#33 lec1 The Great Pyramid of Giza
Question 1 of 6 (medium)
What is the lecture mainly about?
A.Building techniques that were common in the ancient world
B.Evidence of several early attempts to build a pyramid
C.Possible answers to an ancient mystery
D.The history of the pyramids of Egypt
Question 2 of 6 (easy)
According to the professor, what is the main argument against the theory that the stone blocks of the Great Pyramid were lifted into place with cranes?
A.Wooden cranes would have been too weak to lift the blocks.
B.There is no evidence of ancient Egyptians ever using cranes.
C.The use of cranes would have resulted in imprecise dimensions.
D.There would not have been enough room for a platform for the cranes.
Question 3 of 6 (medium)
Why does the professor mention a mountain road?
A.To illustrate an alternative to a steep ramp
B.To emphasize the effort needed to move large stone blocks
C.To imply that progress on the Great Pyramid was slow
D.To describe the shape of the road leading to the Giza Plateau
Question 4 of 6 (hard)
Why does the professor talk about the accuracy of the proportions of the Great Pyramid?
A.To provide background on the principles of microgravimetry
B.To discount the possibility that a ramp once spiraled around outside of the pyramid
C.To explain the effectiveness of computer models of the pyramid
D.To emphasize the difficulty of building a ramp with the correct slope
Question 5 of 6
The professor discusses different methods the Egyptians may have used to build the Great Pyramid. For each method listed below, place a check in the box that show with whom it is associated. (medium)
Click in the correct box for each phrase
Question 6 of 6
What is the professor’s view of Houdin's theory?
A.She would like to see more detailed micro gravimetric surveys before she will be convinced it is true.
B.She is surprised at how similar it is to Herodotus’ theory.
C.She finds the microgravimetry evidence for it to be very strong.
D.She thinks it is plausible but leaves some important questions unanswered.
#35 lec 4 Permian extinction
Question 1 of 6
What does the professor mainly discuss?
A.New evidence about what happened to dinosaurs
B.New methods for gathering evidence about mass extinctions
C.The link between two mascons from the Permian period
D.A possible cause of the Permian extinction
Question 2 of 6
According to the professor, why did researchers begin looking for evidence that an asteroid may have caused the Permian extinction?
A.They discovered that mascons on the Moon were caused by asteroid impacts.
B.They found rock samples in Wilkes Land that appeared to be 250 million years old.
C.The theory that an asteroid caused the dinosaur extinction gained acceptance.
D.They theory about a decline in seawater oxygen levels proved to be false.
Question 3 of 6
Why does the professor mention getting a bump on the head?
A.To help students understand an explanation of how a mascon forms
B.To illustrate a theory about how the supercontinent broke apart
C.To show the relationship between an asteroid and the dinosaur extinction
D.To compare the dinosaur extinction to the Pemian extinction
Question 4 of 6
What did researchers notice that could be evidence of an asteroid impact in Wilkes Land?
A.A ring of ice containing a high concentration of oxygen
B.A portion of Earth’s crust that is less dense than normal
C.Extraterrestrial rock fragments lying below the ice
D.Relatively high gravity measurements in the center of a circular ridge
Question 5 of 6
What does the professor emphasize about some of the rock samples taken from the Bedout High near Australia?
A.They are similar to the samples from the Yucatán peninsula in Mexico.
B.They are from the same time period as the Permian extinction
C.They have been exposed to extreme temperatures and pressure.
D.They contain fossils of many species that are now extinct.
Question 6 of 6
What does the professor imply when he says this?
Student: I thought the Permian Extinction was caused by a decline in sea water oxygen levels. Isn't that what's in the textbook?
Professor: But don't forget the textbook makes it very clear that's only a theory.
A.The student should read the assignments before coming to class.
B.The student has not fully understood a statement in the textbook.
C.The student has not provided sufficient evidence to disprove the theory in the textbook.
D.The only reasonable explanation is the theory that the student suggests.
#36 lec 4 The Competitive Exclusion Principle
Question 1 of 6
What is the main purpose of the lecture?
A.To explain why a species of warbler might become extinct
B.To discuss the evidence that led Gause to formulate his hypothesis
C.To examine a hypothesis about what happens when species compete
D.To identify factors that allow some species to dominate others
Question 2 of 6
According to Gause's hypothesis, what happens when two similar species compete for limited resources in the same habitat?
A.Both species will develop new nutritional requirements.
B.Both species will change their behaviors.
C.One of the species will eliminate the other from the habitat.
D.One of the species will spread into a new habitat.
Question 3 of 6
How do the five species of warbler described by the professor manage to coexist?
A.By using different materials to build their nests
B.By feeding in different sections of the tree
C.By eating different kinds of insects
D.By breeding at different times of the year
Question 4 of 6
What is the professor's opinion about Gause's hypothesis?
A.She thinks that it has not been disproved.
B.She thinks it is contradicted by basic laboratory experiments.
C.She thinks that it cannot be adequately investigated.
D.She believes that it is contradicted by the competitive exclusion principle.
Question 5 of 6
What does the professor imply about the relationship between an organism's niche and its habitat?
A.An organism's niche is exactly the same as its habitat.
B.An organism's niche is only partly defined by its habitat.
C.An organism's habitat is almost always more complex than its niche.
D.An organism can change its habitat but cannot change its niche.
Question 6 of 6
What can be inferred about the relationship between Gause's hypothesis and the concept of ecological niches?
A. Gause's hypothesis is only applicable in laboratory settings, while ecological niches explain real-world scenarios.
B. The concept of ecological niches provides a framework for understanding apparent exceptions to Gause's hypothesis.
C. Ecological niches and Gause's hypothesis are contradictory theories in modern ecology.
D. Gause's hypothesis is more relevant to simple organisms like Paramecium, while ecological niches apply to complex organisms like birds.
#38 lec 4
Question 1 of 6
What is the main purpose of the lecture?
A.To describe two new theories about the formation of rocky planets
B.To discuss competing theories about the formation of gas planets
C.To compare the composition of Jupiter, Saturn, Uranus, and Neptune
D.To explain why young stars are often surrounded by disks of gas and dust
Question 2 of 6
Why does the professor review the formation of rocky planets?
A.To contrast it with the formation of the Sun
B.To correct a common misunderstanding about accretion
C.To use the information as the basis for another topic of discussion
D.To introduce recent discoveries about rocky planets in other solar systems
Question 3 of 6
What point does the professor emphasize when he mentions water and ammonia?
A.Solid forms of water and ammonia may have contributed to the formation of the gas giants.
B.Water and ammonia were not common substances in the outer accretion disk.
C.Water and ammonia are pulled in by the gravity of protoplanets more readily than other substances are.
D.Most substances found in the core of rocky planets are also found in the core of gas planets.
Question 4 of 6
According to the professor, what could have occurred when a protoplanet in the outer accretion disk reached a mass of five to ten Earths?
A.It started to shed grains of rock and metal into the solar system.
B.Its gravity began to pull in huge amounts of the surrounding gas.
C.Its gravity caused clumps to form in the surrounding gas.
D.It collided with smaller protoplanets.
Question 5 of 6
According to the professor, what are two claims of the disk-instability theory?
A.Gas planet formation did not begin with a solid core.
B.Gas planets cannot form in extremely cold temperatures.
C.Gas planet formation can occur anywhere in the accretion disk.
D.Gas planets form over a relatively short time.
Question 6 of 6
What is the professor's opinion about the disk-instability theory?
A.It differs from the core-accretion theory in relatively insignificant ways.
B.It does not take into account the amount of time needed for gas planets to form.
C.It is more applicable to star formation than the core-accretion theory is.
D.It is more plausible than the core-accretion theory for the formation of gas planets.
#74 lec 1 Complex animal behaviors
Question 1 of 6
What is the lecture mainly about?
A.The functions of different types of bird nests
B.The influence of habitat on bird behavior
C.The courting behavior of a species of bird
D.A biologist who studies bowerbirds
Question 2 of 6
Besides building a bower, what does a male bowerbird do to attract a mate? Click on 2 answers.
A.Decorates his bower with colorful objects
B.Paints his feathers with chewed blueberries
C.Takes over another male's bower
D.Moves around and vocalizes enthusiastically
Question 3 of 6
What does the professor imply about female bowerbirds?
A.They visit numerous bowers before selecting a mate.
B.They might be intimidated by aggressive courting dances.
C.They do not mate with the same male every season.
D.They compete with other females for the most attractive males.
Question 4 of 6
How does the professor organize her discussion of the different types of bowers?
A.By their location in the rain forest
B.By the types of ornaments in the bower
C.From the most common to the least common
D.From the simplest to the most complex
Question 5 of 6
According to the professor,what hypothesis did Borgia prove to be wrong?
A.The most elaborate bowers are built in valleys.
B.Bowerbirds steal ornaments from other bowerbirds.
C.Many females show a preference for the color blue.
D.Fancy bowers are built to compensate for plain feathers.
Question 6 of 6
What is the professor's opinion about the effort that bowerbirds put into building bowers? Click on 2 answers.
A.It is an excellent example of a learned behavior.
B.Its purpose should be researched more in the future.
C.It may be a waste of bowerbirds' time and energy.
D.It demonstrates bowerbirds' unusually high intelligence.