001.png | FIGURE 1.1 The Scientific Method. | 0.267054 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_3373 | image | textbook_images/scientific_investigation_22127.png | FIGURE 1.1 | 0.264485 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_1908 | image | textbook_images/the_scientific_method_21256.png | FIGURE 1.8 Scientific method flow chart | 0.263395 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_3142 | image | textbook_images/limiting_factors_to_population_growth_21955.png | FIGURE 1.1 | 0.263312 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | DQ_010867 | image | question_images/velocity_time_graphs_8214.png | velocity_time_graphs_8214.png | 0.242908 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_2376 | image | textbook_images/communities_21526.png | FIGURE 23.9 Predator-Prey populations. | 0.241368 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | DQ_010856 | image | question_images/velocity_time_graphs_8211.png | velocity_time_graphs_8211.png | 0.235311 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_4754 | image | textbook_images/properties_of_electromagnetic_waves_23039.png | FIGURE 1.1 | 0.223591 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_1499 | text | null | If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments. | 0.675806 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_2385 | text | null | Two important concepts associated with the ecosystem are niche and habitat. | 0.659116 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_2604 | text | null | Individuals dont evolve. Their alleles dont change over time. The unit of microevolution is the population. | 0.651314 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_2534 | text | null | Both types of reproduction have certain advantages. | 0.645633 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_1905 | text | null | Most scientific theories were developed by scientists doing basic scientific research. Like other sciences, life science may be either basic or applied science. | 0.633633 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_4644 | text | null | Science is more about gaining knowledge than it is about simply having knowledge. Science is a way of learning about the natural world that is based on evidence and logic. In other words, science is a process, not just a body of facts. Through the process of science, our knowledge of the world advances. | 0.629445 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_2746 | text | null | Like all organisms, bacteria need energy, and they can acquire this energy through a number of different ways. | 0.62835 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_4715 | text | null | Compare and contrast the basic properties of matter, such as mass and volume. | 0.625175 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_1106 | text | null | Despite these problems, there is a rich fossil record. How does an organism become fossilized? | 0.621221 |
NDQ_017409 | the more evidence that accumulates in support of a hypothesis, the more likely the hypothesis is true. | null | a. true, b. false | a | T_1578 | text | null | The atmosphere has different properties at different elevations above sea level, or altitudes. | 0.617482 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_0002 | image | textbook_images/the_nature_of_science_20001.png | FIGURE 1.1 The Scientific Method. | 0.252154 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | DQ_010691 | image | abc_question_images/nuclear_energy_18111.png | nuclear_energy_18111.png | 0.243069 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_3740 | image | textbook_images/scientific_investigation_22392.png | FIGURE 2.1 This diagram shows the steps of a scientific investigation. Other arrows could be added to the diagram. Can you think of one? (Hint: Sometimes evidence that does not support one hypothesis may lead to a new hypothesis to investigate.) | 0.239558 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_4832 | image | textbook_images/scientific_process_23068.png | FIGURE 1.1 | 0.237867 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_3763 | image | textbook_images/technology_22404.png | FIGURE 2.13 This flowchart represents the process of technological design. How does the tech- nological design process resemble a sci- entific investigation? | 0.226918 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_4909 | image | textbook_images/technological_design_process_23106.png | FIGURE 1.1 | 0.22651 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_2574 | image | textbook_images/advances_in_genetics_21632.png | FIGURE 6.13 Human Genome Project logo | 0.225543 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_1908 | image | textbook_images/the_scientific_method_21256.png | FIGURE 1.8 Scientific method flow chart | 0.22284 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_3373 | image | textbook_images/scientific_investigation_22127.png | FIGURE 1.1 | 0.222497 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | DQ_010700 | image | abc_question_images/nuclear_energy_18119.png | nuclear_energy_18119.png | 0.220514 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_1905 | text | null | Most scientific theories were developed by scientists doing basic scientific research. Like other sciences, life science may be either basic or applied science. | 0.659783 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_4644 | text | null | Science is more about gaining knowledge than it is about simply having knowledge. Science is a way of learning about the natural world that is based on evidence and logic. In other words, science is a process, not just a body of facts. Through the process of science, our knowledge of the world advances. | 0.635966 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_3801 | text | null | Although all electromagnetic waves travel at the same speed, they may differ in their wavelength and frequency. | 0.614215 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_1499 | text | null | If we were doing a scientific investigation we need to gather the information to test the hypotheses ourselves. We would do this by making observations or running experiments. | 0.610832 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_0116 | text | null | Every organism is different from every other organism. Every organisms genes are different, too. | 0.609021 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_1106 | text | null | Despite these problems, there is a rich fossil record. How does an organism become fossilized? | 0.607868 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_4830 | text | null | Investigations are at the heart of science. They are how scientists add to scientific knowledge and gain a better understanding of the world. Scientific investigations produce evidence that helps answer questions. Even if the evidence cannot provide answers, it may still be useful. It may lead to new questions for investigation. As more knowledge is discovered, science advances. | 0.60446 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_2604 | text | null | Individuals dont evolve. Their alleles dont change over time. The unit of microevolution is the population. | 0.600823 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_0726 | text | null | Nuclear energy is produced by splitting the nucleus of an atom. This releases a huge amount of energy. | 0.595723 |
NDQ_017794 | formal ways that scientists communicate their research results to other scientists include | null | a. giving lectures at scientific conferences., b. writing articles for scientific publications., c. presenting their work at poster sessions., d. all of the above | d | T_1447 | text | null | Minerals are divided into groups based on chemical composition. Most minerals fit into one of eight mineral groups. | 0.592489 |
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