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The diagram below shows the beaks of five species of birds that developed over time from one parent species. The five species of birds can be found living in the same area. Which of the following best explains why the beak shape of each species of bird developed differently? A. Each beak shape helps the birds to produce different songs. B. Each beak shape is an adaptation to a specific source of food. C. Each beak shape is designed to construct a different type of nest. D. Each beak shape helps protect the birds from a different predator. Based on the diagram, which of the following best represents how the Moon would appear as seen from Earth? Break It Down Students in Ms. Lee's class are studying the processes of weathering. The steps for their investigation and the data they collected are shown below. Steps: 1. Use a permanent marker to label four limestone rocks 1–4. 2. Measure the mass of each rock and record the data in a table. 3. Place the rocks in a plastic jar that is three-fourths full of water. Screw the lid on tightly. 4. Shake the jar vigorously for 10 minutes. 5. Remove the labeled rocks from the jar with a large spoon. Leave behind any pieces that have broken off. 6. Dab the rocks dry with a towel. Measure the mass of each rock again. 7. Pour the liquid that remains in the jar through a coffee filter and observe the sediment. Which of the following is a dependent variable in the investigation conducted by Ms. Lee's students? A. The type of rock used B. The volume of water in the jar C.The amount of sediment produced D. The period of time the jar is shaken Break It Down Students in Ms. Lee's class are studying the processes of weathering. The steps for their investigation and the data they collected are shown below. Steps: 1. Use a permanent marker to label four limestone rocks 1–4. 2. Measure the mass of each rock and record the data in a table. 3. Place the rocks in a plastic jar that is three-fourths full of water. Screw the lid on tightly. 4. Shake the jar vigorously for 10 minutes. 5. Remove the labeled rocks from the jar with a large spoon. Leave behind any pieces that have broken off. 6. Dab the rocks dry with a towel. Measure the mass of each rock again. 7. Pour the liquid that remains in the jar through a coffee filter and observe the sediment. Break It Down Students in Ms. Lee's class are studying the processes of weathering. The steps for their investigation and the data they collected are shown below. Steps: 1. Use a permanent marker to label four limestone rocks 1–4. 2. Measure the mass of each rock and record the data in a table. 3. Place the rocks in a plastic jar that is three-fourths full of water. Screw the lid on tightly. 4. Shake the jar vigorously for 10 minutes. 5. Remove the labeled rocks from the jar with a large spoon. Leave behind any pieces that have broken off. 6. Dab the rocks dry with a towel. Measure the mass of each rock again. 7. Pour the liquid that remains in the jar through a coffee filter and observe the sediment. Break It Down Students in Ms. Lee's class are studying the processes of weathering. The steps for their investigation and the data they collected are shown below. Steps: 1. Use a permanent marker to label four limestone rocks 1–4. 2. Measure the mass of each rock and record the data in a table. 3. Place the rocks in a plastic jar that is three-fourths full of water. Screw the lid on tightly. 4. Shake the jar vigorously for 10 minutes. 5. Remove the labeled rocks from the jar with a large spoon. Leave behind any pieces that have broken off. 6. Dab the rocks dry with a towel. Measure the mass of each rock again. 7. Pour the liquid that remains in the jar through a coffee filter and observe the sediment. Break It Down Students in Ms. Lee's class are studying the processes of weathering. The steps for their investigation and the data they collected are shown below. Steps: 1. Use a permanent marker to label four limestone rocks 1–4. 2. Measure the mass of each rock and record the data in a table. 3. Place the rocks in a plastic jar that is three-fourths full of water. Screw the lid on tightly. 4. Shake the jar vigorously for 10 minutes. 5. Remove the labeled rocks from the jar with a large spoon. Leave behind any pieces that have broken off. 6. Dab the rocks dry with a towel. Measure the mass of each rock again. 7. Pour the liquid that remains in the jar through a coffee filter and observe the sediment. Judith Miles: Student Space Scientist In the early 1970s a high school student named Judith Miles wrote to the National Aeronautics and Space Administration (NASA). Judith wondered if spiders would spin the same kinds of webs in space as on Earth. NASA scientists decided to do Judith's experiment and send two spiders into space. They would compare these against a control group of spiders on Earth. In 1973 two spiders were each fed a housefly and then launched into space aboard Skylab, an experimental space station. The spiders were in a specially made cage. A camera took pictures of the spiders as they built their webs. It took two days before one of the spiders began weaving a web. The first webs were poorly constructed. However, both spiders soon made webs almost identical to the webs made by control spiders on Earth. The diagrams below show a comparison of spider webs. What data were being collected with the camera on the space station? A. The shape of the webs constructed in space B. The strength of the webs constructed in space C. The differences in the masses of the webs in space D. The differences in the temperatures of the webs in space Judith Miles: Student Space Scientist In the early 1970s a high school student named Judith Miles wrote to the National Aeronautics and Space Administration (NASA). Judith wondered if spiders would spin the same kinds of webs in space as on Earth. NASA scientists decided to do Judith's experiment and send two spiders into space. They would compare these against a control group of spiders on Earth. In 1973 two spiders were each fed a housefly and then launched into space aboard Skylab, an experimental space station. The spiders were in a specially made cage. A camera took pictures of the spiders as they built their webs. It took two days before one of the spiders began weaving a web. The first webs were poorly constructed. However, both spiders soon made webs almost identical to the webs made by control spiders on Earth. The diagrams below show a comparison of spider webs. Which question was Judith most likely trying to answer with her experiment? A. Why do houseflies become tangled in a spider's web? B.What amount of time does it take a spider to spin a web? C. Will weightlessness affect a spider's ability to construct a web? D. What kinds of insects get caught in spider webs constructed in space? Judith Miles: Student Space Scientist In the early 1970s a high school student named Judith Miles wrote to the National Aeronautics and Space Administration (NASA). Judith wondered if spiders would spin the same kinds of webs in space as on Earth. NASA scientists decided to do Judith's experiment and send two spiders into space. They would compare these against a control group of spiders on Earth. In 1973 two spiders were each fed a housefly and then launched into space aboard Skylab, an experimental space station. The spiders were in a specially made cage. A camera took pictures of the spiders as they built their webs. It took two days before one of the spiders began weaving a web. The first webs were poorly constructed. However, both spiders soon made webs almost identical to the webs made by control spiders on Earth. The diagrams below show a comparison of spider webs. Why were control spiders kept on Earth to build webs while scientists observed the webs produced in space? A. To see if insects would be attracted to the webs B. To see if spiders on Earth could copy the webs in space C. To see if spiders could distinguish one web from another D.To see if the webs on Earth differed from the webs in space Judith Miles: Student Space Scientist In the early 1970s a high school student named Judith Miles wrote to the National Aeronautics and Space Administration (NASA). Judith wondered if spiders would spin the same kinds of webs in space as on Earth. NASA scientists decided to do Judith's experiment and send two spiders into space. They would compare these against a control group of spiders on Earth. In 1973 two spiders were each fed a housefly and then launched into space aboard Skylab, an experimental space station. The spiders were in a specially made cage. A camera took pictures of the spiders as they built their webs. It took two days before one of the spiders began weaving a web. The first webs were poorly constructed. However, both spiders soon made webs almost identical to the webs made by control spiders on Earth. The diagrams below show a comparison of spider webs. Which of the following is the most likely reason that the spiders on Skylab had a difficult time spinning webs during the beginning of the experiment? A. They needed more food and water. B. There was no place to attach webs. C. There were no flies for them to catch. D.They were not used to weightlessness. In a certain plant, the gene for tall height (T) is dominant over the gene for short height (t). The Punnett square shows the results of a cross between a pure tall plant and a pure short plant. What percentage of the offspring would be tall plants? In a certain plant, the gene for tall height (T) is dominant over the gene for short height (t). The Punnett square shows the results of a cross between a pure tall plant and a pure short plant. If you crossed two of the offspring from this cross, what percentage of the second generation offspring would be tall plants ? (Hint make a Punnett square) |