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- 1. Multiple Choice
Which of the following statements best describes the boundary between the two tectonic plates seen in the map?
The map illustrates a convergent boundary, where tectonic plates collide, and the North American Plate is sliding under the Pacific Plate.
The map illustrates a divergent boundary, where two tectonic plates are moving away from each other, creating a rift valley.
The map illustrates a transform boundary, where tectonic plates slide past each other as the Pacific Plate moves northwest and the North American Plate moves southeast.
The map illustrates a subduction zone at the boundary, leading to the formation of long chains of volcanoes.
- 2. Multiple Choice
The Atlantic Ocean is expanding as a result of plate tectonics. Which of the following explanations best identifies the type of plate boundary and processes occurring at the Mid-Atlantic Ridge, as shown in the diagram below?
A divergent plate boundary exists at the Mid-Atlantic Ridge where plates move away from one another, leading to seafloor spreading.
A transform plate boundary exists at the Mid-Atlantic Ridge where two plates slide alongside one another, leading to underwater earthquakes.
=A convergent plate boundary exists at the Mid-Atlantic Ridge where one plate of oceanic crust is subducted beneath a plate made of continental crust, leading to volcanism.
A convergent plate boundary exists at the Mid-Atlantic Ridge where two plates of continental crust meet, leading to the formation of mountain ranges.
- 3. Multiple Choice
The map above shows the locations of known volcanoes and earthquakes. Which of the following explains what is being illustrated in the enclosed area in the northwest portion of the map?
The enclosed area illustrates a convergent boundary with earthquakes and possibly volcanoes in the Hawaiian Islands.
The enclosed area illustrates a transform boundary where two plates slide past one another, resulting in earthquakes of high magnitude in the Hawaiian Islands.
The enclosed area illustrates a rift valley leading to seafloor expansion near the Hawaiian Islands.
The enclosed area shows a hot spot in the middle of the Pacific Plate in the Hawaiian Islands.
- 4. Multiple Choice
Which of the following would be most helpful to determine the soil texture of a sample?
A pH meter and conductivity meter
A soil core kit and a seismograph
A density gradient tube and a soil triangle
A quadrat and a transect line
- 5. Multiple Choice
Students want to determine how vegetation affects soil erosion. They collect four soil samples of equal starting mass with different types of vegetative cover, as seen in the table below. Each sample is placed in a three-sided plastic dish that can drain into a beaker and is exposed to the same amount of consistent, steady rainfall for ten minutes. The water and soil runoff are collected in the beaker and separated. The average values for each sample are provided below.
Which of the following is the control group for this experiment?
Soil with no grass
Soil with newly sprouted grass
Soil with mature grass
Soil with dead grass
- 6. Multiple Choice
Students want to determine how vegetation affects soil erosion. They collect four soil samples of equal starting mass with different types of vegetative cover, as seen in the table below. Each sample is placed in a three-sided plastic dish that can drain into a beaker and is exposed to the same amount of consistent, steady rainfall for ten minutes. The water and soil runoff are collected in the beaker and separated. The average values for each sample are provided below.
Which of the following is a dependent variable in the experiment?
The type of soil
Initial mass of the soil sample
Percent change in mass of the soil sample
Amount of rainfall the soil receives
- 7. Multiple Choice
A group of students wanted to determine if soil texture can vary by location. Several students brought in a sample of soil from their backyards. Each student added their soil sample of equal mass to a jar with exactly the same amount of water, shook the contents so that all soil particles were suspended in the water, and left the jars covered overnight. The next morning, the soil particles had settled out into layers and students could determine the percentage of each type of particle. The results of their soil test are shown below.
Which of the following describes the independent variable in this investigation?
Percentage of each particle size in each soil sample
Soil samples taken from different locations
Time required for each soil sample to settle
Addition of water to each soil sample
- 8. Multiple Choice
A group of students wanted to determine if soil texture can vary by location. Several students brought in a sample of soil from their backyards. Each student added their soil sample of equal mass to a jar with exactly the same amount of water, shook the contents so that all soil particles were suspended in the water, and left the jars covered overnight. The next morning, the soil particles had settled out into layers and students could determine the percentage of each type of particle. The results of their soil test are shown below.
Which of the following describes the dependent variable in this investigation?
Percentage of each particle size in each soil sample
Soil samples taken from different locations
Time required for each soil sample to settle
Addition of water to each soil sample
- 9. Multiple Choice
A group of students wanted to determine if soil texture can vary by location. Several students brought in a sample of soil from their backyards. Each student added their soil sample of equal mass to a jar with exactly the same amount of water, shook the contents so that all soil particles were suspended in the water, and left the jars covered overnight. The next morning, the soil particles had settled out into layers and students could determine the percentage of each type of particle. The results of their soil test are shown below.
A student claims that soil sample B would be classified as a loam. Which of the following best describes the method used by the student to reach this conclusion?
The student added water to the soil sample and determined the amount of water required to saturate the soil.
The student oven-dried the soil sample following separation and calculated the percent change in mass of the remaining sand and silt after the sample cooled.
The student calculated the amount of soil mass lost overnight in each soil sample that resulted from the evaporation of the clay and silt.
The student used a soil triangle to determine where the lines intersect for sand, silt, and clay for the soil sample.
- 10. Multiple Choice
Which of the following abiotic factors, when graphed on the x-axis, leads to the curved line in the graph due to variation in the different layers of the atmosphere?
Nitrogen (N2)(N2) concentration gradients
Carbon dioxide (CO2) concentration gradients
Temperature gradients
Ultraviolet radiation gradients
- 11. Multiple Choice
The vast majority of ozone (O3) is found in a thin layer due to a lack of circulation in which of the following atmospheric layers?
Thermosphere
Mesosphere
Stratosphere
Troposphere
- 12. Multiple Choice
Which of the following layers of the atmosphere contains charged gas molecules that glow and produce light when hit by solar energy, leading to glowing gases such as the northern lights, found over 90 kilometers above Earth's surface?
Thermosphere
Mesosphere
Stratosphere
Troposphere
- 13. Multiple Choice
The diagram below represents how solar radiation strikes the surface of Earth differently, depending on location, during the June solstice.
Which of the following combinations correctly identifies and explains the effects of the differences in the distribution of solar radiation on Earth as seen in the diagram above?
Global wind patterns are created because uneven solar radiation results in warm air at low latitudes and cool air at high latitudes, resulting in density differences between the air masses.
Global rain patterns are created because uneven solar radiation results in warm air at high latitudes and cool air at low latitudes, resulting in evaporation and condensation differences between the air masses.
Global wind patterns are created because uneven solar radiation results in warm air at high latitudes and cool air at low latitudes, resulting in density differences between the air masses.
Global rain patterns are created because uneven solar radiation results in warm air at low latitudes and cool air at high latitudes, resulting in air masses that do not circulate because they are of equal density.
- 14. Multiple Choice
A model of prevailing wind patterns around the world is shown in the diagram below.
Which of the following is the best explanation for the formation of Hadley cells in the tropics, as seen in the diagram, between 30°N and 30°S latitude?
Heat from the ocean warms the moist air at the equator and causes it to rise because of its lower density. As the air becomes cooler, it becomes less dense and sinks.
The Sun warms the moist air at the equator and causes it to rise because of its lower density. As the warm air moves away from the equator, it cools, becomes denser, and then sinks.
Air cools over the land at the equator and then rises as it moves north or south.
Rising air over the equator is heated by the Sun, moves north, and then moves south to create the jet stream and trade winds.
- 15. Multiple Choice
A model of prevailing wind patterns around the world is shown in the diagram below.
Which of the following is the best explanation for the deflection of the trade winds in both hemispheres, as seen in the diagram above?
The wind is deflected east because of varying landmasses at the latitudes.
The wind is deflected east because of the waves in the ocean.
The wind is deflected west because of the mountains that the air encounters as the wind moves north or south.
The wind is deflected west because of Earth’s rotation.
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