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Contribuição de: Summers
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)
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