Test Bank For Investigating Oceanography 2026 Release by Keith Sverdrup, Raphael Kudela

Test Bank For Investigating Oceanography 2026 Release by Keith Sverdrup, Raphael Kudela Chapters 1-16

Chapter 01 Test Bank – Static Key 1. Identify all of the planets that are rich in metals and rocky materials.

__ Saturn x Mercury x Venus __ Uranus __ Jupiter x Earth __ Neptune x Mars Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

2. Identify all of the planets that are rich in ices of water, ammonia, and methane.

x Saturn __ Mercury __ Venus x_ Uranus x Jupiter __ Earth x Neptune _ Mars Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

3. If the axial rotation of Earth slowed, the day-to-night temperature variation on Earth's surface would decrease.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Natural time periods.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

4. Radiometric dating is based on the rate at which a radioactive isotope decays.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Geologic time.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

5. When viewed from above the South Pole, Earth rotates clockwise.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Calculate the difference in time between two locations of known longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

6. When crossing the international date line from east to west, the date increases by one day.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Calculate the difference in time between two locations of known longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

7. Determination of latitude requires that time be kept very accurately.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

8. All latitude circles are great circles.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

9. Earth turns westward as it rotates on its axis.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Calculate the difference in time between two locations of known longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

10. The residence time of water in the atmosphere is equal to the residence time of water in the oceans.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Reservoirs and residence time.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

11. The hydrologic cycle requires an excess of evaporation over precipitation as averaged over the world's oceans.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic

Learning Outcome: Explain the Hydrologic Cycle.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

12. The middle latitudes in the Northern Hemisphere have about equal areas devoted to both land and water.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Water on Earth's surface.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

13. The sidereal day is more constant and shorter than the solar day.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe natural time periods.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

14. Mercury, Venus, Earth, and Mars are smaller in size and closer to the sun than Jupiter, Saturn, Uranus, or Neptune.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

15. There is more land located in the Northern Hemisphere than in the Southern Hemisphere.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Water on Earth's surface.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

16. Water is moved through the hydrologic cycle at different rates and in different directions in each climate zone.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Reservoirs and residence time.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

17. Our solar system is part of the Milky Way galaxy.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

18. The Milky Way galaxy formed from an expanding nebula.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain the "Big Bang" theory of the origin of the universe, and describe its structure.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

19. The Milky Way galaxy contains about 200 billion stars.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain the "Big Bang" theory of the origin of the universe, and describe its structure.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

20. Earth rotates on its axis from west to east.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Calculate the difference in time between two locations of known longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

21. On average water in a river will have a longer residence time than water in the oceans.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the Hydrologic Cycle.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

22. The magnetic field surrounding Jupiter's moons may be the result of salt water bodies.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

23. If a sea exists on Jupiter's moon, Europa, it is probably much smaller and shallower than the Earth's ocean.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

24. There is no evidence of a past or present ocean on any planet but Earth.

FALSE

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

25. Free oxygen was a common constituent of the Earth's early atmosphere.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

26. On the autumnal equinox every place on Earth experiences 12 hours of daylight and 12 hours of darkness.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe Earth's natural time periods.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

27. Lines of latitude are known as meridians.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

28. Planets exist outside of our solar system.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain the "Big Bang" theory of the origin of the universe, and describe its structure.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

29. A cluster rarely contains more than 10 galaxies.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain the "Big Bang" theory of the origin of the universe, and describe its structure.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

30. Earth's age is estimated at ____ years.

6

A. 4.6 × 10 6 B. 3.7 × 10 9 C. 4.6 × 10 9 D. 3.7 × 10 12 E. 4.6 × 10 Accessibility: Keyboard Navigation

Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain the "Big Bang" theory of the origin of the universe, and describe its structure.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

31. The mean radius of Earth is ____ meters.

2

A. 3.371 × 10 4 B. 6.371 × 10 6 C. 6.371 × 10 6 D. 12.742 × 10 9 E. 12.742 × 10 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe Earth's shape.

Section: 01.03 Earth's Shape Topic: Earth's Shape

32. The mean surface temperature of Earth is about

A. 5°C. B. 10°C. C. 16°C. D. 22°C. E. 26°C. .Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe Earth's environment.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

33. The Big Bang occurred roughly ____ years ago.

A. 4.6 billion B. 250 million C. 13 billion D. 10 billion E. 750 million Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain the "Big Bang" theory of the origin of the universe, and describe its structure.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

34. The Tropic of Capricorn is at ____ latitude.

A. 23½°N B. 23½°S C. 66½°N D. 66½°S E. 0° Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Latitude and longitude.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

35. Earth is the ____ planet from the sun.

A. first B. second C. third D. fourth E. fifth Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

36. The Arctic and Antarctic circles are displaced ____ degrees from their respective poles.

A. 90 B. 66½ C. 45 D. 23½ E. 0 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

37. During the Northern Hemisphere's summer solstice, the sun stands above

A. 23½°N. B. 23½°S. C. 0°.

D. 66½°N. E. 66½°S. Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Earth's orbit around the Sun. Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

38. The area north of 66½°N is in darkness when the sun is directly

A. over the equator.

B. over 23½°N C. over 23½°S. D. at the Arctic Circle.

E. at the Antarctic Circle.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

39. The sun stands directly above the equator

A. once each year.

B. twice each year.

C. once in midwinter (Northern Hemisphere).

D. once in midsummer (Northern Hemisphere).

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic

Learning Outcome: Earth's orbit around the Sun. Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

40. Which circle of latitude or longitude has the smallest circumference?

A. the equator B. 30°N C. the prime meridian D. 45°W E. 80°S Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

41. Longitude is given in degrees

A. east and west of the equator.

B. north and south of the equator.

C. east and west of the prime meridian.

D. north and south of the prime meridian.

E. None of these are correct; longitude is not measured in degrees.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

42. A great circle can be described as

A. having its center at Earth's center.

B. being the shortest path between two points on Earth's surface.

C. always being a straight line on an equatorial cylindrical projection.

D. having its center at Earth's center and being the shortest path between two points on Earth's surface.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

43. One degree of latitude is about equal to

A. 1 nautical mile.

B. 1 land mile.

C. 60 nautical miles.

D. 60 land miles.

E. 600 nautical miles.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

44. Earth turns on its axis about

A. 1 degree in 4 minutes.

B. 4 degrees in 1 minute.

C. 4 degrees in 1 hour.

D. 15 degrees in 1 minute.

E. 30 degrees in 1 hour.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

45. An error in time of two minutes in determining longitude from local time and Greenwich Mean Time will cause a ____ error in longitude.

A. 2 degree B. 1 degree C. 0.75 degree D. 0.50 degree E. 0.25 degree Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

46. If a clock is set to Greenwich Mean Time and the sun is observed to reach its zenith at 10:00 A.M., what is the longitude?

A. 45°E B. 45°W C. 30°E D. 30°W E. 0° Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

47. A time zone is approximately ____ degrees wide.

A. 5 B. 15 C. 90 D. 180 E. 365 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

48. Water covers ____ percent of Earth's surface.

A. 17 B. 29 C. 50 D. 71 E. 78 Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Distribution of land and water.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

49. The residence time for water in any of Earth's principal reservoirs can be calculated by dividing

A. reservoir volume by rate of water supply.

B. rate of water removal by reservoir volume.

C. rate of water removal by water supply.

D. None of these are correct.

E. reservoir volume by rate of water supply, rate of water removal by reservoir volume, and rate of water removal by water supply.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the Hydrologic Cycle.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

50. The average depth of the ocean is about

A. 3800m.

B. 3900km.

C. 3800mi.

D. 11,000m.

E. 11,000mi.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Characteristics of the oceans.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

51. Relationships between oceanic depths or land elevations and Earth's area are shown on a

A. Mercator projection.

B. bathymetric chart.

C. hypsographic curve.

D. navigational chart.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the shape of Earth's surface.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

52. An area drawn on a hypsographic curve equates to a(n)

A. area of the Earth.

B. volume of land or water.

C. mean elevation or depth.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the shape of Earth's surface.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

53. How many hours must be added to New York City's Eastern daylight time to obtain Greenwich Mean Time or Universal Time?

A. +5 B. -5 C. +4 D. -4 E. +3 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Calculate the difference in time between two locations of known longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

54. If a clock set to Greenwich Mean Time or Universal Time is moved to a location where Noon, according to the sun, occurs at 4:30 P.M. clock time, what is the longitude of the clock?

A. 67.5°W B. 67.5°E C. 43.0°E D. 43.0°W E. 0.0° longitude Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Calculate the difference in time between two locations of known longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

55. The U.S. Global Positioning System (GPS) is used to

A. determine latitude and longitude.

B. measure altitude.

C. position storms, currents, and tides.

D. determine latitude and longitude and measure altitude.

E. determine latitude and longitude, measure altitude, and position storms, currents, and tides.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.05 Modern Navigation Topic: Modern Navigation

56. At what latitude is the sun directly overhead on the June Solstice?

A. Tropic of Cancer B. Tropic of Capricorn C. Equator D. Arctic Circle E. Antarctic Circle Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Earth's orbit around the Sun. Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

57. Which ocean basin is located primarily in the Southern Hemisphere?

A. Pacific B. Atlantic C. Indian D. Arctic E. None of these are correct.

Accessibility: Keyboard Navigation

Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Distribution of land and water.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

58. Which ocean basin is the deepest on average?

A. Pacific B. Atlantic C. Indian D. Arctic E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Characteristics of the oceans.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

59. Which ocean basin is the largest?

A. Pacific B. Atlantic C. Indian D. Arctic E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Characteristics of the oceans.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

60. Which of the following factor(s) enable(s) the existence of liquid water on the Earth's surface?

A. Earth's solar orbit B. Rotation of the Earth on its axis C. The Earth's atmospheric gases D. Earth's solar orbit and the Earth's atmospheric gases E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Formation of the oceans.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

61. Approximately what percentage of water on Earth is contained within the oceans?

A. 12% B. 31% C. 52% D. 85% E. 97% Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: The Hydrologic Cycle.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

62. How long does it take for the Earth to make one rotation on its axis?

A. 60 Seconds B. 1 hour C. 24 hours D. 30 days E. 365 days Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe Earth's rotation.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

63. How long does it take for Earth to make one revolution around the sun?

A. 60 Seconds B. 1 hour C. 24 hours D. 30 days E. 365 days Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe Earth's orbit around the Sun. Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

64. What type of material is thought to explain the larger size of the outer planets relative to the inner planets?

A. rock B. ice C. metals D. liquid water E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

65. Approximately what percentage of gas emitted by volcanoes is water vapor?

A. 1% B. 10% C. 25% D. 45% E. 70% Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: List two possible sources of the water in the oceans.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

66. The south pole is tilted toward the sun on what day?

A. March Equinox B. June Solstice C. September Equinox D. December Solstice E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Earth's orbit around the Sun. Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

67. Why are meteorites used to establish an age for the Earth?

A. They are believed to be the same material from which Earth formed B. They are not radiogenic so they do not decay over time C. Rocks on Earth have been recycled since the Earth was formed and are not believed to be as old as the Earth itself D. They are believed to be the same material from which Earth formed and rocks on Earth have been recycled since the Earth was formed and are not believed to be as old as the Earth itself E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain how we estimate Earth's age.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

68. Roughly what percentage of matter in the universe is the type of matter that comprises the planets and stars?

A. 65% B. 50% C. 25% D. 5% E. 1% Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain the "Big Bang" theory of the origin of the universe, and describe its structure.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

69. Arrange the following life forms in their order of appearance on Earth from first to appear to last to appear.

A. reptiles, dinosaurs, fishes, birds, flowering plants B. fishes, reptiles, dinosaurs, birds, flowering plants C. flowering plants, reptiles, fishes, dinosaurs, birds D. birds, flowering plants, reptiles, dinosaurs, fishes E. dinosaurs, reptiles, flowering plants, fishes, birds Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Rank the eons and eras of geologic time in chronological order.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

70. What percent of a parent radioactive element would remain after three half-lives of decay to its daughter isotope?

A. 75 B. 50 C. 25 D. 12.5 E. 6.25 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explain how we measure geologic time.

Section: 01.02 Earth's Age and Time

Topic: Earth's Age and Time

71. The greatest mass extinction of all time, resulting in the disappearance of 96% of all species, occurred roughly ______ million years ago.

A. 252 B. 201 C. 66 D. 45 E. 12 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: List and date the three major mass extinctions.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

72. The International Hydrographic Organization defined the northern boundary of the Southern Ocean to be A. 80°S. B. 45°S. C. 70°S. D. 30°S. E. 60°S. Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Identifying the ocean basins.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

73. Earth's surface is protected from extreme temperature change and water loss by

A. its orbital distance from the Sun. B. its atmosphere.

C. its period of rotation.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Earth climate.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

74. Earth formed shortly after the "Big Bang."

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the origin of the solar system.

Section: 01.01 Cosmic Beginnings Topic: Cosmic Beginnings

75. More fresh water is stored in ice caps and glaciers than in freshwater lakes.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the distribution of fresh water in reservoirs.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

76. Most of the water evaporated from the oceans returns directly to the oceans in precipitation.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Describe the Hydrologic Cycle.

Section: 01.06 Earth Is a Water Planet Topic: Earth Is a Water Planet

77. Earth maintains a constant distance from the Sun as it moves in its orbit.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Explaining the seasons.

Section: 01.02 Earth's Age and Time Topic: Earth's Age and Time

78. The location of the prime meridian is an arbitrary choice.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

79. The shortest distance between two points on Earth's surface is always along the meridian passing through them.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

80. The parallel with the largest circumference is the equator.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Define and sketch lines of latitude and longitude.

Section: 01.04 Where on Earth Are You? Topic: Where on Earth Are You?

Chapter 01 Test Bank - Static Summary Category Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 01 The Water Planet Gradable: automatic Learning Outcome: Calculate the difference in time between two locations of known longitude.

Learning Outcome: Characteristics of the oceans.

Learning Outcome: Define and sketch lines of latitude and longitude.

Learning Outcome: Describe Earth's environment.

# of Questions 78 80 80 80 6 3 17 1

Learning Outcome: Describe Earth's natural time periods.

Learning Outcome: Describe Earth's orbit around the Sun. Learning Outcome: Describe Earth's rotation.

Learning Outcome: Describe Earth's shape.

Learning Outcome: Describe natural time periods.

Learning Outcome: Describe the distribution of fresh water in reservoirs.

Learning Outcome: Describe the Hydrologic Cycle.

Learning Outcome: Describe the origin of the solar system.

Learning Outcome: Describe the shape of Earth's surface.

Learning Outcome: Describe the solar system.

Learning Outcome: Distribution of land and water.

Learning Outcome: Earth climate.

Learning Outcome: Earth's orbit around the Sun. Learning Outcome: Explain how we estimate Earth's age.

Learning Outcome: Explain how we measure geologic time.

Learning Outcome: Explain the "Big Bang" theory of the origin of the universe, and describe its structure.

Learning Outcome: Explain the Hydrologic Cycle.

Learning Outcome: Explaining the seasons.

Learning Outcome: Formation of the oceans.

Learning Outcome: Geologic time.

Learning Outcome: Identifying the ocean basins.

Learning Outcome: Latitude and longitude.

Learning Outcome: List and date the three major mass extinctions.

Learning Outcome: List two possible sources of the water in the oceans.

Learning Outcome: Natural time periods.

Learning Outcome: Rank the eons and eras of geologic time in chronological order.

Learning Outcome: Reservoirs and residence time.

Learning Outcome: The Hydrologic Cycle.

Learning Outcome: Water on Earth's surface.

Section: 01.01 Cosmic Beginnings Section: 01.02 Earth's Age and Time Section: 01.03 Earth's Shape Section: 01.04 Where on Earth Are You? Section: 01.05 Modern Navigation Section: 01.06 Earth Is a Water Planet Topic: Cosmic Beginnings Topic: Earth Is a Water Planet Topic: Earth's Age and Time Topic: Earth's Shape Topic: Modern Navigation Topic: Where on Earth Are You?

1 1 1 1 1 1 3 10 2 1 2 1 4 1 1 7 1 1 1 1 1 1 1 1 1 1 2 1 2 19 18 1 21 1 20 19 20 18 1 1 21

Chapter 02 Test Bank – Static Key 1. Identify all of the types of plate boundaries that are associated with active volcanism.

X Divergent x Ocean-Ocean Convergent __ Transform __ Continent-Continent Convergent x Ocean-Continent Convergent Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

2. Identify all of the different observations Alfred Wegener used to support his theory of continental drift.

__ Seafloor magnetic anomalies. x Geographic fit of the continents. x Studies of fossil plants and animals. __ Dipping zones of earthquakes at ocean trenches. x Patterns of glaciation. __ Shallow earthquakes along transform faults.

X Matching bodies of rock on either side of the Atlantic. x Alignment of mountain ranges when the Atlantic is closed. __ High heat flow at oceanic ridges Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Review the evidence in a written summary Alfred Wegener used to support his hypothesis of continental drift and the evidence supporting plate tectonics.

Section: 02.02 History of a Theory: Continental Drift Topic: History of a Theory: Continental Drift

3. Identify all of the different observations used to support Harry Hess' theory of seafloor spreading.

x_ Seafloor magnetic anomalies. __ Geographic fit of the continents. __ Studies of fossil plants and animals. x Dipping zones of earthquakes at ocean trenches. __ Patterns of glaciation. x Shallow earthquakes along transform faults. __ Matching bodies of rock on either side of the Atlantic. __ Alignment of mountain ranges when the Atlantic is closed. _x High heat flow at oceanic ridges.

Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Understand the evidence for seafloor spreading.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

4. Earth's inner core is liquid whereas its outer core is solid.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

5. The refraction and shadow patterns of seismic P-waves and S-waves indicate the dimensions and properties of Earth's layers.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.01 Earth's Interior Topic: Earth's Interior

6. Shear waves do not pass through a solid-liquid boundary between Earth's layers. Compressional waves can pass this type of boundary.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.01 Earth's Interior Topic: Earth's Interior

7. Oceanic-type crust is more dense than continental-type crust.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

8. The continental landmasses are less dense than the mantle and are buoyed up by depressing the underlying mantle.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

9. The midocean ridges and rises are spreading centers where new oceanic crust is created.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

10. The thickness of deep-sea sediments increases with distance from a spreading center.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Discuss evidence in support of seafloor spreading.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

11. The largest lithospheric plate is the Pacific plate.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Identify the major plates.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

12. The edge of an active continental margin bordered by a deep-sea trench is wide and shallow with deep deposits of land-derived sediments.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

13. Volcanic activity associated with subduction zones is more gentle and less explosive than volcanic activity associated with hot spots and midocean ridges.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain the relationship between volcanism and plate tectonics.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

14. The steeper profile of the Mid-Atlantic Ridge compared to the East Pacific Rise indicates that the MidAtlantic Ridge is the faster spreading center.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

15. The age of the seamounts from Hawaii to Midway Island increases in age from east to west.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Describe how hotspots create island chains.

Section: 02.05 Motion of the Plates Topic: Motion of the Plates

16. The North Atlantic Ocean was the first modern ocean to open during the breakup of Pangaea.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Review the evidence in a written summary Alfred Wegener used to support his hypothesis of continental drift and the evidence supporting plate tectonics.

Section: 02.02 History of a Theory: Continental Drift Topic: History of a Theory: Continental Drift

17. Isostatic columns of crustal material produce equal pressures deep within the mantle.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

18. The San Andreas fault is an example of a transform fault.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

19. Epicenters are points on Earth's surface directly above a hot spot.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

20. Deep Earthquakes (below 100km or 60mi) are usually associated with oceanic ridges.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

21. The deep mantle below the asthenosphere is called the mesosphere.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

22. P waves travel more quickly than S waves.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.01 Earth's Interior Topic: Earth's Interior

23. P waves travel only along the Surface of the Earth.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.01 Earth's Interior Topic: Earth's Interior

24. S waves are able to travel through both solid and liquid.

FALSE

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.01 Earth's Interior Topic: Earth's Interior

25. Continental crust is generally thicker and less dense than oceanic crust.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

26. The taller a mountain is, the deeper its root will extend into the asthenosphere.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

27. Hess's 1960s theory of mantle convection and seafloor spreading was essentially correct.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

28. The oldest oceanic crust is generally in the center of the ocean basin near the mid-ocean ridge or rise system.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

29. Sediment thickness on the oceanic crust tends to be greatest in the center of ocean basins FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

30. Based on the current directions of plate motion, China and the West Coast of the U.S. are getting closer.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram relative plate motions.

Section: 02.05 Motion of the Plates Topic: Motion of the Plates

31. Volcanic activity is common at transform plate boundaries.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

32. The thickness of oceanic crust increases with age.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

33. The deepest earthquakes occur in subduction zones at oceanic-oceanic plate convergent boundaries.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

34. California is an example of a passive continental margin.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

35. Deposits of sediments are usually thicker along passive continental margins.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

36. Spreading at mid ocean ridges tends to occur in increments rather than continuously.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

37. The density of Earth materials _______ as the core is approached.

A. remains the same

B. decreases C. increases D. increases then decreases E. decreases then increases Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

38. The Moho is located between the

A. lithosphere and the asthenosphere.

B. crust and the mantle.

C. mantle and the outer core.

D. inner and outer cores.

E. continental margin and the abyssal plain.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

39. Which of the following help us believe that Earth's mass is distributed spherically and uniformly around Earth's center?

A. Lack of roughness of Earth's surface B. Earth's spherical shape C. Lack of rotational wobble D. Earth's spherical shape and lack of rotational wobble.

E. Lack of roughness of Earth's surface, Earth's spherical shape, and lack of rotational wobble are correct Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

40. Which of Earth's layers contains the greatest volume of material?

A. Inner core B. Outer core C. Mantle D. Lithosphere E. Outer crust Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

41. The deepest portion of the lithosphere is formed from

A. oceanic basalt.

B. terrestrial granite.

C. a combination of basalt and granite.

D. mantle material.

E. the Moho.

Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Differentiate among the lithosphere, asthenosphere, and mesosphere.

Section: 02.01 Earth's Interior Topic: Earth's Interior

42. The theory of drifting continents was proposed by

A. John Murray.

B. Matthew F. Maury.

C. Alfred Wegener.

D. Charles Darwin.

E. Robert Ballard.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Review the evidence in a written summary Alfred Wegener used to support his hypothesis of continental drift and the evidence supporting plate tectonics.

Section: 02.02 History of a Theory: Continental Drift Topic: History of a Theory: Continental Drift

43. The mechanism causing lithospheric plates to move is thought to be

A. convection in the mantle.

B. "slab pull" caused by subducting lithosphere.

C. tidal forces.

D. Earth's rotation.

E. a combination of convection in the mantle and "slab pull" caused by subducting lithosphere.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.05 Motion of the Plates Topic: Motion of the Plates

44. Higher seafloor heat flow values are found

A. along coastlines.

B. in the middle of ocean basins.

C. near ocean ridge systems.

D. associated with abyssal hills.

E. along the edges of trenches.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

45. Which of the following are found along subduction zones?

A. Oceanic trenches B. Active earthquake zones C. Island arc systems D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

46. Magnetic stripes on the seafloor are created at

A. subduction zones.

B. spreading centers.

C. abyssal plains.

D. subduction zones and spreading centers.

E. subduction zones, spreading centers, and abyssal plains.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Illustrate the formation of magnetic stripes on the sea floor.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

47. Plates move horizontally past each other along

A. transform faults.

B. convergent plate boundaries.

C. divergent plate boundaries.

D. the rift valley.

E. hot spots.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

48. The Pacific plate is carrying Baja California and the coastal cities of Southern California ______ the continent of North America.

A. away from (west) B. toward (east) C. southward along D. northward along E. None of these are correct; there is no motion in this region.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

49. Thinning of Earth's crust and the resulting faulting is called

A. convection.

B. subduction.

C. folding.

D. rifting.

E. trailing.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

50. The deep-ocean trenches are usually associated with

A. volcanism.

B. island arc systems.

C. earthquakes.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

51. Seafloor spreading is continuing at a rate of approximately

A. 1 to 10cm/year.

B. 1 to 10m/year.

C. 1 to 10km/year.

D. 1 to 100cm/year.

E. 1 to 100m/year.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.05 Motion of the Plates Topic: Motion of the Plates

52. A fixed volcanic hot spot on Earth tends to produce a _______ on a moving plate.

A. series of volcanic peaks B. high landmass with a fixed location C. transform fault system D. submarine canyon and associated abyssal hills E. trench Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.05 Motion of the Plates Topic: Motion of the Plates

53. The present oceans have been created during the last

A. 2250 million years.

B. 225 million years.

C. 20 million years.

D. 2 million years.

E. 2 billion years.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

54. Which of the following occurred during the Paleozoic era?

A. Landmasses were strung along Earth's equator.

B. Landmasses drifted across the South Pole.

C. Landmasses came together to form Pangaea.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Review the evidence in a written summary Alfred Wegener used to support his hypothesis of continental drift and the evidence supporting plate tectonics.

Section: 02.02 History of a Theory: Continental Drift Topic: History of a Theory: Continental Drift

55. A program of deep-sea drilling for cores from the ocean's bottom is carried out by the

A. Kon-Tiki.

B. Fram.

C. JOIDES Resolution.

D. Calypso.

E. Beagle.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

56. The oceans' oldest sediments are found

A. adjacent to a rift valley.

B. on top of the basalt layer, far from spreading centers.

C. adjacent to a transform fault.

D. at the surface of sediment layers, far from spreading centers.

E. in hot spots.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

57. During the next magnetic reversal, the magnetic force field surrounding Earth will shift by about

A. 45°.

B. 90°.

C. 180°.

D. 270°.

E. 360°.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Illustrate the formation of magnetic stripes on the sea floor.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

58. The motion between the two sides of a transform fault is greatest

A. outside the adjacent ridge axes.

B. north of the adjacent ridge axes.

C. between the adjacent ridge axes.

D. south of the adjacent ridge axes.

E. east or west of the adjacent ridge axes.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

59. The trailing margin of a continental landmass ______ than its leading margin.

A. is wider B. shows less tectonic activity C. is more stable D. All of these are correct.

E. is wider and is more stable Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic

Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

60. Which method is being used to investigate the structure of the mantle?

A. Isostasy B. Measurement of seafloor heat flow C. Seismic tomography D. Subduction E. Radiometric dating Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.01 Earth's Interior Topic: Earth's Interior

61. The crust and the mantle are divided into the following layers in order of increasing depth:

A. mesosphere, lithosphere, asthenosphere B. asthenosphere, lithosphere, mesosphere C. lithosphere, mesosphere, asthenosphere D. lithosphere, asthenosphere, mesosphere E. asthenosphere, mesosphere, lithosphere Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Differentiate among the lithosphere, asthenosphere, and mesosphere.

Section: 02.01 Earth's Interior Topic: Earth's Interior

62. The east coast of the United States is an example of a(n) __________ continental margin.

A. passive B. active C. trailing D. leading E. passive and trailing Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

63. Seafloor spreading can be detected by

A. changes in water temperature.

B. changes in water chemistry.

C. acoustic monitoring.

D. submersible observation of the seafloor.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

64. Which of the Earth's layers has the greatest density?

A. Core B. Mantle

C. Crust D. Lithosphere E. Asthenosphere Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

65. Which layer of the Earth contains the greatest mass?

A. Core B. Mantle C. Crust D. Lithosphere E. Asthenosphere Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

66. Which layer is believed to behave most like a liquid?

A. Outer Core B. Mantle C. Crust D. Lithosphere E. Inner Core Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

67. Which statement is true about continental crust?

A. It is composed of granitic-type rock and has a higher density than oceanic crust.

B. It is composed of basaltic-type rock and has a higher density than oceanic crust.

C. It is composed of granitic-type rock and has a lower density than oceanic crust.

D. It is composed of basaltic-type rock and has a lower density than oceanic crust.

E. It is composed of granitic-type rock and has the same density as oceanic crust.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

68. When talking about plate tectonics, which of the Earth's layers comprises the plates?

A. Crust B. Mantle C. Core D. Lithosphere E. Asthenosphere Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Differentiate among the lithosphere, asthenosphere, and mesosphere.

Section: 02.01 Earth's Interior Topic: Earth's Interior

69. What is the approximate length of the mid ocean ridge system that extends around the globe through all of the major ocean basins?

A. 6,500,000km B. 650,000km C. 65,000km D. 6,500km E. 650km Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Diagram the three types of plate boundaries.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

70. Volcanic activity occurs at all of the following except

A. convergent boundaries between two oceanic plates.

B. continental rift valleys.

C. convergent boundaries between two continental plates.

D. mid ocean ridges.

E. convergent boundary between a continental and oceanic plate.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

71. Earthquakes occur at all of the following except

A. convergent boundaries between two oceanic plates.

B. continental rift valleys.

C. convergent boundaries between two continental plates.

D. mid ocean ridges.

E. Earthquakes occur at all of the above settings.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

72. The density of the inner core reaches a maximum of about ____ grams/cm3.

A. 150 B. 70 C. 52 D. 31 E. 16 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

Section: 02.01 Earth's Interior Topic: Earth's Interior

73. List the following plates in order of largest to smallest:

A. North American, Pacific, Australian, Caribbean, Indian B. Pacific, Indian, North American, Australian, Caribbean C. Indian, Pacific, North American, Caribbean, Australian

D. Pacific, North American, Australian, Indian, Caribbean E. Pacific, Australian, North American, Indian, Caribbean Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.04 Plate Tectonics Topic: Plate Tectonics

74. Throughout time, continents break apart and collide and ocean basins open and close.This cyclical process is known as the

A. Wilson cycle.

B. Wegener cycle.

C. lithospheric cycle.

D. Benioff cycle.

E. Richter cycle.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.06 History of the Continents Topic: History of the Continents

75. Before Pangaea, there was an earlier supercontinent we call

A. Panthalassa.

B. Gorda.

C. Rodinia.

D. Lefse.

E. Neogenia.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Distinguish between continental drift and plate tectonics.

Section: 02.06 History of the Continents Topic: History of the Continents

76. Seismic surface waves travel at about the same speed as ocean waves.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

Section: 02.01 Earth's Interior Topic: Earth's Interior

77. Over 170 reversals of Earth's magnetic field have been recorded in the past 80 million years.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 02 Earth Structure and Plate Tectonics Gradable: automatic Learning Outcome: Illustrate the formation of magnetic stripes on the sea floor.

Section: 02.03 Evidence for a New Theory: Seafloor Spreading Topic: Evidence for a New Theory: Seafloor Spreading

Chapter 02 Test Bank - Static Summary Category Accessibility: Keyboard Navigation

# of Questions 74

Blooms: 1. Remember

77

Chapter: 02 Earth Structure and Plate Tectonics

77

Gradable: automatic

77

Learning Outcome: Describe how hotspots create island chains.

1

Learning Outcome: Diagram relative plate motions.

1

Learning Outcome: Diagram the three types of plate boundaries.

19

Learning Outcome: Differentiate among the lithosphere, asthenosphere, and mesosphere.

3

Learning Outcome: Discuss evidence in support of seafloor spreading.

1

Learning Outcome: Distinguish between continental drift and plate tectonics.

15

Learning Outcome: Explain how seismology has provided critical data for modeling Earth's interior.

10

Learning Outcome: Explain the relationship between volcanism and plate tectonics.

1

Learning Outcome: Identify the major plates.

1

Learning Outcome: Illustrate the formation of magnetic stripes on the sea floor.

3

Learning Outcome: Review the evidence in a written summary Alfred Wegener used to support his

4

hypothesis of continental drift and the evidence supporting plate tectonics.

Learning Outcome: Sketch Earth's internal structure and label the thickness of each region.

17

Learning Outcome: Understand the evidence for seafloor spreading.

1

Section: 02.01 Earth's Interior

26

Section: 02.02 History of a Theory: Continental Drift

4

Section: 02.03 Evidence for a New Theory: Seafloor Spreading

15

Section: 02.04 Plate Tectonics

25

Section: 02.05 Motion of the Plates

5

Section: 02.06 History of the Continents

2

Topic: Earth's Interior

26

Topic: Evidence for a New Theory: Seafloor Spreading

15

Topic: History of a Theory: Continental Drift

4

Topic: History of the Continents

2

Topic: Motion of the Plates

5

Topic: Plate Tectonics

25

Chapter 03 Test Bank – Static Key 1. The vertical relief across the mountains of the western United States is similar to the vertical relief across the Mid-Atlantic Ridge.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

2. Submarine canyons are features associated principally with the continental slope; some are associated with past or present rivers.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic

Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

3. Abyssal hills are single, rounded domes extending at least 3km above the deep-sea floor.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

4. The flat-topped seamounts called guyots found with their tops 1800m below the surface were flattened by erosion at the sea surface.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

5. Hydrogenous sediments of the deep-ocean floor predominate in regions where other sediment sources are reduced.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

6. Calcareous oozes of the open ocean are associated with midocean ridge and rise systems rather than the deep-ocean basin floor.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

7. Siliceous oozes are found at all ocean depths because of the slow dissolving rate of silica.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

8. Calcareous deposits are most likely to be found in more acidic seawater undersaturated in calcite.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

9. Calcareous sediments of the North Atlantic occur at deeper depths than calcareous sediments in the North Pacific.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

10. Red mud or brown clay deposits are found under oceanic regions of high biological productivity.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

11. Particles of a well-sorted sediment sample fall within a limited size range.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

12. Large particles sink faster than small particles of the same density.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

13. Geologic dredges are used to quantitatively sample the seafloor.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

14. Large boulders and cobbles scattered over the deep-sea floor at high-temperate latitudes were most likely deposited by turbidity currents.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

15. The distinctive layering found in marine sediments indicates that the properties of the sediment and the rates of sedimentation have varied with time.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Describe characteristics of marine sediments.

Section: 03.03 Sediments Topic: Sediments

16. Manganese nodules are composed entirely of manganese.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Describe characteristics of marine sediments.

Section: 03.03 Sediments Topic: Sediments

17. Oil and gas represent only 50% of the mineral value presently taken from the seafloor.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: List multiple seabed resources and appraise the extent to which they are currently being recovered.

Section: 03.04 Seabed Resources Topic: Seabed Resources

18. The smaller the footprint of a sound beam, the greater the detail of the seafloor features.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Review the evolution of methods to measure ocean depth from the time of the ancient Greeks to the present.

Section: 03.01 Measuring the Depths Topic: Measuring the Depths

19. Satellite radar altimeters measure sea surface topography.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Review the evolution of methods to measure ocean depth from the time of the ancient Greeks to the present.

Section: 03.01 Measuring the Depths Topic: Measuring the Depths

20. In the deep sea biogenous sediments make up the majority of the pelagic deposits.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

21. The seafloor tends to be more flat and featureless than the continental areas.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

22. Passive continental margins are commonly associated with volcanic and earthquake activity.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

23. The continental shelf on the east coast of the U.S. is generally wider than the continental shelf on the west coast of the U.S. TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

24. Continental shelves are geologically part of the continental crust.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

25. The deep ocean basins or areas with depth between 4000m and 6000m cover more of the Earth's surface than the continents.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

26. Sediment accumulation in the deep ocean tends to be greater than near the continental margins.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

27. Pelagic sediments are commonly more fine-grained than neritic sediments.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain the characteristics of marine sediments.

Section: 03.03 Sediments Topic: Sediments

28. Calcareous oozes are more common in deep water than shallow water.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain the distribution of marine sediments.

Section: 03.03 Sediments Topic: Sediments

29. The continental rise is a product of

A. volcanic activity.

B. sedimentation.

C. seismic upheaval.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of seafloor features.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

30. Turbidity currents produce some

A. trenches.

B. abyssal hills.

C. submarine canyons.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of seafloor features.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

31. Inactive volcanic seamounts on top of the oceanic crust will

A. continue to elevate with time.

B. subside with time.

C. remain in equilibrium once formed.

D. keep a constant elevation.

E. steepen in slope.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of seafloor features.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

32. Flat-topped, submerged seamounts are referred to as

A. mesas.

B. abyssal hills.

C. atolls.

D. guyots.

E. flattops.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of seafloor features.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

33. Surface coral formations growing around completely submerged seamounts are called

A. atolls.

B. fringing reefs.

C. edge reefs.

D. conical reefs.

E. barrier reefs.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of atolls.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

34. The floor of a major ocean basin is called a(n)

A. ocean valley floor.

B. abyssal plain.

C. midocean flat.

D. seamount province.

E. ridge depression.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the characteristics of seafloor provinces.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

35. The deepest depth of the oceans is located in which trench?

A. Japan-Kuril B. Aleutian C. Peru-Chile D. Puerto Rico-Cayman E. Mariana Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Sketch the location of ocean ridges and trenches.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

36. A fathom is a unit of

A. distance.

B. depth.

C. speed.

D. weight.

E. time.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Review the evolution of methods to measure ocean depth from the time of the ancient Greeks to the present.

Section: 03.01 Measuring the Depths Topic: Measuring the Depths

37. Lithogenous sediment is

A. derived from rock.

B. derived from plants and animals.

C. always found at depths over 4500m.

D. always associated with deep-sea trenches.

E. derived from the chemistry of the water.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

38. Manganese nodules are

A. pelagic ooze.

B. volcanic.

C. lithogenous sediment.

D. pelagic biogenous sediment.

E. pelagic hydrogenous sediment.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

39. Major deposits of silicous oozes from the radiolaria are found centered on which latitudes?

A. 5 °N B. 20 °N and S C. 30 °N and S D. 45 °N and S E. 65 °N and S Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

40. What minimum percent must be exceeded for a deep-sea biogenic ooze to be named after its principal component?

A. 75 B. 50 C. 30 D. 20 E. 10 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

41. Diatomaceous sediments are

A. oozes.

B. found below 4500m.

C. found in cold water.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

42. The sediments of the central deep-ocean basins of the North Pacific are formed chiefly from

A. radiolaria.

B. foraminaferia.

C. red clay particles.

D. diatoms.

E. coral reefs.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

43. The particle size of terrigenous sediments generally ________ with distance from shore.

A. increases B. decreases C. stays the same D. become less uniform E. is less graded Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

44. Which of the following is least likely to be a major component of marine sediments?

A. Silicous ooze B. Calcareous ooze C. Cosmogenous materials D. Hydrogenous sediments E. Lithogenous sediments Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

45. Close to shore on the continental shelf at high-temperate latitudes, _______ deposits are most likely to predominate.

A. cosmogenous B. hydrogenous C. pelagic D. neritic E. terrigenous Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

46. Which type of sediment is the greatest contributor, on a world scale, to the sediments of the neritic zone?

A. Biogenous B. Terrigenous

C. Hydrogenous D. Cosmogenous E. Volcanic Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

47. Sediments found on the seafloor and attributed to processes no longer in existence are called

A. nonexisting sediments.

B. pelagic sediments.

C. relict sediments.

D. rafted sediments.

E. sorted sediments.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

48. A sediment deposit close to the continental rise having a coarse material overlaid by successively finer materials of nonmarine origin is called a

A. pelagic deposit.

B. rafted deposit.

C. hydrogenic deposit.

D. turbidite.

E. well-sorted deposit.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

49. The seabed is presently being mined in the U.S. for

A. phosphorite.

B. manganese nodules.

C. sand and gravel.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: List multiple seabed resources and appraise the extent to which they are currently being recovered.

Section: 03.04 Seabed Resources Topic: Seabed Resources

50. Manganese nodule mining has not developed because of

A. low international market prices in metal.

B. unresolved legal ownership problems.

C. technical and developmental costs.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: List multiple seabed resources and appraise the extent to which they are currently being recovered.

Section: 03.04 Seabed Resources Topic: Seabed Resources

51. The silica rich oozes of the Pacific Ocean are due to _______ at high latitudes and ______ at low latitudes.

A. radiolarians, diatoms B. diatoms, diatoms C. diatoms, radiolarians D. radiolarians, radiolarians E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea floor.

Section: 03.03 Sediments Topic: Sediments

52. Red clay obtains its characteristic color from

A. the remains of bottom organisms.

B. the oxidation of iron.

C. the silica liberated from diatoms.

D. calcium carbonate.

E. bacteria of the deep sea.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain the characteristics of marine sediments.

Section: 03.03 Sediments Topic: Sediments

53. Why do small particles descend to the seafloor at rates exceeding expectation?

A. The particles attract each other B. The particles increase their density C. The particles are incorporated into the fecal pellets of small animals D. The particles attract each other and the particles are incorporated into the fecal pellets of small animals E. The particles attract each other, the particles increase their density, and the particles are incorporated into the fecal pellets of small animals Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of marine sediment.

Section: 03.03 Sediments Topic: Sediments

54. Side scan sonar images are the product of the

A. reflectivity of the material.

B. depth of the water.

C. angle at which the sound strikes the object.

D. reflectivity of the material and depth of the water.

E. reflectivity of the material, depth of the water, and angle at which the sound strikes the object.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain how seafloor features are measured.

Section: 03.01 Measuring the Depths Topic: Measuring the Depths

55. Lithification of sediments produces

A. coral.

B. turbidites.

C. mud flows.

D. rock.

E. red clay.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of seafloor rocks.

Section: 03.03 Sediments Topic: Sediments

56. Acoustic profiling is used to study

A. sediment size.

B. sediment distribution.

C. seafloor structure.

D. sediment size and sediment distribution.

E. sediment distribution and seafloor structure.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain how seafloor features are measured.

Section: 03.01 Measuring the Depths Topic: Measuring the Depths

57. Submarine canyons are associated with

A. river systems.

B. turbidity currents.

C. volcanic eruptions.

D. river systems and turbidity currents.

E. turbidity currents and volcanic eruptions.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of seafloor features.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

58. Seventy five percent of all marine sediments are

A. terrigenous.

B. neritic.

C. pelagic.

D. suspended in the water column.

E. produced by active seamounts.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

59. Which of the following is NOT true about passive continental margins?

A. They have little seismic or volcanic activity B. They form after continents are rifted apart C. They tend to be wider than active margins D. They occur away from plate boundaries E. They are commonly at subduction zones Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic

Learning Outcome: Explain the characteristics of seafloor provinces.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

60. Turbidites are

A. graded sequence of sediments.

B. found in submarine canyons.

C. characterized by coarse sediments on top of fine sediments.

D. graded sequence of sediments and found in submarine canyons.

E. found in submarine canyons and characterized by coarse sediments on top of fine sediments.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

61. The most common topographic features on Earth are probably

A. rivers.

B. beaches.

C. abyssal hills.

D. continental shelves.

E. island arcs.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

62. The _____ of phytoplankton and zooplankton contribute to marine sediments.

A. fecal pellets B. tests C. limbs D. fecal pellets and tests E. tests and limbs Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

63. Which of the following is NOT an example of a hydrogenous sediment?

A. Manganese nodules B. Phosphorites C. Salts D. Ooliths E. Tektites Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

64. One fathom is equal to

A. 6 feet.

B. 6 meters.

C. roughly 2 meters.

D. one meter.

E. 6 feet and roughly 2 meters.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Review the evolution of methods to measure ocean depth from the time of the ancient Greeks to the present.

Section: 03.01 Measuring the Depths Topic: Measuring the Depths

65. The first scientific voyage to use an echo sounder on a large scale was the

A. Meteor expedition.

B. Beagle expedition.

C. Fram expedition.

D. Discovery expedition.

E. Endeavor expedition.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Review the evolution of methods to measure ocean depth from the time of the ancient Greeks to the present.

Section: 03.01 Measuring the Depths Topic: Measuring the Depths

66. The east coast of South America

A. is a passive continental margin.

B. has a relatively wide continental shelf.

C. is an active continental margin.

D. is marked by a deep ocean trench.

E. is a passive continental margin and has a relatively wide continental shelf.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

67. Gas hydrates are rich in

A. ethanol.

B. diesel.

C. propane.

D. carbon dioxide.

E. methane.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: List multiple seabed resources and appraise the extent to which they are currently being recovered.

Section: 03.04 Seabed Resources Topic: Seabed Resources

68. Turbidity currents are often triggered by earthquakes along passive continental margins.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

69. Barrier reefs can develop into atolls as the seafloor sinks with age.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Discuss the formation of atolls.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

70. Guyots are flat-topped islands.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

71. The deep-sea floor, between 4000 and 6000 m depth, covers more of Earth's surface than the continents.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and active continental margins.

Section: 03.02 Seafloor Provinces Topic: Seafloor Provinces

72. In general, coarse sediments are found closer to shore and fine sediments are found further offshore.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

73. Calcareous sediments are well-preserved in cold, deep water below the CCD. FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

74. In general, sedimentation rates decrease the further offshore.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 03 The Sea Floor and Its Sediments Gradable: automatic Learning Outcome: Explain three different ways to classify sediments.

Section: 03.03 Sediments Topic: Sediments

Chapter 03 Test Bank - Static Summary Category Accessibility: Keyboard Navigation

# of Questions 74

Blooms: 1. Remember

74

Chapter: 03 The Sea Floor and Its Sediments

74

Gradable: automatic

74

Learning Outcome: Construct a simple cross section of an ocean basin, including both passive and

14

active continental margins.

Learning Outcome: Describe characteristics of marine sediments.

2

Learning Outcome: Discuss the characteristics of seafloor provinces.

1

Learning Outcome: Discuss the formation of atolls.

2

Learning Outcome: Discuss the formation of marine sediment.

1

Learning Outcome: Discuss the formation of seafloor features.

5

Learning Outcome: Discuss the formation of seafloor rocks.

1

Learning Outcome: Explain how seafloor features are measured.

2

Learning Outcome: Explain the characteristics of marine sediments.

2

Learning Outcome: Explain the characteristics of seafloor provinces.

1

Learning Outcome: Explain the distribution of marine sediments.

1

Learning Outcome: Explain three different ways to classify sediments.

19

Learning Outcome: Identify where biogenous and lithogenous sediments are dominant on the sea

13

floor.

Learning Outcome: List multiple seabed resources and appraise the extent to which they are

4

currently being recovered.

Learning Outcome: Review the evolution of methods to measure ocean depth from the time of the

5

ancient Greeks to the present.

Learning Outcome: Sketch the location of ocean ridges and trenches.

1

Section: 03.01 Measuring the Depths

7

Section: 03.02 Seafloor Provinces

24

Section: 03.03 Sediments

39

Section: 03.04 Seabed Resources

4

Topic: Measuring the Depths

7

Topic: Seabed Resources

4

Topic: Seafloor Provinces

24

Topic: Sediments

39

Chapter 04 Test Bank – Static Key 1. The ________ of a substance is a measure of the average kinetic energy of the atoms and molecules in the substance. temperature Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Distinguish between temperature and heat.

Section: 04.02 Temperature and Heat Topic: Temperature and Heat

2. ________ is a measure of the total kinetic energy of the atoms and molecules in a substance. heat Blooms: 1. Remember Chapter: 04 The Physical Properties of Water

Gradable: automatic Learning Outcome: Distinguish between temperature and heat.

Section: 04.02 Temperature and Heat Topic: Temperature and Heat

3. A water molecule can bond with other water molecules by ________ bonds. hydrogen Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

4. Identify all of the temperatures at which water boils at 1 atmosphere of pressure.

X 100°C _ 100K _ 100°F _ 212°C _ 212K X 212°F _ 373.15°C X 373.15K _ 373.15°F Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Distinguish between temperature and heat.

Section: 04.02 Temperature and Heat Topic: Temperature and Heat

5. A water molecule is composed of three different kinds of atoms.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

6. When water evaporates at Earth surface temperatures, the water surface loses more heat than when it evaporates at 100 °C. TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Construct a plot of temperature vs. heat gain in 1 gram of water as it goes from a temperature of -10 °C to 110 °C. Section: 04.01 The Water Molecule Topic: The Water Molecule

7. The specific heat of water is less than that of copper.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Distinguish between the specific heat of common materials.

Section: 04.04 Specific Heat Topic: Specific Heat

8. The longer wavelengths of solar radiation above the band of visible light commonly penetrate the sea to depths greater than 10m.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Illustrate the attenuation of light in open ocean water and coastal water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

9. A sound wave traveling at right angles to the ocean's surface will be refracted.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the passage of sound in seawater.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

10. Sound travels faster in water than in air.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the passage of sound in seawater.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

11. When water is evaporated from a surface exposed to air, the surface is warmed; when condensation of evaporated water occurs, the air is cooled.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Construct a plot of temperature vs. heat gain in 1 gram of water as it goes from a temperature of -10 °C to 110 °C. Section: 04.03 Changes of State Topic: Changes of State

12. When water is under great pressure, the density of the water decreases due to a decrease in volume.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Explain the relationship between water density and pressure.

Section: 04.06 Density Topic: Density

13. When seawater absorbs solar radiation, the absorbed energy results in an increase in the specific heat of the water molecules.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Understand that specific heat is an intrinsic property of a material.

Section: 04.04 Specific Heat Topic: Specific Heat

14. When using sound to determine changes in average ocean temperature, the greater the distance the sound travels, the greater the accuracy of the measurements.

TRUE

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the relationship between sound velocity and water temperature.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

15. Repeated sound speed measurements over great distances are being used to measure possible changes in ocean water temperature.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the relationship between sound velocity and water temperature.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

16. Water is the only substance that occurs on Earth naturally as a liquid, a solid, and a gas.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

17. Seawater is highly compressible.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

18. Water transmits sound very well compared to other fluids and gases.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the relationship between sound velocity and water temperature.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

19. The viscosity of a liquid increases with increasing temperature.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

20. Calories are a unit of heat measurement.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Distinguish between temperature and heat.

Section: 04.02 Temperature and Heat Topic: Temperature and Heat

21. The arrangement of the hydrogen and oxygen atoms in a water molecule causes the water molecule to

A. orient in only one direction.

B. have a lattice arrangement in the gaseous state.

C. be polar.

D. slide past other water molecules.

E. lose heat rapidly.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

22. Covalent bonds link a water molecule's

A. positively charged oxygen atom and negatively charged hydrogen atoms.

B. positively charged hydrogen atoms and negatively charged oxygen atom.

C. positively charged oxygen atom and positively charged hydrogen atoms.

D. negatively charged hydrogen atoms and negatively charged oxygen atom.

E. It does not bond atoms.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

23. How many calories must be removed from 5g of pure water at 10 °C to convert the water to ice?

A. 20 B. 80 C. 450 D. 800 E. 1200 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Construct a plot of temperature vs. heat gain in 1 gram of water as it goes from a temperature of-10 °C to 110 °C. Section: 04.03 Changes of State Topic: Changes of State

24. About how many calories are required to convert 2g of ice at 0 °C to water vapor at 50 °C?

A. 160 B. 670 C. 1340 D. 1180 E. 2768 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Construct a plot of temperature vs. heat gain in 1 gram of water as it goes from a temperature of -10 °C to 110 °C. Section: 04.03 Changes of State Topic: Changes of State

25. Heat is measured in

A. degrees C. B. degrees F. 3 C. g/cm

D. calories.

E. degrees C and degrees F. Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Distinguish between temperature and heat.

Section: 04.02 Temperature and Heat Topic: Temperature and Heat

26. Viscosity of ocean water increases primarily

A. as temperature increases.

B. as temperature decreases.

C. as salt content increases.

D. as salt content decreases.

E. due to changes in pressure.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.05 Cohesion, Surface Tension, and Viscosity Topic: Cohesion, Surface Tension, and Viscosity

27. The pressure increase experienced by equipment lowered to a depth of 1000m is approximately

A. 10 atmospheres.

B. 100 atmospheres.

C. 1000 atmospheres.

D. 10,000 atmospheres.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the relationship between pressure and depth.

Section: 04.06 Density Topic: Density

28. Which processes cause surface seawater to increase in density?

A. Sea ice formation B. Sea ice melting C. Surface water evaporation D. Sea ice formation and surface water evaporation E. Sea ice melting and surface water evaporation Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe what processes drive changes in surface seawater density.

Section: 04.06 Density Topic: Density

29. Density of seawater increases as

A. temperature, salinity, and pressure decrease.

B. temperature, salinity, and pressure increase.

C. temperature increases and salinity and pressure decrease.

D. salinity and pressure increase and temperature decreases.

E. pressure increases and temperature and salinity decrease.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe what influences the density of seawater.

Section: 04.06 Density Topic: Density

30. Fresh water has its maximum density at

A. 0 °C. B. 4 °C. C. 32 °C. D. 100 °C. E. below freezing.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Construct a plot of density vs. temperature for pure water from a temperature of -2 °C to 10 °C. Section: 04.06 Density Topic: Density

31. Water heated from below distributes the added heat by _____, whereas the still surface of water heated from above distributes the added heat by ______

A. diffusion; diffusion and conduction B. diffusion; convection C. convection; diffusion and conduction D. conduction; convection E. conduction; diffusion Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Discuss the transmission of heat energy by different methods.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

32. Sea surface color observed by satellite instruments is affected by

A. seawater scattering the light.

B. seawater absorbing solar radiation.

C. the fluorescence of dissolved compounds.

D. All of these are correct.

E. seawater scattering the light and seawater absorbing solar radiation.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the different ways light can interact with water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

33. The long red wavelengths of visible light are

A. reflected back from the surface.

B. transmitted to great depth.

C. responsible for the ocean's color.

D. absorbed in the first meter.

E. blocked by the atmosphere.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Illustrate the attenuation of light in open ocean water and coastal water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

34. The ______ wavelengths of light penetrate deepest into the ocean.

A. ultraviolet B. infrared

C. red D. blue E. black Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Illustrate the attenuation of light in open ocean water and coastal water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

35. The maximum penetration of visible light in clear seawater is about ______ meters.

A. 100 B. 200 C. 300 D. 500 E. 1000 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Illustrate the attenuation of light in open ocean water and coastal water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

36. A Secchi disk is used to measure the attenuation of

A. light.

B. sound.

C. density.

D. viscosity.

E. pressure.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Illustrate the attenuation of light in open ocean water and coastal water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

37. If a sound pulse is sent vertically downward into the sea and its reflected echo from the seafloor returns 6 seconds later, the depth of the water is _______ meters. (The average speed of sound in seawater is 1500m/sec.)

A. 3000 B. 4500 C. 6000 D. 9000 E. 12,000 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Explain how water depth can be determined using sound.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

38. Light and sound are _______ by seawater.

A. refracted B. scattered C. absorbed D. attenuated E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic

Learning Outcome: Explain how light and sound are altered when propagating through water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

39. Changes in water density in the oceans create

A. sound shadows.

B. light refraction.

C. the sofar channel.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the effects of variable water density in the oceans on the propagation of energy.

Section: 04.06 Density Topic: Density

40. Extreme variation in the ocean's temperature is prevented by seawater's

A. density.

B. transparency.

C. viscosity.

D. specific heat.

E. compressibility.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe how the specific heat of seawater can moderate ocean temperature variability.

Section: 04.04 Specific Heat Topic: Specific Heat

41. The addition of salt to fresh water to form salt water

A. increases the density of the water.

B. depresses the boiling point and elevates the freezing point.

C. makes the temperature of maximum density increase.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Contrast the change in density of pure water and average salinity seawater as they cool from a temperature of 10 °C to -2 °C. Section: 04.06 Density Topic: Density

42. Which method best transmits heat through water?

A. Conduction B. Radiation C. Convection D. All of these conduct heat equally well in water.

E. None of these conducts heat in water.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe methods of heat transmission in water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

43. Seawater with a salt content of 35g/kg has a freezing point

A. above its temperature of maximum density.

B. at its temperature of maximum density.

C. below its temperature of maximum density.

D. at 0 °C. E. None of these are correct; this water does not freeze.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the relationship between freezing temperature of water and water salinity.

Section: 04.03 Changes of State Topic: Changes of State

44. If ocean water were incompressible, sea level would be _____ its present level.

A. lower than B. higher than C. equal to Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

45. The sofar channel is centered where sound velocity

A. increases with depth.

B. decreases with depth.

C. is at its minimum.

D. is at its maximum.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Theorize how submarines could evade detection by surface ships using acoustic equipment.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

46. Which phase change reaction requires the most energy?

A. Melting B. Freezing C. Vaporization D. Cooling E. Each requires the same amount of energy.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Construct a plot of temperature vs. heat gain in 1 gram of water as it goes from a temperature of -10 °C to 110 °C. Section: 04.03 Changes of State Topic: Changes of State

47. The process of changing ice directly to water vapor is known as

A. sublimation.

B. evaporation.

C. condensation.

D. vaporization.

E. melting.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the different changes in state of water.

Section: 04.03 Changes of State Topic: Changes of State

48. Which of the following materials has the highest specific heat?

A. Water B. Air C. Continental crust D. Oceanic crust E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the variability of specific heat of common materials.

Section: 04.04 Specific Heat Topic: Specific Heat

49. Which substance has the greatest density?

A. Warm fresh water B. Cold fresh water C. Ice D. Warm salt water E. Cold salt water Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe how water density varies with temperature and salinity.

Section: 04.06 Density Topic: Density

50. Which of the following does NOT happen to water when salt is added?

A. Density decreases B. Boiling point increases C. Freezing point decreases D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe how the addition of salt to water changes the water's properties.

Section: 04.01 The Water Molecule Topic: The Water Molecule

51. The polarity of water molecules is responsible for all of the following, EXCEPT

A. cohesion.

B. dissolving ability of water.

C. surface tension.

D. hydrogen bonding.

E. covalent bonding.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Review the physical properties of water listed in Table 4.1.

Section: 04.01 The Water Molecule Topic: The Water Molecule

52. The surface tension of pure water will increase

A. when salt is added.

B. if the temperature decreases.

C. if pressure is increased.

D. All of these are correct.

E. when salt is added and if the temperature decreases.

Accessibility: Keyboard Navigation

Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the factors controlling surface tension.

Section: 04.05 Cohesion, Surface Tension, and Viscosity Topic: Cohesion, Surface Tension, and Viscosity

53. Above a salt content of 24.7 g/kg, as temperature decreases

A. water density increases to the freezing point.

B. water density decreases to the freezing point.

C. the freezing temperature decreases as salt content increases.

D. water density increases to the freezing point and the freezing temperature decreases as salt content increases.

E. water density decreases to the freezing point and the freezing temperature decreases as salt content increases.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: How freezing temperature and density change as seawater salinity increases.

Section: 04.06 Density Topic: Density

54. Above a salt content of 24.7 g/kg, as temperature decreases

A. the attenuation factor of light increases.

B. the attenuation factor of light decreases.

C. the depth of light penetration decreases.

D. the depth of light penetration remains constant.

E. the scattering of light in the water increases.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Illustrate the attenuation of light in open ocean water and coastal water.

Section: 04.07 Transmission of Energy Topic: Transmission of Energy

55. The latent heat of vaporization is much greater than the latent heat of fusion.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Distinguish between the heat of vaporization and the heat of fusion.

Section: 04.03 Changes of State Topic: Changes of State

56. The transformation of ice directly to water vapor is known as sublimation.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the process of water transforming from solid directly to water vapor.

Section: 04.03 Changes of State Topic: Changes of State

57. Pressure increases by about 1 atm for every 10 m of depth in the ocean.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Describe the effect of increasing depth on pressure.

Section: 04.01 The Water Molecule Topic: The Water Molecule

Chapter 04 Test Bank - Static Summary Category Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 04 The Physical Properties of Water Gradable: automatic Learning Outcome: Construct a plot of density vs. temperature for pure water from a temperature of

# of Questions 53 57 57 57 1

-2 °C to 10 °C. Learning Outcome: Construct a plot of temperature vs. heat gain in 1 gram of water as it goes from

5

a temperature of -10 °C to 110 °C. Learning Outcome: Contrast the change in density of pure water and average salinity seawater as

1

they cool from a temperature of 10 °C to 2 °C. Learning Outcome: Describe how the addition of salt to water changes the water's properties.

Learning Outcome: Describe how the specific heat of seawater can moderate ocean temperature variability.

Learning Outcome: Describe how water density varies with temperature and salinity.

Learning Outcome: Describe methods of heat transmission in water.

Learning Outcome: Describe the different changes in state of water.

Learning Outcome: Describe the different ways light can interact with water.

Learning Outcome: Describe the effect of increasing depth on pressure.

Learning Outcome: Describe the effects of variable water density in the oceans on the propagation of energy.

Learning Outcome: Describe the factors controlling surface tension.

Learning Outcome: Describe the passage of sound in seawater.

Learning Outcome: Describe the process of water transforming from solid directly to water vapor.

Learning Outcome: Describe the relationship between freezing temperature of water and water salinity.

Learning Outcome: Describe the relationship between pressure and depth.

Learning Outcome: Describe the relationship between sound velocity and water temperature.

Learning Outcome: Describe the variability of specific heat of common materials.

Learning Outcome: Describe what influences the density of seawater.

Learning Outcome: Describe what processes drive changes in surface seawater density.

Learning Outcome: Discuss the transmission of heat energy by different methods.

Learning Outcome: Distinguish between temperature and heat.

Learning Outcome: Distinguish between the heat of vaporization and the heat of fusion.

Learning Outcome: Distinguish between the specific heat of common materials.

Learning Outcome: Explain how light and sound are altered when propagating through water.

Learning Outcome: Explain how water depth can be determined using sound.

Learning Outcome: Explain the relationship between water density and pressure.

Learning Outcome: How freezing temperature and density change as seawater salinity increases.

Learning Outcome: Illustrate the attenuation of light in open ocean water and coastal water.

Learning Outcome: Review the physical properties of water listed in Table 4.1.

Learning Outcome: Theorize how submarines could evade detection by surface ships using acoustic equipment.

Learning Outcome: Understand that specific heat is an intrinsic property of a material.

Section: 04.01 The Water Molecule Section: 04.02 Temperature and Heat Section: 04.03 Changes of State Section: 04.04 Specific Heat Section: 04.05 Cohesion, Surface Tension, and Viscosity Section: 04.06 Density Section: 04.07 Transmission of Energy Topic: Changes of State Topic: Cohesion, Surface Tension, and Viscosity Topic: Density

1 1 1 1 1 1 1 1 1 2 1 1 1 3 1 1 1 1 5 1 1 1 1 1 1 6 10 1 1 12 5 8 4 2 9 17 8 2 9

Topic: Specific Heat Topic: Temperature and Heat Topic: The Water Molecule Topic: Transmission of Energy

4 5 12 17

Chapter 05 Test Bank Key 1. The relative molar abundance of carbon, nitrogen, and phosphorus in marine phytoplankton can be expressed in a relationship called the ________ ratio. redfield Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the relative abundance of nutrients important for phytoplankton growth.

Section: 05.04 Nutrients and Organics Topic: Nutrients and Organics

2. The salinity of a water sample can be determined by multiplying its ________ by 1.80655. chlorinity Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe how salinity can be easily estimated.

Section: 05.01 Salts Topic: Salts

3. An ion with a positive charge is called a ________. cation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the properties of ions.

Section: 05.01 Salts Topic: Salts

4. An ion with a negative charge is called an ________. anion Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the properties of ions.

Section: 05.01 Salts Topic: Salts

5. Identify the four seawater constituents that are present in the highest concentration.

X __ X X __ __ X

magnesium bromide sodium chloride calcium potasium sulfate Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

6. The polar nature of water molecules aids in water's solvent abilities.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Explain why water is an effective solvent.

Section: 05.01 Salts Topic: Salts

7. The dissolving ability of water is related to

A. attraction between the water molecule's positive and negative charges and charges on other atoms.

B. its ability to form hydrogen bonds with other molecules.

C. its ability to transmit energy from water molecule to water molecule.

D. attraction between the water molecule's positive and negative charges and charges on other atoms and its ability to form hydrogen bonds with other molecules.

E. attraction between the water molecule's positive and negative charges and charges on other atoms, its ability to form hydrogen bonds with other molecules, and its ability to transmit energy from water molecule to water molecule.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Explain why water is an effective solvent.

Section: 05.01 Salts Topic: Salts

8. Salinity of seawater is approximately equal to the total dissolved salts in seawater expressed as grams of salt per kilogram of seawater.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe how you express the salinity of seawater.

Section: 05.01 Salts Topic: Salts

9. The chemical constituents of sea salt that are not utilized or altered by biological processes are called nonconservative.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the difference between conservative and nonconservative constituents of seawater.

Section: 05.01 Salts Topic: Salts

10. Nutrients and dissolved gases in seawater are considered conservative substances.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the difference between conservative and nonconservative constituents of seawater.

Section: 05.02 Gases Section: 05.04 Nutrients and Organics Topic: Gases Topic: Nutrients and Organics

11. Seawater percolating through the fractured crust along ridge systems acts to both remove salts from and add salts to seawater.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

12. Formation of evaporites acts to add salts to seawater.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

13. The rule of constancy of composition of sea salts for open-ocean water specifies that regardless of the salinity, the major ions always appear in the same ratio to each other.  TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe how variable salinity impacts the relative abundance of the major constituent ions.

Section: 05.01 Salts Topic: Salts

14. When the salinity of a seawater sample changes, the ratio of the major salt ions does not change.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe how variable salinity impacts the relative abundance of the major constituent ions.

Section: 05.01 Salts Topic: Salts

15. Instruments used to measure the electrical conductivity of seawater can produce continuous readings of salinity with depth or continuous readings of salinity with time at a fixed depth.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe one way of measuring ocean salinity with depth.

Section: 05.01 Salts Topic: Salts

16. Cold seawater holds less oxygen than warm seawater at the same pressure and salinity.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

17. Anoxic water contains too much oxygen.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

18. More oxygen is found in surface waters at lower latitudes than in surface waters at polar latitudes.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

19. Carbon dioxide concentrations in seawater increase with depth.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

20. In the process called osmosis, water naturally travels through a semipermeable membrane from the side of low salt concentration to the side of high salt concentration.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Compare and contrast two different methods of desalination.

Section: 05.05 Practical Considerations: Salt and Water Topic: Practical Considerations: Salt and Water

21. The process of reverse osmosis uses pressure to separate fresh water from salt water through a semipermeable membrane.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Compare and contrast two different methods of desalination.

Section: 05.05 Practical Considerations: Salt and Water Topic: Practical Considerations: Salt and Water

22. The oceans are a major contributor of oxygen to the earth's atmosphere.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the exchange of oxygen between the ocean and the atmosphere.

Section: 05.02 Gases Topic: Gases

23. When salt-forming ions are placed in water they combine with each other and form solids.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the effect of the polar nature of the water molecule on ions in solution.

Section: 05.01 Salts Topic: Salts

24. Acid rain falling on seawater has little effect on the pH of the oceans.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the pH scale and explain the role of carbon dioxide in buffering seawater pH. Section: 05.03 Carbon Dioxide and the Ocean Topic: Carbon Dioxide and the Ocean

25. An ion with a negative charge is a cation.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the properties of ions.

Section: 05.01 Salts Topic: Salts

26. The saturation value of oxygen in seawater increases as the temperature increases.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

27. Surface values of dissolved oxygen may exceed 100% saturation.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

28. An ion with a positive charge is known as a cation.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the properties of ions.

Section: 05.01 Salts Topic: Salts

29. Surface salinities at high latitudes tend to be greater in summer than winter.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Sketch the pattern of high and low sea surface salinity on a map of the world's oceans.

Section: 05.01 Salts Topic: Salts

30. The proportions of the major salts in seawater are constantly changing.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Discuss the relative abundance of major constituent ions in seawater.

Section: 05.01 Salts Topic: Salts

31. The percentage of oxygen dissolved in seawater is greater in surface waters than in the deep ocean.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

32. If the salinity of ocean water is 36‰, there are ______g of salt left from evaporating 2kg of seawater.

A. 9 B. 18 C. 36 D. 54 E. 72 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

33. The average salinity of the oceans is about ______ parts per thousand (‰).

A. 30 B. 35 C. 37 D. 40 E. 45 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

34. Sources of the oceans' salts are believed to include

A. Earth's crust.

B. Earth's early atmosphere.

C. volcanic eruptions.

D. Earth's crust and Earth's early atmosphere.

E. Earth's crust, Earth's early atmosphere, and volcanic eruptions.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

35. Ions are removed from seawater most effectively by

A. evaporation.

B. freezing.

C. adsorption.

D. bacterial action.

E. None of these are correct; one method is not more effective than another.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

36. If a chemical is not very abundant in the ocean but has a high rate of delivery to the ocean from land sources, it will have a __________ residence time in the ocean and will ________ become part of the seafloor sediments.

A. long; quickly B. long; slowly C. short; quickly D. short; slowly E. variable; variably Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Calculate the residence time of an ion given its concentration and rate of supply.

Section: 05.01 Salts Topic: Salts

37. Which situations cause an ion to have a long residence time in the oceans?

A. A high rate of ion addition B. A rapid rate of reaction with other substances C. Small total amount of ion present D. A high rate of ion addition and a rapid rate of reaction with other substances acting together E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Calculate the residence time of an ion given its concentration and rate of supply.

Section: 05.01 Salts Topic: Salts

38. The major ionic constituents of sea salt are normally found to

A. have a constant ratio of each constituent to each other.

B. behave as conservative materials.

C. have the same ratio to each other even when diluted by rainwater.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

39. Dittmar analyzed approximately seventy seawater samples collected around the world during the Challenger Expedition. He concluded that

A. seawater had the same salinity worldwide.

B. salt content changes due to processes that add or subtract salt.

C. the major ions were always present in the same ratios.

D. dissolved gases are always present in the same ratios.

E. the major ions were always present in the same ratios and dissolved gases are always present in the same ratios.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

40. Salinity may be measured by checking the water's

A. viscosity.

B. temperature.

C. conductivity.

D. pressure.

E. surface tension.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

41. Electrical conductivity readings at a known temperature measure

A. salinity.

B. temperature.

C. pressure.

D. viscosity.

E. density.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

42. Sources of oxygen in the open sea include

A. the atmosphere.

B. photosynthesis.

C. respiration and decay.

D. the atmosphere and photosynthesis.

E. photosynthesis and respiration and decay.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

43. The depth at which the rate of photosynthesis balances the rate of plant respiration is known as the

A. saturation value depth.

B. compensation depth.

C. gas equilibrium depth.

D. photosynthesis cutoff depth.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

44. Carbon dioxide in seawater keeps the water's pH

A. slightly alkaline.

B. strongly alkaline.

C. slightly acid.

D. strongly acid.

E. neutral.

Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the pH scale and explain the role of carbon dioxide in buffering seawater pH. Section: 05.03 Carbon Dioxide and the Ocean Topic: Carbon Dioxide and the Ocean

45. The pH of seawater is regulated by

A. carbon dioxide.

B. oxygen.

C. temperature.

D. pressure.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the pH scale and explain the role of carbon dioxide in buffering seawater pH. Section: 05.03 Carbon Dioxide and the Ocean Topic: Carbon Dioxide and the Ocean

46. Which of these processes results in the transfer of the carbon from carbon dioxide to the deep sea?

A. Photosynthesis B. Respiration C. Decay D. Photosynthesis and decay E. Photosynthesis, respiration, and decay Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

47. Which of the following chemicals is commercially extracted from seawater?

A. Sulfur B. Gold C. Manganese D. Bromine E. Phosphate Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.05 Practical Considerations: Salt and Water Topic: Practical Considerations: Salt and Water

48. A device used to separate fresh water from salt water using heat is called a(n)

A. osmometer.

B. dialysis machine.

C. still.

D. ion exchange column.

E. salt fountain.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Compare and contrast two different methods of desalination.

Section: 05.05 Practical Considerations: Salt and Water Topic: Practical Considerations: Salt and Water

49. Electrodialysis produces ________ from low-salinity seawater.

A. bromine and magnesium B. energy

C. fresh water D. oxygen and carbon dioxide E. table salt (sodium chloride) Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Compare and contrast two different methods of desalination.

Section: 05.05 Practical Considerations: Salt and Water Topic: Practical Considerations: Salt and Water

50. The concentration of carbon dioxide in surface water is low, whereas the concentration of oxygen is high because of the

A. difference in solubility of the gases.

B. exchange of gases between the atmosphere and the ocean.

C. photosynthesis process.

D. respiration of plants and animals.

E. conversion of carbon dioxide to bicarbonate.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

51. The total change in concentration of carbon dioxide with depth is small because

A. carbon dioxide combines with water to form carbonic acid and bicarbonate.

B. decay occurs at all depths.

C. photosynthesis occurs only at the surface.

D. carbon dioxide is added directly from the atmosphere.

E. carbon dioxide reacts with oxygen.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the pH scale and explain the role of carbon dioxide in buffering seawater pH. Section: 05.03 Carbon Dioxide and the Ocean Topic: Carbon Dioxide and the Ocean

52. Trace elements in seawater are

A. toxic to marine life forms.

B. necessary for many marine life forms.

C. found in concentrations suitable for commercial use.

D. significant components of the total salt content of seawater.

E. in higher concentrations at lower salinities.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

53. The residence time of an ion in the oceans may be determined by

A. multiplying the input rate by the output rate.

B. multiplying the total amount of the ion by either input or output rate.

C. dividing the total amount of the ion by either input or output rate.

D. dividing ionic concentration by input or output rate.

E. multiplying ionic concentration by total amount of the ion.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Calculate the residence time of an ion given its concentration and rate of supply.

Section: 05.01 Salts Topic: Salts

54. Which ion has the shortest residence time in the oceans?

A. Chloride B. Sodium C. Potassium D. Sulfate E. Iron Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Calculate the residence time of an ion given its concentration and rate of supply.

Section: 05.01 Salts Topic: Salts

55. Seawater taken from an area with a large, growing plant population has a

A. low CO2 and high nutrient content.

B. low O2 and low nutrient content.

C. high O2 and low nutrient content.

D. high O2 and high CO2 content.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Identify the three ions considered important marine nutrients.

Section: 05.04 Nutrients and Organics Topic: Nutrients and Organics

56. Nutrients are non-conservative constituents of seawater because they

A. maintain constant ratios to each other.

B. do not maintain constant ratios to each other.

C. are recycled into plants and animals.

D. maintain constant ratios to each other and are recycled into plants and animals.

E. do not maintain constant ratios to each other and are recycled into plants and animals.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Identify the three ions considered important marine nutrients.

Section: 05.04 Nutrients and Organics Topic: Nutrients and Organics

57. The rate at which the oceans absorb carbon dioxide is controlled by

A. temperature, salinity and pressure.

B. pH. C. mixing and circulation processes.

D. temperature, salinity and pressure, pH, and mixing and circulation processes.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

58. Which desalination process requires the least energy?

A. Reverse osmosis B. Distillation

C. Ion exchange D. Freezing E. Electrodialysis Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Compare and contrast two different methods of desalination.

Section: 05.05 Practical Considerations: Salt and Water Topic: Practical Considerations: Salt and Water

59. Which latitudinal area tends to have the highest average surface salinity? o

o

A. Polar areas (80 to 90 ) o o B. Equatorial areas (0 -10 ) o o C. Tropics (25 -30 ) o D. Midlatitudes (60 ) E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Sketch the pattern of high and low sea surface salinity on a map of the world's oceans.

Section: 05.01 Salts Topic: Salts

60. Which of the following ions has the highest concentration in seawater? +

A. Na B. Cl 2+ C. Mg + D. K 2+ E. Ca Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

61. Which gas has the highest concentration throughout the entire ocean?

A. Oxygen B. Carbon dioxide C. Nitrogen D. Argon E. Concentrations vary with time Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

62. Sea surface salinity is a function of _________ and __________. precipitation; evaporation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Explain how sea surface salinity is modified by evaporation, precipitation, and runoff from the continents.

Section: 05.01 Salts Topic: Salts

63. The process of adherence of ions and molecules onto a particle's surface is called _______.

adsorption Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

64. Check each of the following constitutents of seawater that are conservative constituents.

Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

65. The residence time of iron and sodium in the oceans is approximately the same.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Calculate the residence time of an ion given its concentration and rate of supply.

Section: 05.01 Salts Topic: Salts

66. Profiles of the concentration of oxygen and carbon dioxide in seawater from the surface to a depth of about 800 m are mirror images of each other.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

67. The depth at which the rate of photosynthesis balances the rate of respiration is called the _______ depth. compensation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

68. The ratio of chlorine to sodium in seawater is about 1.8.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Section: 05.01 Salts Topic: Salts

69. In order to change the pH of water by one integer number (from 7 to 8 or from 8 to 7 for instance) you would have to change the concentration of the hydrogen ion by a factor of

A. 1000.

B. 500.

C. 100.

D. 50.

E. 10.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Describe the pH scale and explain the role of carbon dioxide in buffering seawater pH. Section: 05.03 Carbon Dioxide and the Ocean Topic: Carbon Dioxide and the Ocean

70. Carbon dioxide is added to seawater by

A. photosynthesis.

B. respiration.

C. decomposition.

D. transfer from the atmosphere.

E. respiration, decomposition and transfer from the atmosphere.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Section: 05.02 Gases Topic: Gases

Chapter 05 Test Bank Summary Category Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 05 The Chemistry of Seawater Gradable: automatic Learning Outcome: Calculate the residence time of an ion given its concentration and rate of supply.

Learning Outcome: Compare and contrast two different methods of desalination.

Learning Outcome: Describe how salinity can be easily estimated.

Learning Outcome: Describe how variable salinity impacts the relative abundance of the major constituent ions.

Learning Outcome: Describe how you express the salinity of seawater.

Learning Outcome: Describe one way of measuring ocean salinity with depth.

Learning Outcome: Describe the difference between conservative and nonconservative constituents of seawater.

Learning Outcome: Describe the effect of the polar nature of the water molecule on ions in solution.

Learning Outcome: Describe the exchange of oxygen between the ocean and the atmosphere.

Learning Outcome: Describe the pH scale and explain the role of carbon dioxide in buffering seawater pH. Learning Outcome: Describe the properties of ions.

Learning Outcome: Describe the relative abundance of nutrients important for phytoplankton growth.

Learning Outcome: Diagram the distribution of oxygen and carbon dioxide with depth.

Learning Outcome: Discuss the relative abundance of major constituent ions in seawater.

Learning Outcome: Explain how sea surface salinity is modified by evaporation, precipitation, and runoff from the continents.

Learning Outcome: Explain why water is an effective solvent.

Learning Outcome: Identify the three ions considered important marine nutrients.

Learning Outcome: Review the major constituent ions in seawater in order of their concentration.

Learning Outcome: Review the sources of major constituent ions in seawater in order of their concentration.

Learning Outcome: Sketch the pattern of high and low sea surface salinity on a map of the world's oceans.

Section: 05.01 Salts Section: 05.02 Gases Section: 05.03 Carbon Dioxide and the Ocean Section: 05.04 Nutrients and Organics Section: 05.05 Practical Considerations: Salt and Water Topic: Carbon Dioxide and the Ocean Topic: Gases Topic: Nutrients and Organics Topic: Practical Considerations: Salt and Water Topic: Salts

# of Questions 61 70 70 70 5 5 1 2 1 1 2 1 1 5 4 1 16 1 1 2 2 1 16 2 38 18 5 4 6 5 18 4 6 38

Chapter 06 Test Bank Key 1. Intense low pressure atmospheric storms in the Atlantic Ocean are called ________.

hurricanes or hurricane Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List three names for large, intense low-pressure systems.

Section: 06.06 Hurricanes and Coastal Flooding Topic: Hurricanes and Coastal Flooding

2. Intense low pressure atmospheric storms in the Western Pacific Ocean are called ________.

typhoons or typhoon Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List three names for large, intense low-pressure systems.

Section: 06.06 Hurricanes and Coastal Flooding Topic: Hurricanes and Coastal Flooding

3. Maximum sea surface elevation along a coast occurs when storm surge coincides with high tide. This is called ________. storm tide Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Review the major historical and physical details of Hurricane Katrina.

Section: 06.06 Hurricanes and Coastal Flooding Topic: Hurricanes and Coastal Flooding

4. Identify which of the following gases have variable concentration in the atmosphere.

__ nitrogen X methane __ hydrogen X carbon dioxide X water vapor __ oxygen __ argon X ozone Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Describe the composition of the atmosphere.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

5. If the world's sea ice melted, sea level would rise.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Argue that global warming is enhanced by the accumulation of greenhouse gases, such as carbon dioxide, in the atmosphere.

Section: 06.02 Sea Ice and Icebergs Topic: Sea Ice and Icebergs

6. When sea ice forms, the surface water beneath the ice becomes less dense.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Describe the formation of sea ice.

Section: 06.02 Sea Ice and Icebergs Topic: Sea Ice and Icebergs

7. The tabular icebergs are formed from sea ice.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Describe the formation of sea ice.

Section: 06.02 Sea Ice and Icebergs

Topic: Sea Ice and Icebergs

8. Castle bergs are formed from the continental ice sheets of Antarctica.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Describe the formation of icebergs.

Section: 06.02 Sea Ice and Icebergs Topic: Sea Ice and Icebergs

9. The atmospheric pressure bands that circle Earth do not change very much with the seasons in the Northern Hemisphere.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

10. In the Northern Hemisphere, the air circulation about a high pressure cell is clockwise.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

11. In the Southern Hemisphere, the circulation of air about a low pressure system is clockwise.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

12. In the Southern Hemisphere, the atmospheric low pressure belt centered on 60°S remains nearly continuous around the world at all seasons of the year.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

13. The prevailing westerlies of the Northern Hemisphere are more steady in strength and direction than the trade winds.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the Coriolis effect and describe its direction and magnitude as a function of latitude.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

14. The greenhouse effect is caused by the carbon dioxide level in the atmosphere allowing outgoing radiation to exceed incoming radiation.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Argue that global warming is enhanced by the accumulation of greenhouse gases, such as carbon dioxide, in the atmosphere.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

15. The annual variation in atmospheric carbon dioxide is caused primarily by seasonal photosynthesis on land in the Southern Hemisphere.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Argue that global warming is enhanced by the accumulation of greenhouse gases, such as carbon dioxide, in the atmosphere.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

16. The greenhouse effect decreases the long wave radiation lost by the Earth's surface and increases the shortwave radiation lost by the atmosphere.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Argue that global warming is enhanced by the accumulation of greenhouse gases, such as carbon dioxide, in the atmosphere.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

17. The leeward side of a mountain range usually has higher precipitation than the windward side.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the effect of topography on precipitation.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

18. Hurricanes form over tropical landmasses.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List three names for large, intense low-pressure systems.

Section: 06.06 Hurricanes and Coastal Flooding Topic: Hurricanes and Coastal Flooding

19. In the stratosphere, temperature increases with increased elevation.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of temperature vs. elevation in each layer.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

20. Earth's weather is formed primarily in the troposphere.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of temperature vs. elevation in each layer.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

21. Ozone absorbs ultraviolet radiation in the troposphere.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Argue that global warming is enhanced by the accumulation of greenhouse gases, such as carbon dioxide, in the atmosphere.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

22. The temperature of the troposphere increases with elevation.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of temperature vs. elevation in each layer.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

23. Increasing water vapor content decreases the density of air.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of temperature vs. elevation in each layer.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

24. Decreasing the atmospheric pressure increases the density of air.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of temperature vs. elevation in each layer.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

25. The greenhouse effect is a product of increasing oxygen concentration in the troposphere.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Argue that global warming is enhanced by the accumulation of greenhouse gases, such as carbon dioxide, in the atmosphere.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

26. Clouds can either heat or cool Earth.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the influence of clouds on surface temperature.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

27. If there were no clouds, Earth would cool.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the influence of clouds on surface temperature.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

28. Storm tides are caused by the low atmospheric pressure and winds associated with hurricanes and typhoons.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Review the major historical and physical details of Hurricane Katrina.

Section: 06.06 Hurricanes and Coastal Flooding Topic: Hurricanes and Coastal Flooding

29. La Niña indicates warmer than normal surface temperatures in the equatorial Pacific.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Relate ENSO events to global weather patterns and variations in sea surface temperature.

Section: 06.07 El Niño-Southern Oscillation Topic: El Niño-Southern Oscillation

30. El Niño is an oceanic and atmospheric system that moves across the central Pacific from Asia toward Peru.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Relate ENSO events to global weather patterns and variations in sea surface temperature.

Section: 06.07 El Niño-Southern Oscillation Topic: El Niño-Southern Oscillation

31. The latitudes between approximately 30 degrees north and 30 degrees south have a heating deficit over the course of a year.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Outline and discuss Earth's heat budget.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

32. The annual range of temperatures will be greater closer to the ocean than at inland locations.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Outline and discuss Earth's heat budget.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

33. In the Northern Hemisphere, CO₂ concentration in the atmosphere tends to decrease in the spring and early summer.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Argue that global warming is enhanced by the accumulation of greenhouse gases, such as carbon dioxide, in the atmosphere.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

34. Winds are named for the direction to which they blow.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

35. In June the ITCZ tends to shift south into the Southern Hemisphere.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

36. A low pressure system develops over India during the wet phase of the south Asian monsoon.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

37. Rain shadows develop on the leeward side of topographic barriers.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the effect of topography on precipitation.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

38. Hurricanes commonly form at the equator.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List three names for large, intense low-pressure systems.

Section: 06.06 Hurricanes and Coastal Flooding Topic: Hurricanes and Coastal Flooding

39. In the middle latitudes of the Northern Hemisphere, a _____ pressure cell develops over the ocean in winter and a ____ pressure cell develops in summer.

A. high; low

B. low; high C. low; low D. high; high E. Either high; low or low; high can occur.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

40. A local shore wind controlled only by daily temperature variation between land and water will blow _____ during the night.

A. 45 degrees to the right B. parallel to the shore C. onshore D. offshore E. 45 degrees to the left Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Describe onshore and offshore winds.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

41. During the Indian wet monsoon, the prevailing winds blow ____ in the _____.

A. onshore; winter B. onshore; summer C. offshore; winter D. offshore; summer E. onshore; summer and winter Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

42. Earth's surface winds are caused by air moving from a region of ______ to a region of ________.

A. low pressure; high pressure B. surface convergence; surface divergence C. high pressure; low pressure D. low elevation; high elevation E. high elevation; low elevation Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

43. Air becomes less dense and rises when

A. the air warms.

B. the water vapor content increases.

C. atmospheric pressure decreases.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic

Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

44. A wind blowing from the northwest to the southeast is called a ______ wind.

A. northwest B. northerly C. southeast D. southerly E. east-west Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

45. The Coriolis effect arises primarily from the

A. curvature of Earth's surface.

B. rotation of Earth around its axis.

C. rotation of Earth around the sun.

D. effect of winds high in the atmosphere.

E. motion of the oceans in their basins.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the Coriolis effect and describe its direction and magnitude as a function of latitude.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

46. The Coriolis effect

A. deflects to the right in the Northern Hemisphere.

B. deflects to the left in the Southern Hemisphere.

C. has no effect at the equator.

D. deflects to the right in the Northern Hemisphere and deflects to the left in the Southern Hemisphere.

E. deflects to the right in the Northern Hemisphere, deflects to the left in the Southern Hemisphere, and has no effect at the equator.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the Coriolis effect and describe its direction and magnitude as a function of latitude.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

47. The most abundant gas in the atmosphere is

A. argon.

B. oxygen.

C. carbon dioxide.

D. water vapor.

E. nitrogen.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of pressure vs. elevation.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

48. Along the west coast of India, the prevailing wind during the winter blows ______ and produces the _______.

A. offshore; dry monsoon B. onshore; wet monsoon C. offshore; wet monsoon D. onshore; dry monsoon Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.05 Modifying the Wind Bands Topic: Modifying the Wind Bands

49. The winds that begin the polar high pressure zones are called

A. polar westerlies.

B. polar easterlies.

C. westerlies.

D. easterlies.

E. northerlies and southerlies (depending on the pole).

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

50. The westerlies lie between which latitudes?

A. 0 degrees and 30°N only B. 30 degrees and 60°N only C. 30 degrees and 60°N and S D. 30 degrees and 60°S only E. 0 degrees and 30°S only Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

51. The doldrums are found

A. around the poles.

B. at 30°N and S. C. between the trade winds and the westerlies.

D. between the northeast trade winds and the southeast trade winds.

E. at 60°N and S. Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

52. The wind band between the horse latitudes and the doldrums is called the ________ in the Southern Hemisphere.

A. westerlies B. northeast trade winds C. southeast trade winds D. polar easterlies E. seasonal monsoon Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

53. A parcel of air from the South Pole moves due north along the prime meridian; its motion is independent of Earth's rotation. Over what longitude will it be found four hours later?

A. 60°W B. 60°E C. 0° D. 40°E E. 40°W Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the Coriolis effect and describe its direction and magnitude as a function of latitude.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

54. The effect of ozone destruction is most severe

A. at polar latitudes.

B. at temperate latitudes.

C. at equatorial latitudes.

D. in terrestrial desert areas.

E. All of these are equally affected.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the characteristics of the Antarctic ozone hole and relate its size to cloud formation and temperature.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

55. Ozone destruction appears to be related to increasing levels of _________ in the atmosphere.

A. carbon dioxide B. chlorine C. sulfur D. water vapor E. dimethyl sulfide Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the characteristics of the Antarctic ozone hole and relate its size to cloud formation and temperature.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

56. Clouds ___________ radiation.

A. absorb shortwave B. reflect shortwave C. intercept longwave D. radiate longwave E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Discuss the effect of clouds on Earth's heat budget.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

57. The Northern Hemisphere polar jet stream

A. lies above the boundary between the polar easterlies and the westerlies.

B. flows rapidly eastward.

C. alters the weather patterns at Earth's surface.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

58. Which statement(s) about El Niño is(are) true?

A. It produces warm surface water along the Peru-Ecuador coast.

B. It interrupts the southeast tradewinds and displaces the doldrums.

C. It is associated with a displacement of the jet stream.

D. It is also known as La Niña.

E. It produces warm surface water along the Peru-Ecuador coast, it interrupts the southeast tradewinds and displaces the doldrums, and it is associated with a displacement of the jet stream.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Relate ENSO events to global weather patterns and variations in sea surface temperature.

Section: 06.07 El Niño-Southern Oscillation Topic: El Niño-Southern Oscillation

59. Hurricanes derive their energy from _______ pressure zones in the ______ latitudes.

A. high; tropical B. low; tropical C. high; mid D. low; mid E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Review the major historical and physical details of Hurricane Katrina.

Section: 06.06 Hurricanes and Coastal Flooding Topic: Hurricanes and Coastal Flooding

60. A storm tide is due to the

A. low atmospheric pressure at a storm's center.

B. strong offshore winds.

C. strong winds creating a surface flow toward the shore.

D. low atmospheric pressure at a storm's center and strong winds creating a surface flow toward the shore.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Review the major historical and physical details of Hurricane Katrina.

Section: 06.06 Hurricanes and Coastal Flooding Topic: Hurricanes and Coastal Flooding

61. Approximately what percentage of incoming solar radiation is absorbed by the surface of the Earth?

A. 4% B. 31% C. 47% D. 80% E. 100%

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Outline and discuss Earth's heat budget.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

62. On December 15th, which of the following locations will receive the highest value of solar radiation?

A. 0° B. 30°N C. 30°S D. 60°N E. 60°S Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Outline and discuss Earth's heat budget.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

63. Atmospheric pressure is greatest in the

A. thermosphere.

B. mesosphere.

C. stratosphere.

D. troposphere.

E. atmosphere.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of pressure vs. elevation.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

64. The greatest concentration of ozone is in the

A. thermosphere.

B. mesosphere.

C. lithosphere.

D. troposphere.

E. stratosphere.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Describe the distribution of ozone in the atmosphere.

Section: 06.03 Structure and Composition of the Atmosphere Topic: Structure and Composition of the Atmosphere

65. The coriolis effect deflects objects in the Northern Hemisphere to the _________ relative to their direction of motion.

A. east B. west C. north D. right E. left Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Explain the Coriolis effect and describe its direction and magnitude as a function of latitude.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

66. Wind belts that blow from east to west over most of the areas between 30º north and 30º south are called

A. westerlies.

B. polar easterlies.

C. trade winds.

D. horse latitudes.

E. doldrums.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

67. The low pressure area near the equator is known as the

A. Intertropical Convergence Zone.

B. horse latitudes.

C. polar easterlies.

D. westerlies.

E. trade winds.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.04 The Atmosphere in Motion Topic: The Atmosphere in Motion

68. El Niño events are associated with

A. high pressure in the western Pacific.

B. high pressure in the eastern Pacific.

C. dry conditions in Australia and Indonesia.

D. coastal upwelling in the western Pacific.

E. descending air over Indonesia.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Relate ENSO events to global weather patterns and variations in sea surface temperature.

Section: 06.07 El Niño-Southern Oscillation Topic: El Niño-Southern Oscillation

69. The maximum actual solar radiation that reaches Earth's surface is slightly less than the solar constant because

A. Earth's axis of rotation is tilted.

B. the atmosphere absorbs some energy.

C. the atmosphere reflects some energy.

D. of the uneven distribution of continents and ocean basins.

E. the atmosphere absorbs some energy and the atmosphere reflects some energy.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Outline and discuss Earth's heat budget.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

70. The oceans are heated primarily from below by volcanic activity along ocean ridges.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans

Gradable: automatic Learning Outcome: Outline and discuss Earth's heat budget.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

71. Heat energy gained at low latitudes is redistributed to higher latitudes by

A. atmospheric circulation.

B. low pressure systems.

C. ocean currents.

D. All of these are correct.

E. atmospheric circulation and ocean currents.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Outline and discuss Earth's heat budget.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

72. The annual range of surface temperature is greater on land than at sea because

A. the specific heat of water is less than that of land.

B. the specific heat of water is greater than that of land.

C. the heat capacity of water is greater than that of land.

D. the heat capacity of water is less than that of land.

E. there is more land area in the Northern Hemisphere than in the Southern Hemisphere.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Outline and discuss Earth's heat budget.

Section: 06.01 Heating and Cooling Earth's Surface Topic: Heating and Cooling Earth's Surface

Chapter 06 Test Bank Summary Category Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 06 The Atmosphere and the Oceans Gradable: automatic Learning Outcome: Argue that global warming is enhanced by the accumulation of greenhouse gases, such as carbon dioxide, in the atmosphere.

Learning Outcome: Describe onshore and offshore winds.

Learning Outcome: Describe the composition of the atmosphere.

# of Questions 68 72 72 72 7 1 1

Learning Outcome: Describe the distribution of ozone in the atmosphere.

Learning Outcome: Describe the formation of icebergs.

Learning Outcome: Describe the formation of sea ice.

Learning Outcome: Discuss the effect of clouds on Earth's heat budget.

Learning Outcome: Explain the characteristics of the Antarctic ozone hole and relate its size to cloud formation and temperature.

Learning Outcome: Explain the Coriolis effect and describe its direction and magnitude as a function of latitude.

Learning Outcome: Explain the effect of topography on precipitation.

Learning Outcome: Explain the influence of clouds on surface temperature.

Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of temperature vs. elevation in each layer.

Learning Outcome: List the layers of the atmosphere in order of ascending height and sketch a plot of pressure vs. elevation.

Learning Outcome: List three names for large, intense low-pressure systems.

Learning Outcome: Outline and discuss Earth's heat budget.

Learning Outcome: Relate ENSO events to global weather patterns and variations in sea surface temperature.

Learning Outcome: Review the major historical and physical details of Hurricane Katrina.

Learning Outcome: Sketch the pattern of major wind systems and regions of vertical motion in the atmosphere.

Section: 06.01 Heating and Cooling Earth's Surface Section: 06.02 Sea Ice and Icebergs Section: 06.03 Structure and Composition of the Atmosphere Section: 06.04 The Atmosphere in Motion Section: 06.05 Modifying the Wind Bands Section: 06.06 Hurricanes and Coastal Flooding Section: 06.07 El Niño-Southern Oscillation Topic: El Niño-Southern Oscillation Topic: Heating and Cooling Earth's Surface Topic: Hurricanes and Coastal Flooding Topic: Modifying the Wind Bands Topic: Sea Ice and Icebergs Topic: Structure and Composition of the Atmosphere Topic: The Atmosphere in Motion

1 1 2 1 2 5 2 2 5 2 4 8 4 4 20 10 4 16 18 12 8 4 4 10 8 12 4 16 18

Chapter 07 Test Bank – Static Key 1. Wind blowing across the sea surface can create paired right- and left-handed circulation cells knows as ________ cells, leading to parallel zones of surface convergence and divergence. langmuir Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.08 Convergence and Divergence Topic: Convergence and Divergence

2. Meanders in the Gulf Stream current can pinch off to form warm and cold core ________. eddies Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe motion in surface currents.

Section: 07.07 Eddies Topic: Eddies

3. Wind driven surface water moves in a complex manner as a function of depth. This is called the ________.

Ekman Spiral Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

4. Many combinations of salinity and temperature of seawater can produce the same density of seawater.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: List five different water masses and describe how they form.

Section: 07.02 Thermohaline Circulation and Water Masses Topic: Thermohaline Circulation and Water Masses

5. Water of a lower density usually lies below water of a greater density.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: List five different water masses and describe how they form.

Section: 07.02 Thermohaline Circulation and Water Masses Topic: Thermohaline Circulation and Water Masses

6. In the oceans the zone where density of water changes rapidly with depth is called a pycnocline.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Sketch the variation in density with depth in the oceans.

Section: 07.01 Ocean Structure Topic: Ocean Structure

7. Usually temperature, salinity, and pressure distributions cause ocean water density to increase with depth.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline and halocline.

Section: 07.01 Ocean Structure Topic: Ocean Structure

8. The pycnocline of the oceans is usually found at depths exceeding 2000m.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot the variation of density with depth.

Section: 07.01 Ocean Structure Topic: Ocean Structure

9. In an area where surface currents converge, the water upwells.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate patterns of surface convergence and divergence to downwelling and upwelling.

Section: 07.08 Convergence and Divergence

Topic: Convergence and Divergence

10. The properties of seawater at depth are determined by surface conditions in the area where the water sinks.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: List five different water masses and describe how they form.

Section: 07.01 Ocean Structure Topic: Ocean Structure

11. Antarctic bottom water has a very narrow range of both salinity and temperature; this water is nearly homogeneous.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: List five different water masses and describe how they form.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

12. A water mass at depth in the ocean has temperatures and salinities which are usually determined by the conditions that were present when the water mass was last at the sea surface.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: List five different water masses and describe how they form.

Section: 07.01 Ocean Structure Topic: Ocean Structure

13. The density of Arctic Ocean water is controlled more by salinity than by temperature.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

14. Increasing salinity increases density.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Estimate the density of a mixture of two samples of seawater that have the same density but different temperatures and salinities.

Section: 07.01 Ocean Structure Topic: Ocean Structure

15. Increasing temperature also increases density.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Estimate the density of a mixture of two samples of seawater that have the same density but different temperatures and salinities.

Section: 07.01 Ocean Structure Topic: Ocean Structure

16. The pycnocline is an area where temperature changes rapidly with depth.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline and halocline.

Section: 07.01 Ocean Structure Topic: Ocean Structure

17. Isothermal water is stable and does not overturn.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline and halocline.

Section: 07.01 Ocean Structure Topic: Ocean Structure

18. Temperature affects density in the Arctic Ocean more than salinity.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

19. Density of Mediterranean Intermediate Water is influenced more by salinity than temperature.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

20. The large ocean surface-current gyres centered on about 30 ° N

A. rotate counterclockwise.

B. do not rotate.

C. have depressed surface elevations.

D. rotate clockwise.

E. alternate their direction of rotation with the seasons.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Diagram the formation of surface current gyres.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

21. A surface gyre system in the Southern Hemisphere

A. promotes upwelling and surface depression if it rotates clockwise.

B. promotes upwelling and surface elevation if it rotates counterclockwise.

C. retards upwelling and decreases surface elevation if rotating counterclockwise.

D. retards upwelling and in creases surface elevation if rotating counterclockwise.

E. Rotation in either direction does not affect upwelling.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Diagram the formation of surface current gyres.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

22. Layering in the ocean occurs because

A. surface processes form water layers of differing combinations of salinity and temperature.

B. processes at depth add and subtract salt and heat.

C. atmospheric processes control conditions at the surface.

D. All of these are correct.

E. surface processes form water layers of differing combinations of salinity and temperature and atmospheric processes control conditions at the surface.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline and halocline.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

23. A rapid change in temperature with depth is called a

A. halocline.

B. thermocline.

C. photic level.

D. midwater current.

E. pycnocline.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline and halocline.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

24. If the density of the water increases with depth, the water column is

A. stagnant.

B. unstable.

C. stable.

D. neutral.

E. well mixed.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline and halocline.

Section: 07.01 Ocean Structure Topic: Ocean Structure

25. If extremely cold fresh water is added on top of seawater,

A. the cold water will float at the surface.

B. the cold water will sink to the bottom and stagnate.

C. the cold water will sink and move rapidly out of the area.

D. an overturn will begin immediately.

E. the wind will control the surface mixing.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline and halocline.

Section: 07.01 Ocean Structure Topic: Ocean Structure

26. A good example of thermohaline circulation is found

A. in equatorial regions.

B. in the central South Pacific.

C. close to Antarctica.

D. along the east coast of the U.S. E. in the Gulf of Mexico.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Sketch the Great Ocean Conveyor Belt.

Section: 07.02 Thermohaline Circulation and Water Masses Topic: Thermohaline Circulation and Water Masses

27. Thermohaline circulation is driven by changes in

A. viscosity.

B. surface tension.

C. convection.

D. pressure.

E. density.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Sketch the Great Ocean Conveyor Belt.

Section: 07.02 Thermohaline Circulation and Water Masses Topic: Thermohaline Circulation and Water Masses

28. Sigma-t is the oceanographer's short-hand for the density of seawater. It is defined as (density - 1.0) × 103. If the density of seawater is 1.02925g/cm3, the sigma-t value is

A. 25.29.

B. 2.9925.

C. 0.2925.

D. 29.25.

E. 0.02529.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Estimate the density of a mixture of two samples of seawater that have the same density but different temperatures and salinities.

Section: 07.01 Ocean Structure Topic: Ocean Structure

29. In areas of downwelling, there is not likely to be a near-surface

A. halocline.

B. pycnocline.

C. thermocline.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.02 Thermohaline Circulation and Water Masses Topic: Thermohaline Circulation and Water Masses

30. The coldest, deepest, densest water in the oceans

A. is formed around Antarctica.

B. flows north.

C. is Antarctic bottom water.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

31. North Atlantic deep water

A. flows to the south.

B. rises toward the surface in the Southern Ocean.

C. is formed off Labrador.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

32. Deep-ocean water in the Atlantic Ocean flows mainly

A. east-west.

B. north-south.

C. to the right.

D. to the left.

E. None of these are correct; there is no deep-water flow.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

33. A water type having both high salinity and warm temperature but dense enough to be found at about 1000m in the central North Atlantic has been formed

A. in equatorial regions.

B. in the Red Sea. C. in the Mediterranean Sea. D. near Greenland.

E. in the Caribbean Sea. Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

34. The water type occupying the greatest volume of the Atlantic Ocean is

A. Antarctic bottom water.

B. Antarctic intermediate water.

C. circumpolar Antarctic water.

D. North Atlantic deep water.

E. surface water.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

35. Which of the following are affected by the density of the surface water?

A. Transparency B. Density layering

C. Convective overturn D. Density layering and convective overturn E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline and halocline.

Section: 07.01 Ocean Structure Topic: Ocean Structure

36. If two surface water types with the same density but different salinities and temperatures mix, the resulting water will be

A. denser than both parent types.

B. less dense than both parent types.

C. denser than the more dense parent type.

D. less dense than the less dense parent type.

E. the same density as the parent types.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Estimate the density of a mixture of two samples of seawater that have the same density but different temperatures and salinities.

Section: 07.01 Ocean Structure Topic: Ocean Structure

37. The thermocline found in water above 500m at temperate latitudes disappears and the water column becomes neutral in

A. spring.

B. summer.

C. fall.

D. winter.

E. None of these are correct; it does not disappear.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch changes in the seasonal thermocline at mid-latitudes through the year.

Section: 07.01 Ocean Structure Topic: Ocean Structure

38. If very warm and salty sea water is added on top of average seawater,

A. the warm salty water will float at the surface.

B. the warm salty water will sink to the bottom and stagnate.

C. the warm salty water will sink and move rapidly out of the area.

D. an overturn will begin.

E. The answer cannot be determined unless the densities of the warm salty water and average sea water are known.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Estimate the density of a mixture of two samples of seawater that have the same density but different temperatures and salinities.

Section: 07.01 Ocean Structure Topic: Ocean Structure

39. Order the following water bodies from highest to lowest salinity.

A. Mediterranean intermediate water, North Atlantic deep water, Antarctic bottom water B. North Atlantic deep water, Mediterranean intermediate water, Antarctic bottom water C. Antarctic bottom water, Mediterranean intermediate water, North Atlantic deep water D. Mediterranean intermediate water, Antarctic bottom water, North Atlantic deep water E. Antarctic bottom water, North Atlantic deep water, Mediterranean intermediate water Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the properties of water masses in each ocean basin.

Section: 07.03 The Layered Oceans Topic: The Layered Oceans

40. The South Equatorial current of the Pacific Ocean moves surface water from the Southern Hemisphere to the Northern Hemisphere.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

41. Currents in the northern Indian Ocean change direction seasonally.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

42. The Indian Ocean gyre rotates counterclockwise.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

43. Prevailing westerly winds cause easterly currents.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

44. The Ekman spiral causes current speed to increase with depth.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

45. The sea surface at the center of the Sargasso Sea is depressed.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Diagram the formation of surface current gyres.

Section: 07.06 Current Characteristics Topic: Current Characteristics

46. Eddies are found at all depths of the oceans.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the formation of eddies.

Section: 07.07 Eddies Topic: Eddies

47. Surface eddies can be tracked by satellites.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the formation of eddies.

Section: 07.07 Eddies Topic: Eddies

48. Southern Hemisphere winds move surface water 90° to the left of the direction of the wind.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

49. Downwelling is produced by diverging surface currents.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.08 Convergence and Divergence Topic: Convergence and Divergence

50. Downwellings occur at surface convergences.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.08 Convergence and Divergence Topic: Convergence and Divergence

51. Upwelling along the coast of Peru is very seasonal, due to the continually shifting wind patterns.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.08 Convergence and Divergence Topic: Convergence and Divergence

52. The North Atlantic gyre rotates counterclockwise.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation

Gradable: automatic Learning Outcome: Diagram the formation of surface current gyres.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

53. Geostrophic flow occurs when the Coriolis deflection is balanced by an opposite gravitational flow.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Diagram the formation of surface current gyres.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

54. The clockwise gyre of the Arctic Ocean is driven by the polar easterlies.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Diagram the formation of surface current gyres.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

55. Ocean currents are deflected to a greater degree by the Coriolis Effect than by wind systems.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the influence of the Coriolis Effect on current direction.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

56. A convergence of water occurs at the eastern side of each of the main ocean basins as a result of Ekman transport.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

57. Upwelling occurs along the coast of California when winds blow from the north.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

58. The highly productive seas along the equator are the result of the tropical convergence located there.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.08 Convergence and Divergence Topic: Convergence and Divergence

59. In the Northern Hemisphere, the water surface of the open ocean moves

A. at right angles to the wind.

B. against the wind.

C. parallel to the wind.

D. 45 degrees to the right of the wind.

E. 45 degrees to the left of the wind.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

60. A south wind produces a _____ surface current in the Northern Hemisphere.

A. northern B. southwest C. northwest D. southeast E. northeast Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

61. The southeast trade winds directly produce the _______ current.

A. Gulf Stream B. Equatorial Counter C. South Equatorial D. West Wind Drift E. East Australia Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

62. The North Atlantic current is produced by the

A. northeast trade winds.

B. southeast trade winds.

C. prevailing westerlies.

D. polar easterlies.

E. seasonal monsoon.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

63. The average movement of all water affected by the wind is ______ degrees to the ______ of the wind motion in the Southern Hemisphere.

A. 45; right B. 45; left C. 90; right D. 90; left E. 180; no direction Accessibility: Keyboard Navigation

Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

64. When geostrophic flow is achieved, the ______ force is balanced by the _______ force.

A. centrifugal; centripetal B. Coriolis; centrifugal C. Coriolis, gravitational D. gravitational; centrifugal E. centripetal; centrifugal Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Diagram the formation of surface current gyres.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

65. The current at the eastern boundary of the Sargasso Sea is the ______ Current.

A. Gulf Stream B. North Equatorial C. Canary D. Greenland E. Labrador Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

66. Currents are more intense on the _______ side of the North Pacific and North Atlantic Oceans.

A. northern B. southern C. eastern D. western E. None of these are correct; they are not more intense on one side.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Explain the process of western intensification.

Section: 07.06 Current Characteristics Topic: Current Characteristics

67. The Gulf Stream forms eddies, or rings, with cold water cores at the _______ edge of the Gulf Stream current.

A. northern B. southern C. eastern D. western E. Either eastern or western is correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Discuss the formation of Eddies.

Section: 07.07 Eddies Topic: Eddies

68. A zone of surface divergence is an area of _______ and ________ biological productivity.

A. upwelling; high B. upwelling; low C. downwelling; high D. downwelling; low E. no vertical motion; average Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.08 Convergence and Divergence Topic: Convergence and Divergence

69. A seasonal north wind blowing along the west coast of a landmass in the Northern Hemisphere produces

A. downwelling in winter.

B. downwelling in summer.

C. upwelling in winter.

D. upwelling in summer.

E. overturn in all seasons.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

Section: 07.08 Convergence and Divergence Topic: Convergence and Divergence

70. Prevailing ________ winds are needed to provide the net movement of surface water seaward along the west coast of North America.

A. northerly B. easterly C. westerly D. southerly E. seasonal coastal Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

71. In the Southern Hemisphere the speed of the wind-driven water _______ with depth and the water moves to the _______ of the wind.

A. increases; right B. increases; left C. decreases; right D. decreases; left E. does not change; left Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

72. Which current flows south along the west coast of the U.S.?

A. North Pacific B. California C. Japanese

D. Gulf Stream E. Kuroshio Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

73. A south wind produces a _______ flowing surface current in the Southern Hemisphere.

A. northwest B. northeast C. south D. southwest E. southeast Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

74. A doppler current meter shows an increase in sound frequency if the water flow is

A. moving away from the meter.

B. moving toward the meter.

C. moving around the meter.

D. increasing.

E. decreasing.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe how currents are measured.

Section: 07.11 Measuring the Currents Topic: Measuring the Currents

75. A current meter measures water

A. speed.

B. viscosity.

C. direction.

D. speed and viscosity.

E. speed and direction.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe how currents are measured.

Section: 07.11 Measuring the Currents Topic: Measuring the Currents

76. Currents are less intense on the ______ side of the North Pacific and North Atlantic oceans.

A. north B. south C. east D. west E. None of these are correct; they are not more intense on one side.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Explain the process of western intensification.

Section: 07.06 Current Characteristics Topic: Current Characteristics

77. The North Atlantic prevailing westerlies drive the

A. Gulf Stream and Canary currents.

B. North Atlantic and West Wind Drift.

C. Brazil and Benguela currents.

D. North and South Equatorial currents.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

78. Which current moves cold water to warm latitudes?

A. Gulf Stream B. Kuroshio C. Peru D. Agulhas E. Brazil Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

79. Which current flows north to south along the northeast coast of the United States?

A. Gulf Stream B. Labrador C. Canary D. North Equatorial E. North Atlantic Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

80. The speed of the Florida current is high because

A. the winds are strong at this latitude.

B. the water has a high salinity.

C. the channel through which it flows is narrow.

D. the Coriolis effect is large.

E. None of these are correct; it is a slow current.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.06 Current Characteristics Topic: Current Characteristics

81. Eddies

A. persist for long periods of time.

B. mix water.

C. lost energy to turbulence.

D. stir up bottom sediments.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the characteristics of eddies.

Section: 07.07 Eddies Topic: Eddies

82. The single most important source of deep water to all of the world's oceans is

A. downwelling in the North Atlantic.

B. Antarctic intermediate water.

C. subduction in all oceans.

D. the Peru current along the South American coast.

E. Antarctic intermediate water and the Peru current along the South American coast.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Sketch the Great Ocean Conveyor Belt.

Section: 07.09 The Great Ocean Conveyor Belt Topic: The Great Ocean Conveyor Belt

83. Oil tankers coming from the Persian Gulf to the U.S. use the ________ current along the east coast of Africa.

A. Canary B. Guinea C. Agulhas D. Benguela E. South Equatorial Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

84. Wind-driven surface currents move at a speed that is ________ the average driving wind speed.

A. the same as B. one tenth C. one one-hundredth D. twice E. None of these are correct; there is no relationship.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the relationship between prevailing winds and current generation.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

85. The Equatorial Counter current

A. flows from east to west.

B. flows between the North Pacific and Alaska currents.

C. is not present in the Indian Ocean.

D. lies between the North and South Equatorial currents.

E. is a cold water current.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.06 Current Characteristics Topic: Current Characteristics

86. The Arctic Ocean receives

A. North Atlantic water from the Labrador Current.

B. North Atlantic water from the Norwegian current.

C. North Pacific water through the Bering Strait.

D. North Atlantic water from the Labrador Current and North Atlantic water from the Norwegian current.

E. North Atlantic water from the Norwegian current and North Pacific water through the Bering Strait.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.06 Current Characteristics Topic: Current Characteristics

87. Which of the following is NOT true about the influence of Ekman Transport on surface currents?

A. The effect extends to a depth of approximately 100 to 150m below sea level.

B. The average flow of water is 90 degrees to the direction of wind.

C. Each subsequent layer of water moves more quickly than the one above it.

D. Surface waters move 45 degrees to the direction of wind.

E. All of these statements are true.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

Section: 07.04 What Drives the Surface Currents?

Topic: What Drives the Surface Currents?

88. In the midlatitudes, in both hemispheres, warm currents flow past the ___________ coasts of continents.

A. east B. west C. north D. south E. It depends on the continent.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

89. Of the major ocean gyres, cool currents are

A. eastern boundary currents.

B. western boundary currents.

C. equatorial currents.

D. northern boundary currents.

E. It depends on the ocean basin.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Locate the major surface currents on a map of the ocean basins.

Section: 07.05 Ocean Surface Currents Topic: Ocean Surface Currents

90. Which of the following is the most common range of speeds for surface currents?

A. 0.1 to 0.2 knots B. 0.25 to 1.0 knots

C. 3 to 5 knots D. 10 to 15 knots E. 100 to 150 knots Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Describe the typical speed of ocean currents.

Section: 07.06 Current Characteristics Topic: Current Characteristics

91. Which of the following currents is western intensified?

A. California Current B. Gulf Stream C. West Wind Drift D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 07 Ocean Structure and Circulation Gradable: automatic Learning Outcome: Explain the process of western intensification.

Section: 07.06 Current Characteristics Topic: Current Characteristics

Chapter 07 Test Bank - Static Summary Category

# of Questions

Accessibility: Keyboard Navigation

156

Blooms: 1. Remember

163

Chapter: 07 Ocean Structure and Circulation

91

Gradable: automatic

163

Learning Outcome: Describe and sketch changes in the seasonal thermocline at mid-latitudes through

1

the year.

Learning Outcome: Describe and sketch the motion of water in the Ekman layer.

12

Learning Outcome: Describe how currents are measured.

2

Learning Outcome: Describe motion in surface currents.

1

Learning Outcome: Describe the characteristics of eddies.

1

Learning Outcome: Describe the formation of eddies.

2

Learning Outcome: Describe the influence of the Coriolis Effect on current direction.

1

Learning Outcome: Describe the properties of water masses in each ocean basin.

9

Learning Outcome: Describe the relationship between prevailing winds and current generation.

1

Learning Outcome: Describe the typical speed of ocean currents.

1

Learning Outcome: Diagram the formation of surface current gyres.

7

Learning Outcome: Discuss the formation of Eddies.

1

Learning Outcome: Estimate the density of a mixture of two samples of seawater that have the same

5

density but different temperatures and salinities.

Learning Outcome: Explain the process of western intensification.

3

Learning Outcome: List five different water masses and describe how they form.

5

Learning Outcome: Locate the major surface currents on a map of the ocean basins.

16

Learning Outcome: Plot temperature and salinity as a function of depth and identify the thermocline

8

and halocline.

Learning Outcome: Plot the variation of density with depth.

1

Learning Outcome: Relate patterns of surface convergence and divergence to downwelling and

1

upwelling.

Learning Outcome: Relate surface convergence and divergence to downwelling and upwelling.

9

Learning Outcome: Sketch the Great Ocean Conveyor Belt.

3

Learning Outcome: Sketch the variation in density with depth in the oceans.

1

Section: 07.01 Ocean Structure

16

Section: 07.02 Thermohaline Circulation and Water Masses

5

Section: 07.03 The Layered Oceans

12

Section: 07.04 What Drives the Surface Currents?

23

Section: 07.05 Ocean Surface Currents

11

Section: 07.06 Current Characteristics

8

Section: 07.07 Eddies

5

Section: 07.08 Convergence and Divergence

8

Section: 07.09 The Great Ocean Conveyor Belt

1

Section: 07.11 Measuring the Currents

2

Topic: Convergence and Divergence

8

Topic: Current Characteristics

8

Topic: Eddies

5

Topic: Measuring the Currents

2

Topic: Ocean Structure

16

Topic: Ocean Surface Currents

11

Topic: Sea Ice and Icebergs

4

Topic: The Great Ocean Conveyor Belt

1

Topic: The Layered Oceans

12

Topic: Thermohaline Circulation and Water Masses

5

Topic: What Drives the Surface Currents?

23

Chapter 08 Test Bank Key 1. A ________ is a wave generated by a submarine earthquake. tsunami Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Discuss the formation of tsunamis and report the history and characteristics of the 2011 Japan tsunami.

Section: 08.07 Tsunami Topic: Tsunami

2. Waves that form beneath the surface on the pycnocline are called ________ waves. internal Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.08 Internal Waves Topic: Internal Waves

3. Shallow-water waves will change direction as they approach shore in a process called ________. refraction Blooms: 1. Remember

Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram the processes of wave refraction, diffraction, and reflection.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

4. Water particles in deep-water waves move in ________ orbits. circular Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

5. Water particles in shallow-water waves move in ________ orbits. elliptical Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

6. When deep-water waves travel away from a storm, the longer waves move faster than the shorter waves.  This process is called sorting, or ________. dispersion Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

7. The restoring force for ________ waves is surface tension. capillary Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Describe the process of wave formation, including wave generating and restoring forces.

Section: 08.01 How a Wave Begins Topic: How a Wave Begins

8. The restoring force of a capillary wave is gravity.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Describe the process of wave formation, including wave generating and restoring forces.

Section: 08.01 How a Wave Begins Topic: How a Wave Begins

9. The diameter of deep water wave orbits decrease with depth.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

10. A 10m long wave will have elliptical orbits in water that are 50m deep.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

11. Wind waves in the open sea have wavelengths and speeds that are defined by the wave period.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.03 Wave Speed Topic: Wave Speed

12. The speed of a shallow water wave changes with depth, but the length of a wave does not change.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

13. Waves that travel through each other tend to cancel each other out and cease to exist on the far side of the passing zone.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

14. A tsunami is a shallow water wave.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Discuss the formation of tsunamis and report the history and characteristics of the 2011 Japan tsunami.

Section: 08.07 Tsunami Topic: Tsunami

15. A tsunami, or seismic sea wave, travels at a speed determined by the size of the earthquake that forms it.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Discuss the formation of tsunamis and report the history and characteristics of the 2011 Japan tsunami.

Section: 08.07 Tsunami Topic: Tsunami

16. Internal waves are always standing waves.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic

Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.08 Internal Waves Topic: Internal Waves

17. The equation C = gT/2n; is appropriate to determine the speed of a deep water wave.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

18. Water particle orbits of shallow water waves change only their vertical dimension with depth.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

19. Storm waves in the open sea are likely to be less steep and break less often than waves in the surf zone.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

20. More than half of the tsunami warnings issued in the last fifty years have been false alarms.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Discuss the formation of tsunamis and report the history and characteristics of the 2011 Japan tsunami.

Section: 08.07 Tsunami Topic: Tsunami

21. The period of a wave never changes.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Define wavelength, wave period, wave frequency, and wave steepness.

Section: 08.02 Anatomy of a Wave Topic: Anatomy of a Wave

22. There is no vertical motion at the antinode of a standing wave.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.09 Standing Waves Topic: Standing Waves

23. There are three antinodes in a double node standing wave.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.09 Standing Waves Topic: Standing Waves

24. When water depth is between L/2 and L/20, the wave speed is constant.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.03 Wave Speed Topic: Wave Speed

25. Internal waves are faster and have shorter periods than most wind waves.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.08 Internal Waves Topic: Internal Waves

26. Because of dispersion the distribution of waves from a single storm changes with time and distance from the storm center.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

27. Constructive interference between waves increases the height of the resulting wave.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Label the basic characteristics of a wave, including wave crest, trough, height, and wavelength.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

28. The most common generating force for water waves is wind.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Describe the process of wave formation, including wave generating and restoring forces.

Section: 08.01 How a Wave Begins Topic: How a Wave Begins

29. Wavelength is the distance from the crest to the trough of the same wave.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic

Learning Outcome: Define wavelength, wave period, wave frequency, and wave steepness.

Section: 08.02 Anatomy of a Wave Topic: Anatomy of a Wave

30. The wave frequency is the time it takes for two subsequent wave crests to pass a location.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Define wavelength, wave period, wave frequency, and wave steepness.

Section: 08.02 Anatomy of a Wave Topic: Anatomy of a Wave

31. The diameter of wave orbitals increases with increasing depth.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

32. Tsunami are always deep water waves.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Discuss the formation of tsunamis and report the history and characteristics of the 2011 Japan tsunami.

Section: 08.07 Tsunami Topic: Tsunami

33. Shorter period waves travel faster than longer period waves.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.03 Wave Speed Topic: Wave Speed

34. On a standing wave, maximum vertical movement occurs at the node.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.09 Standing Waves Topic: Standing Waves

35. The restoring force of a fully developed wind wave is

A. gravity.

B. solar heat.

C. density.

D. surface tension.

E. viscosity.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Describe the process of wave formation, including wave generating and restoring forces.

Section: 08.01 How a Wave Begins

Topic: How a Wave Begins

36. The maximum diameter of a water particle orbit of a deep water wave is defined by wave

A. steepness.

B. height.

C. length.

D. period.

E. speed.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

37. The orbital motion of a deep water wave extends to a depth equal to

A. twice the wavelength.

B. the wave's height.

C. one-half the wavelength.

D. one-half the wave's height.

E. the seafloor depth.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

38. The speed of a surface gravity wave is described by the

A. wavelength times the period.

B. wave period divided by wavelength.

C. wavelength divided by wave period.

D. square of the depth.

E. Earth's gravity.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.03 Wave Speed Topic: Wave Speed

39. If a surface water wave has a wavelength of 200m and a 5-second period, its speed is

A. 4000cm/sec.

B. 400cm/sec.

C. 40cm/sec.

D. 100m/sec.

E. 10m/sec.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.03 Wave Speed Topic: Wave Speed

40. A group of waves is propagated at a speed that is _______ the speed of the individual waves in deep water.

A. twice B. the same as C. one-half

D. one-quarter E. one-tenth Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.03 Wave Speed Topic: Wave Speed

41. The speed of a shallow water wave varies with

A. its height.

B. the depth of the water.

C. its steepness.

D. its period.

E. its amplitude.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

42. The speed of a shallow water wave is computed from

A. C = the square root of gD. 2 B. C = gL/2л.

2 C. C = L/T. D. C = L × T. E. C = LT/g.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

43. Water particle orbits for a shallow water wave are

A. elliptic and flatten with depth.

B. elliptic and enlarge with depth.

C. circular and extend halfway to the seafloor.

D. circular at the surface and elliptical at the sea floor.

E. circular and extend to the seafloor.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

44. The refraction of waves tends to concentrate wave energy ______ and disperse energy _____.

A. in bays; on headlands B. on headlands; in bays C. along coasts; behind breakwaters D. along coasts; on headlands E. along coasts; in bays Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram the processes of wave refraction, diffraction, and reflection.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

45. Water protected from direct wave influence behind a breakwater can be placed in motion by wave

A. diffraction.

B. refraction.

C. reflection.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram the processes of wave refraction, diffraction, and reflection.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

46. Waves occurring at the interface between layers of seawater and fresh water are called

A. freshwater waves.

B. interference waves.

C. density waves.

D. internal waves.

E. surface waves.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.08 Internal Waves Topic: Internal Waves

47. Water transported shoreward in the surf zone is returned seaward by

A. shallow water waves.

B. reflected waves.

C. refracted waves.

D. rip currents.

E. internal waves.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.06 The Surf Zone Topic: The Surf Zone

48. Waves moving against a current will

A. increase their height.

B. decrease their speed.

C. shorten their wavelength.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Label the basic characteristics of a wave, including wave crest, trough, height, and wavelength.

Section: 08.02 Anatomy of a Wave Topic: Anatomy of a Wave

49. In a standing wave, the positions where there is maximum vertical motion are called

A. antinodes.

B. nodes.

C. wave gaps.

D. troughs.

E. surges.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.09 Standing Waves Topic: Standing Waves

50. In a closed basin, a single-node standing wave oscillation tends to have a wavelength that is ______ the basin length.

A. one-quarter B. one-half C. the same as D. twice E. four times Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Explain the formation and properties of internal and standing waves.

Section: 08.09 Standing Waves Topic: Standing Waves

51. The amplitude of a wave is about _____ the wave height.

A. one-fourth B. one-half C. the same as D. twice E. four times Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Label the basic characteristics of a wave, including wave crest, trough, height, and wavelength.

Section: 08.02 Anatomy of a Wave Topic: Anatomy of a Wave

52. Two different wave groups with the same height travel together in the same direction. The wavelength of one group is twice as long as the wavelength of the other group. A combined wave of extra height will be produced

A. every wave.

B. every other wave.

C. every third wave.

D. every fifth wave.

E. every seventh wave.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

53. The fetch of a moving storm system _______ on the side of the storm where the wind is blowing in the _______ direction as the storm is moving.

A. decreases; same B. decreases; opposite C. increases; same D. increases; opposite E. decreases; opposite and increases; same Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic

Learning Outcome: Review the factors controlling maximum potential wave height.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

54. The average energy of a wave is related to the square of its

A. height.

B. wave length.

C. period.

D. speed.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

55. If a wave is a capillary wave, the force that causes the water to return to its undisturbed level is

A. gravity.

B. wind.

C. seismic forces.

D. surface tension.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Describe the process of wave formation, including wave generating and restoring forces.

Section: 08.01 How a Wave Begins Topic: How a Wave Begins

56. Swell is more regular than waves in the wind-generated area because

A. waves have been sorted by dispersion.

B. some small waves have been damped out by friction.

C. packets of swell are all at the same depth at the same time.

D. waves have been sorted by dispersion and some small waves have been damped out by friction.

E. waves have been sorted by dispersion, some small waves have been damped out by friction, and packets of swell are all at the same depth at the same time.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

57. When waves arrive at monitoring stations set up long distances from a storm center, which waves arrive first?

A. Long-period waves B. Short-period waves C. Steeper waves D. Internal waves E. Capillary waves Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

58. Wave height of wind waves depends on

A. wavelength.

B. windspeed and duration.

C. fetch.

D. wavelength and windspeed and duration.

E. windspeed and duration and fetch.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Review the factors controlling maximum potential wave height.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

59. The average energy of a wave is determined by the wave's

A. speed.

B. length.

C. period.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

60. A wave with a height of 4ft will have _______ as much energy as a 2ft wave.

A. two times B. four times C. six times D. eight times E. ten times Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

61. A water wave reaches an unstable breaking point when the steepness ratio, H/L, reaches

A. 1:10.

B. 1:8.

C. 1:7.

D. 1:5.

E. 1:2.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

62. A long wave with a period of about fifteen minutes will travel across the oceans at a speed of approximately

A. 2m/sec.

B. 20m/sec.

C. 200m/sec.

D. 2km/sec.

E. 20km/sec.

Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 08 The Waves Gradable: automatic Learning Outcome: Discuss the formation of tsunamis and report the history and characteristics of the 2011 Japan tsunami.

Section: 08.07 Tsunami Topic: Tsunami

63. If the wave height of 1500 waves is recorded, significant wave height will be the average of the highest

A. 15.

B. 150.

C. 300.

D. 500.

E. 750.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Review the factors controlling maximum potential wave height.

Section: 08.04 Deep-Water Waves in Detail Topic: Deep-Water Waves in Detail

64. A wave breaks when

A. h/L = 1/7.

B. L/h = 1/7.

C. h = 3m.

D. L = 3m.

E. L/h = 3/7.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Characterize deep- and shallow-water waves.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

65. Wave refraction results in

A. wave energy concentrating in bays.

B. wave energy decreasing in bays.

C. wave energy focusing on headlands.

D. wave energy concentrating in bays and wave energy focusing on headlands.

E. wave energy decreasing in bays and wave energy focusing on headlands.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Diagram the processes of wave refraction, diffraction, and reflection.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

66. Typical wavelength of a tsunami is

A. 1 to 2m.

B. 10 to 20m.

C. 100 to 200m.

D. 100 to 200km.

E. 1000 to 2000km.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Discuss the formation of tsunamis and report the history and characteristics of the 2011 Japan tsunami.

Section: 08.07 Tsunami Topic: Tsunami

67. Speed of shallow water waves is controlled by

A. height.

B. steepness.

C. celerity.

D. wavelength.

E. water depth.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 08 The Waves Gradable: automatic Learning Outcome: Calculate the speed of deep- and shallow-water waves given wave period, wavelength, wave frequency, and water depth.

Section: 08.05 Shallow-Water Waves in Detail Topic: Shallow-Water Waves in Detail

Chapter 08 Test Bank Summary Category

# of Questions

Accessibility: Keyboard Navigation

60

Blooms: 1. Remember

67

Chapter: 08 The Waves

67

Gradable: automatic

67

Learning Outcome: Calculate the speed of deep- and shallowwater waves given wave period, wavelength, wave frequency, and water depth.

11

Learning Outcome: Characterize deep- and shallow-water waves.

13

Learning Outcome: Define wavelength, wave period, wave frequency, and wave steepness.

3

Learning Outcome: Describe the process of wave formation, including wave generating and restoring forces.

5

Learning Outcome: Diagram the processes of wave refraction, diffraction, and reflection.

4

Learning Outcome: Diagram wave-induced water motion as a function of depth for both deep- and shallow-water waves.

9

Learning Outcome: Discuss the formation of tsunamis and report the history and characteristics of the 2011 Japan tsunami.

7

Learning Outcome: Explain the formation and properties of internal and standing waves.

9

Learning Outcome: Label the basic characteristics of a wave, including wave crest, trough, height, and wavelength.

3

Learning Outcome: Review the factors controlling maximum potential wave height.

3

Section: 08.01 How a Wave Begins

5

Section: 08.02 Anatomy of a Wave

5

Section: 08.03 Wave Speed

6

Section: 08.04 Deep-Water Waves in Detail

20

Section: 08.05 Shallow-Water Waves in Detail

14

Section: 08.06 The Surf Zone

1

Section: 08.07 Tsunami

7

Section: 08.08 Internal Waves

4

Section: 08.09 Standing Waves

5

Topic: Anatomy of a Wave

5

Topic: Deep-Water Waves in Detail

20

Topic: How a Wave Begins

5

Topic: Internal Waves

4

Topic: Shallow-Water Waves in Detail

14

Topic: Standing Waves

5

Topic: The Surf Zone

1

Topic: Tsunami

7

Topic: Wave Speed

6

Chapter 09 Test Bank Key 1. Earth and the moon rotate around their common ________. center of mass Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Explain why the Moon's tide-raising force is greater than the Sun's despite the much larger mass and gravitational attraction of the Sun. Section: 09.04 Modeling the Tides Topic: Modeling the Tides

2. The angle between Earth's equatorial plane and the moon's orbital plane is called the moon's ________. declination Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Sketch the Earth-Moon system that leads to declinational tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

3. The co-range lines of a rotary standing tide wave all converge at the ________ point. amphidromic Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe the effect that distance from the amphidromic point has on tidal range.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

4. A tidal pattern of two high tides and two low tides each day is known as a diurnal tidal pattern.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.01 Tide Patterns Topic: Tide Patterns

5. The time required to complete the tidal sequence of a solar tide is equal to the time period needed to complete the sequence of a lunar tide.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Compare and contrast diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

6. The sun plays a greater role in producing the tides than the moon.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Compare and contrast diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

7. The tidal bulge on the side of the earth facing the tide-raising body is caused by the difference between the tidal force at the surface of the earth and the tidal force at the earth's center.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Explain why the Moon's tide-raising force is greater than the Sun's despite the much larger mass and gravitational attraction of the Sun. Section: 09.04 Modeling the Tides Topic: Modeling the Tides

8. Neap tides occur during a full moon.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Diagram the Earth-Moon-Sun system during spring and neap tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

9. Spring tides are present when the lunar and solar tide waves are in phase with each other.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Diagram the Earth-Moon-Sun system during spring and neap tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

10. Tides are deep water waves.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

11. The tide wave that progresses across the oceans at low latitudes is forced by the tide-raising force to travel at a speed greater than its natural speed.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic

Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

12. The shape and depth of the ocean basins control the progression of the tide wave.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

13. The values of tide corange lines decrease as they move away from the amphidromic point.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

14. Hawaii is near an amphidromic point; therefore, its tidal range is small.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

15. A Northern Hemisphere ocean basin with a standing-type tidal oscillation will have a standing wave that rotates counterclockwise.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

16. If the tidal current is maximum at midtide level, the tide is a progressive wave type.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.03 Tidal Currents Topic: Tidal Currents

17. Any local tide can be predicted from astronomical data alone.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.07 Predicting Tides and Tidal Currents Topic: Predicting Tides and Tidal Currents

18. Tidal power is periodic, but it is always available at about the same time each day.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Discuss the prospects for capturing energy from the tides.

Section: 09.08 Practical Considerations: Energy from Tides Topic: Practical Considerations: Energy from Tides

19. Tides arrive at the same location at the same time each day.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Calculate the time of the next high tide for diurnal and semidiurnal tides, given the time of the last high tide.

Section: 09.07 Predicting Tides and Tidal Currents Topic: Predicting Tides and Tidal Currents

20. The time period between successive new moons is 29.5 days.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Diagram the Earth-Moon-Sun system during spring and neap tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

21. Open ocean tides can be monitored and recorded from satellites.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

22. If the tide-producing force is proportional to G × M/R³, then the moon exerts a greater tide-raising force than the sun due to the difference in their masses rather than a difference in their distances from the earth.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Explain why the Moon's tide-raising force is greater than the Sun's despite the much larger mass and gravitational attraction of the Sun. Section: 09.04 Modeling the Tides Topic: Modeling the Tides

23. A region of mixed tides tends to have more diurnal type tides if the semidiurnal component of the tideproducing force weakens.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.01 Tide Patterns Topic: Tide Patterns

24. A rising tide is known as an ebb tide.

FALSE Accessibility: Keyboard Navigation

Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.02 Tide Levels Topic: Tide Levels

25. Lunar tides are larger than solar tides.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Explain why the Moon's tide-raising force is greater than the Sun's despite the much larger mass and gravitational attraction of the Sun. Section: 09.04 Modeling the Tides Topic: Modeling the Tides

26. Tidal waves are deep water waves.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

27. The greatest tidal range occurs farthest from the amphidromic point.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe the effect that distance from the amphidromic point has on tidal range.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

28. Rotary currents progress in a clockwise direction in the northern hemisphere.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

29. The antinode of a rotary current is the amphidromic point.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

30. Diurnal tide cycles occur

A. once a day.

B. twice a day.

C. three times a day.

D. only at low latitudes.

E. only at high latitudes.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides

Gradable: automatic Learning Outcome: Compare and contrast diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.01 Tide Patterns Topic: Tide Patterns

31. The combination of diurnal and semidiurnal tides produces a ______ tide.

A. diurnal B. semidiurnal C. mixed semidiurnal D. standing E. equilibrium Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Compare and contrast diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.01 Tide Patterns Topic: Tide Patterns

32. The terms ebb and flood pertain to

A. low and high water stands.

B. outgoing and incoming tides.

C. the direction of the tidal current flow.

D. outgoing and incoming tides and the direction of the tidal current flow.

E. low and high water stands, outgoing and incoming tides, and the direction of the tidal current flow.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.02 Tide Levels Topic: Tide Levels

33. To navigate swift tidal currents safely, small boats need to wait for

A. high water.

B. low water.

C. slack water.

D. ebb tide.

E. flood tide.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.02 Tide Levels Topic: Tide Levels

34. The length of a tidal day for a mixed semidiurnal tide is ________ hours.

A. 12 B. 12.4 C. 24 D. 24.8 E. 48 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.02 Tide Levels Topic: Tide Levels

35. The ________ tide component tends to make high tides appear about one hour later each day.

A. diurnal

B. semidiurnal C. lunar D. solar E. declinational Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

36. The center of mass of the Earth-moon system

A. lies beneath Earth's surface on a line that joins the centers of Earth and the moon.

B. describes the true orbit of the Earth-moon system about the sun.

C. is between Earth and the moon on the line through their centers.

D. lies beneath Earth's surface on a line that joins the centers of Earth and the moon and describes the true orbit of the Earth-moon system about the sun.

E. lies beneath Earth's surface on a line that joins the centers of Earth and the moon, describes the true orbit of the Earth-moon system about the sun, and is between Earth and the moon on the line through their centers.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe how the Moon and Sun influence the tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

37. Using equilibrium tidal theory, the tide may be considered a wave with a wavelength approximately

A. the diameter of Earth.

B. half the diameter of Earth.

C. the circumference of Earth.

D. half the circumference of Earth.

E. the radius of Earth.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe how the Moon and Sun influence the tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

38. The typical semidiurnal period of a solar tide according to equilibrium tidal theory is ______ hours, whereas the semidiurnal lunar tidal period is _______ hours.

A. 12.0; 12.4 B. 24.0; 24.8 C. 12.4; 12.0 D. 12.8; 24.0 E. 12.0; 12.0 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Compare and contrast diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.01 Tide Patterns Topic: Tide Patterns

39. Diurnal tides are more prevalent at middle latitudes when the tide-raising bodies are

A. at low declination.

B. at high declination.

C. in line with each other.

D. 90 degrees to each other.

E. 180 degrees to each other.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Sketch the Earth-Moon system that leads to declinational tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

40. ___ tides occur at the first quarter moon.

A. Mixed B. Diurnal C. Semidiurnal D. Neap E. Spring Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Diagram the Earth-Moon-Sun system during spring and neap tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

41. Tides of large amplitude occurring every two weeks at the new and full moon are called _______ tides.

A. equatorial B. neap C. spring D. declinational E. semidiurnal Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Diagram the Earth-Moon-Sun system during spring and neap tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

42. Tides

A. are shallow water waves.

B. are progressive waves.

C. rotate in ocean basins.

D. have elliptical water particle orbits.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

43. Since the earth turns _______ the tide wave tends to move _______ around Earth.

A. eastward; westward B. eastward; eastward C. westward; eastward D. westward; westward E. northward; southward Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe how the Moon and Sun influence the tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

44. The tidal range toward the center of an ocean basin with a rotary standing tide is _______ the range at the edges of the basin.

A. smaller than B. larger than C. about the same as D. of longer duration than E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Illustrate the motion of the ocean surface in a rotary standing tide.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

45. An ocean basin can have a natural period of oscillation that matches the tidal day if the basin depth is _______ and its length and width are ______.

A. large; small B. large; large C. small; large D. small; small E. large; large and small; small Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

46. Some oceanic basins promote rotary standing tide waves. In the Northern Hemisphere, the tide wave rotates __________ and the tidal current rotates _______.

A. counterclockwise; clockwise B. counterclockwise; counterclockwise C. clockwise; counterclockwise D. clockwise; clockwise E. clockwise; the current does not rotate Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Illustrate the motion of the ocean surface in a rotary standing tide.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

47. The tidal current in a narrow tidal channel is likely to

A. have a distinct rotary component.

B. be unidirectional at all times.

C. change direction as the tides change.

D. be nonrotary.

E. change direction as the tides change and be nonrotary.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Illustrate the motion of the ocean surface in a rotary standing tide.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

48. In an open-ended embayment connected to the sea (for example, the Bay of Fundy), how much of the fundamental standing tide wave form is present?

A. One-half the wave B. The complete wave

C. One-quarter the wave D. Two waves E. Four waves Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Illustrate the motion of the ocean surface in a rotary standing tide.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

49. Friction between the moving tide wave and the turning Earth acts to

A. slow the rotation rate of Earth and make the tide wave move as a forced wave.

B. increase the free wave speed of the tide wave.

C. make no difference to Earth's rotation and wave speed.

D. All of the answers are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

50. If a narrow coastal basin oscillates with a period that nearly matches the tidal period, near its entrance the basin has _______ amplitude tides and ________ tidal currents.

A. large; small B. small; small C. large; large D. small; large E. no change in; no change in Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Illustrate the motion of the ocean surface in a rotary standing tide.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

51. Real tides in ocean basins feel the effect of the

A. Coriolis effect.

B. continents.

C. water depth.

D. ocean basin's standing wave.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.05 Real Tides in Real Ocean Basins Topic: Real Tides in Real Ocean Basins

52. Tidal currents

A. move water with the ebb tide.

B. move water with the flood tide.

C. can be swift and dangerous.

D. move water with the ebb tide, move water with the flood tide, and can be swift and dangerous.

E. Tides do not produce currents.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.03 Tidal Currents Topic: Tidal Currents

53. Tide waves have

A. crests at the high-water level and troughs at the low-water level.

B. periods of 24 hours and 50 minutes or 12 hours and 25 minutes.

C. speeds that are constant.

D. crests at the high-water level and troughs at the low-water level, periods of 24 hours and 50 minutes or 12 hours and 25 minutes, and speeds that are constant.

E. crests at the high-water level and troughs at the low-water level and periods of 24 hours and 50 minutes or 12 hours and 25 minutes.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.02 Tide Levels Topic: Tide Levels

54. Tidal currents in the open ocean are

A. rotary currents.

B. formed by the passing tide wave.

C. deflected by the Coriolis effect.

D. present at all depths.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Describe characteristics of real tides.

Section: 09.03 Tidal Currents Topic: Tidal Currents

55. If the HHW tide occurs at 1400 hours on day 1, at what time does the next HHW occur?

A. 2012 hours on day 1 B. 0225 hours on day 2 C. 1837 hours on day 2 D. 1400 hours on day 2 E. 1450 hours on day 2 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.02 Tide Levels Topic: Tide Levels

56. A spring tide occurs approximately

A. once per week.

B. every two weeks.

C. once per month.

D. once per year.

E. twice per year.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Diagram the Earth-Moon-Sun system during spring and neap tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

57. When will tidal range be greatest?

A. Spring tide in July B. Spring tide in January

C. Neap tide in July D. Neap tide in January E. Spring tide in July and spring tide in January Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Diagram the Earth-Moon-Sun system during spring and neap tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

58. Which factor has the greatest tide generating effect?

A. Mass of the Earth B. Mass of the tide generating body C. Speed of rotation D. Distance between the Earth and tide generating body E. Mass of the tide generating body and speed of rotation Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Explain why the Moon's tide-raising force is greater than the Sun's despite the much larger mass and gravitational attraction of the Sun. Section: 09.04 Modeling the Tides Topic: Modeling the Tides

59. A tidal day is

A. 12 hours.

B. 12 hours and 25 minutes.

C. 24 hours.

D. 24 hours and 50 minutes.

E. It depends on the day.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Compare and contrast diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.01 Tide Patterns Topic: Tide Patterns

60. Tidal days are longer than solar days because

A. the moon rotates more slowly than the Earth.

B. the moon rotates more quickly than the Earth.

C. the moon moves in the same direction around the Earth as the Earth revolves on its axis.

D. the moon moves in the rotates in the opposite direction of the Earth.

E. tidal days are not longer than solar days.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

Section: 09.04 Modeling the Tides Topic: Modeling the Tides

61. The possibility of obtaining large amounts of energy from the tides exists where

A. there are large tidal ranges.

B. there are small tidal ranges.

C. there are narrow channels with swift tidal currents.

D. there are wide channels and slow tidal currents.

E. there are large tidal ranges and there are narrow channels with swift tidal currents.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Discuss the prospects for capturing energy from the tides.

Section: 09.08 Practical Considerations: Energy from Tides Topic: Practical Considerations: Energy from Tides

62. Energy can be extracted from tides by

A. the rise and fall of the water.

B. the horizontal movement of water in tidal currents.

C. the declination of the tides.

D. only from diurnal tides.

E. the rise and fall of the water and the horizontal movement of water in tidal currents.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 09 The Tides Gradable: automatic Learning Outcome: Discuss the prospects for capturing energy from the tides.

Section: 09.08 Practical Considerations: Energy from Tides Topic: Practical Considerations: Energy from Tides

Chapter 09 Test Bank Summary Category

# of Questions

Accessibility: Keyboard Navigation

59

Blooms: 1. Remember

62

Chapter: 09 The Tides

62

Gradable: automatic

62

Learning Outcome: Calculate the time of the next high tide for diurnal and semidiurnal tides, given the time of the last high tide.

1

Learning Outcome: Compare and contrast diurnal, semidiurnal, and semidiurnal mixed tides.

6

Learning Outcome: Describe characteristics of real tides.

17

Learning Outcome: Describe how the Moon and Sun influence the tides.

3

Learning Outcome: Describe the effect that distance from the amphidromic point has on tidal range.

2

Learning Outcome: Diagram the Earth-Moon-Sun system during spring and neap tides.

7

Learning Outcome: Discuss the prospects for capturing energy from the tides.

3

Learning Outcome: Explain why the Moon's tideraising force is greater than the Sun's despite the much larger mass and gravitational attraction of the Sun.

5

Learning Outcome: Illustrate the motion of the ocean surface in a rotary standing tide.

5

Learning Outcome: Label the basic characteristics of diurnal, semidiurnal, and semidiurnal mixed tides.

11

Learning Outcome: Sketch the Earth-Moon system that leads to declinational tides.

2

Section: 09.01 Tide Patterns

6

Section: 09.02 Tide Levels

6

Section: 09.03 Tidal Currents

3

Section: 09.04 Modeling the Tides

21

Section: 09.05 Real Tides in Real Ocean Basins

21

Section: 09.07 Predicting Tides and Tidal Currents

2

Section: 09.08 Practical Considerations: Energy from Tides

3

Topic: Modeling the Tides

21

Topic: Practical Considerations: Energy from Tides

3

Topic: Predicting Tides and Tidal Currents

2

Topic: Real Tides in Real Ocean Basins

21

Topic: Tidal Currents

3

Topic: Tide Levels

6

Topic: Tide Patterns

6

Chapter 10 Test Bank – Static Key 1. An abrupt change in the beach slope caused by the cutting action of waves at normal high tide is known as a beach ________. scarp Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

2. The beach face can have a low region that remains flooded at low tide.This is called a ________. runnel Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

3. A drowned river valley is also known as a ________ coast. ria Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.02 Types of Coasts Topic: Types of Coasts

4. Climate change can result in a worldwide ________ change in sea level. eustatic Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Describe the processes that generate secondary coasts.

Section: 10.02 Types of Coasts Topic: Types of Coasts

5. The beach is the portion of the coastal zone that extends from the low water line to the coastline.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

6. Primary coasts are coasts that have features created by marine processes.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.02 Types of Coasts Topic: Types of Coasts

7. A coast made regular and linear by wave erosion is a secondary coast.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Describe the processes that generate secondary coasts.

Section: 10.02 Types of Coasts Topic: Types of Coasts

8. Beaches gain sand under severe, high-energy winter waves and lose sand under the milder, low-energy summer waves.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Review the seasonal movement of sand onto and off the beach.

Section: 10.04 Beach Dynamics Topic: Beach Dynamics

9. Waves that approach the shore at an angle produce a long shore current that flows parallel to the beach.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.04 Beach Dynamics Topic: Beach Dynamics

10. Rip currents move water toward the beach.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Diagram and explain the movement of sand in a coastal circulation cell.

Section: 10.04 Beach Dynamics Topic: Beach Dynamics

11. Accumulated lag deposits protect a beach from continuing erosion.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Review the seasonal movement of sand onto and off the beach.

Section: 10.05 Beach Types Topic: Beach Types

12. The coastal zone includes both water areas and land areas.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.01 Major Coastal Zones Topic: Major Coastal Zones

13. A low tide terrace is most likely exposed on a neap tide.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

14. At present, sea level is decreasing around the world's coasts.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Sketch the trend of mean sea level over the past fifteen years and label the axes.

Section: 10.02 Types of Coasts Topic: Types of Coasts

15. The net seaward flow of water in a partially mixed estuary is nearly uniform over depth.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

16. A partially-mixed estuary generally has a two-layered flow that moves inward at depth and seaward at the surface.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

17. Tidal currents in an estuary are primarily responsible for mixing.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

18. If sea level is to remain constant, the water budget of an estuary requires that all inputs of water equal To TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

19. A semi-enclosed sea at 30 °N is most likely re-supplied with seawater at depth.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.08 Regions of High Evaporation Topic: Regions of High Evaporation

20. Transport of dissolved materials out of an estuary can be estimated from the net T0transport and its concentration of dissolves materials.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

21. An estuary with a short flushing time will usually have less carrying capacity for pollutants than an estuary with a long flushing time.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember; Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

22. Pollutants that adhere to suspended particles in an estuary are usually flushed from the estuary by the net circulation.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

23. In an estuary, Tois always larger than Ti TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

24. During the last glacial period sea level was approximately 100 feet lower than today.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Sketch the trend of mean sea level over the past fifteen years and label the axes.

Section: 10.02 Types of Coasts Topic: Types of Coasts

25. A sea stack is formed from the deposition of sediment.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.02 Types of Coasts Topic: Types of Coasts

26. Barrier Islands are common features along the coasts of the southeast U.S.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.02 Types of Coasts Topic: Types of Coasts

27. A winter berm tends to be farther inland than a summer berm.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

28. Beaches tend to be wider in winter and narrower in summer.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Review the seasonal movement of sand onto and off the beach.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

29. A coast with fjords is classified as a(n)

A. primary coast.

B. secondary coast.

C. sinking coast.

D. rising coast.

E. equilibrium coast.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.02 Types of Coasts Topic: Types of Coasts

30. An example of a ria coast is

A. the mouth of the Mississippi River.

B. San Francisco Bay. C. Delaware Bay. D. the Gulf of Mexico.

E. southeast Alaska.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.02 Types of Coasts Topic: Types of Coasts

31. A coral reef coast is a product of

A. volcanism.

B. erosion.

C. a change in current direction.

D. living organisms.

E. wave action.

Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.02 Types of Coasts Topic: Types of Coasts

32. A low tide terrace forms

A. seaward of the offshore bar.

B. below the beach face.

C. between high and low water.

D. along the trough.

E. next to the lower beach scarp.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

33. The higher berm found on a beach is formed

A. when large waves occur at low tide.

B. during winter storm conditions.

C. from the slumping of cliffs in the backshore.

D. during periods of low-energy waves in the summer.

E. when neap tides occur during the spring and summer.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

34. A sand spit formed between an offshore island or rock and the mainland is called a(n)

A. offshore spit.

B. inshore spit.

C. barrier spit.

D. sandbar.

E. tombolo.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: List the different types of beaches.

Section: 10.05 Beach Types Topic: Beach Types

35. A beach that is fed by mixed sizes of rocks and particles but shows only large rocks on its surface is

A. an erosional beach.

B. subjected to high waves and strong currents.

C. an armored beach.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: List the different types of beaches.

Section: 10.05 Beach Types Topic: Beach Types

36. High-energy waves of winter storms

A. move sand from bars onto the beach.

B. move sand from the beach out to bars.

C. build sand spits and tombolos.

D. hold sand on the beach and keep the beach stable.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Review the seasonal movement of sand onto and off the beach.

Section: 10.04 Beach Dynamics Topic: Beach Dynamics

37. A beach in dynamic equilibrium

A. loses sand to the offshore area.

B. gains sand.

C. gains and loses sand in equal quantities.

D. builds sand spits and tombolos.

E. gains sand in the low tide terrace.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Review the seasonal movement of sand onto and off the beach.

Section: 10.04 Beach Dynamics Topic: Beach Dynamics

38. A coastal circulation cell includes

A. longshore transport.

B. rip currents.

C. onshore transport.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Review the seasonal movement of sand onto and off the beach.

Section: 10.04 Beach Dynamics Topic: Beach Dynamics

39. Chesapeake Bay is a

A. shallow, well-mixed estuary.

B. deep, well-mixed estuary.

C. shallow, fjord-type estuary.

D. deep, partially-mixed estuary.

E. salt wedge estuary.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

40. Sand dunes are found along coasts in which the sand is transported

A. from the beach toward the sea.

B. from the beach toward inland areas.

C. from inland areas toward the sea.

D. from the beach toward inland areas and from inland areas toward the sea.

E. from the beach toward the sea, from the beach toward inland areas, and from inland areas toward the sea.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic

Learning Outcome: Recognize different types of coasts when viewing images of them.

Section: 10.02 Types of Coasts Topic: Types of Coasts

41. A scarp is

A. an underwater sandbar.

B. an abrupt change in beach slope.

C. a beach fault line.

D. the high water mark on a beach.

E. another name for a berm.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

42. The beach face

A. is the same as the low tide terrace.

B. lies under the surf zone.

C. is found between high tide and low tide levels.

D. appears between an offshore bar and a low tide terrace.

E. is found between the summer and the winter berm.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

43. In order for an embayment to qualify as an estuary, it must have both _____ and _____.

A. high evaporation; circulation B. dilution; no physical isolation from the oceans C. high evaporation; some degree of isolation D. dilution; some degree of isolation E. equal evaporation and dilution; no isolation Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

44. In a well-mixed shallow estuary, the net seaward flow occurs at

A. the surface only.

B. depth only.

C. middle depths.

D. all depths.

E. slack water only.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

45. In a shallow, well-mixed estuary such as Delaware Bay, the inward transport of salt is controlled by

A. density.

B. diffusion.

C. advection.

D. waves.

E. tides.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

46. In a deep fjord with a shallow entrance sill, the deep basin water is probably

A. low in oxygen and high in nutrients.

B. low in salinity and high in oxygen.

C. high in oxygen and low in nutrients.

D. high in salinity and high in oxygen.

E. high in salinity and low in nutrients.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

47. The salt wedge in a river estuary is steeper and more sharply defined during

A. ebb tides.

B. flood tides.

C. low water.

D. high water.

E. slack water.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

48. If tidal currents are slight in an estuary but river flow is very large, which type of estuary is most likely to occur?

A. a partially-mixed estuary B. a salt wedge estuary C. a fjord D. a well-mixed estuary E. None of these are correct; it is impossible to tell from the information given.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

49. The influx of seawater at depth in an estuary

A. supplies water to make up for net surface water outflow.

B. supplies salt to compensate for dilution by river water.

C. supplies water to maintain the estuary's water level.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

50. Which combination holds true in a partially-mixed estuary?

A. Evaporation - precipitation + runoff = transport in B. Evaporation - precipitation + runoff = transport in - transport out C. Transport in - evaporation + precipitation + river runoff = transport out D. Evaporation - precipitation + runoff = transport in and Evaporation - precipitation + runoff = transport in - transport out E. Evaporation - precipitation + runoff = transport in - transport out and Transport in - evaporation + precipitation + river runoff = transport out Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

51. If To equals the net flow rate of mixed surface water out of an estuary, the estuary volume divided by To yields the

A. salt flow.

B. water flow.

C. flushing time.

D. salt residence time.

E. freshwater flow.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.09 Flushing Time Topic: Flushing Time

52. If the salinity of ocean water at the entrance to an estuary is 30‰ and the average salinity of the estuary is 20‰ what fraction of the volume of water in the estuary is fresh water?

A. 1/2 B. 1/3 C. 1/4 D. 16 E. 1/8 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

53. If the seawater available to an estuary has a salinity of 30‰ and the seaward-flowing mixed water has a salinity of 20‰ at the estuary entrance, the net volume transport seaward is ________ units per day, if the river input is 10 units per day.

A. 5 B. 10 C. 20 D. 30 E. 50 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries

Topic: Estuaries

54. Calculations of flushing times assume that none of the out flowing water is recycled into the estuary. If this assumption is not correct, the actual flushing time is __________ the calculated flushing time.

A. less than B. greater than C. the same as D. not related to E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.09 Flushing Time Topic: Flushing Time

55. If Si is the average salt content of the incoming seawater, and So is the average salt content of the exiting surface water in an estuary, the fresh water in the exiting mixed water is

A. So/(Si- So).

B. Si/(Si- So).

C. (Si - So)/Si D. (Si - So)/Si E. (So - Si)(Si - So).

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

56. In a fjord with a shallow entrance sill, the outgoing flow (To) is approximately equal to

A. inflow (Ti).

B. freshwater inflow (R).

C. tidal flow.

D. estuary volume.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

57. In a temperate latitude, estuary

A. evaporation exceeds precipitation.

B. precipitation exceeds evaporation.

C. precipitation equals evaporation.

D. winds and tides control the estuary circulation.

E. tides only control the estuary circulation.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

58. Which of the following coastal engineering structures is built parallel to the shoreline?

A. Jetty B. Breakwater

C. Groin D. Seawall E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Recognize different types of coastal structures and know their intended purpose.

Section: 10.06 Modifying Beaches Topic: Modifying Beaches

59. An estuary that occurs within the mouth of a river where freshwater flows out to sea at the surface while seawater flows upstream along the bottom is

A. a fjord.

B. partially mixed.

C. well mixed.

D. a salt wedge.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

60. An estuary with strong tidal mixing and low river input is

A. a fjord.

B. partially mixed.

C. well mixed.

D. a salt wedge.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.07 Estuaries Topic: Estuaries

61. Which part of the beach includes the area between the high and low tide shorelines?

A. Foreshore B. Backshore C. Offshore D. Coastline E. Berm Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

Section: 10.03 Anatomy of a Beach Topic: Anatomy of a Beach

62. Inverse estuaries are generally found between

A. 30°N and 30°S. B. 10°N and 10°S..

C. 50°N and 50°S. D. 70°N and 70°S. E. 5°N and 5°S. Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.08 Regions of High Evaporation Topic: Regions of High Evaporation

63. The circulation of water in an inverse estuary is characterized by

A. bottom water flowing in at the surface and sea water flowing out to the sea.

B. water flowing into the inverse estuary at all depths.

C. bottom water flowing out to the sea and sea water flowing in at the surface.

D. water flowing out of the inverse estuary at all depths.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 10 Coasts, Beaches, and Estuaries Gradable: automatic Learning Outcome: Characterize the different types of estuaries.

Section: 10.08 Regions of High Evaporation Topic: Regions of High Evaporation

Chapter 10 Test Bank - Static Summary Category

# of Questions

Accessibility: Keyboard Navigation

59

Blooms: 1. Remember

63

Chapter: 10 Coasts, Beaches, and Estuaries

63

Gradable: automatic

63

Learning Outcome: Characterize the different types of estuaries.

29

Learning Outcome: Describe the processes that generate secondary coasts.

2

Learning Outcome: Diagram and explain the movement of sand in a coastal circulation cell.

1

Learning Outcome: Label features of the beach on a diagram of a typical beach profile.

11

Learning Outcome: List the different types of beaches.

2

Learning Outcome: Recognize different types of coastal structures and know their intended purpose.

1

Learning Outcome: Recognize different types of coasts when viewing images of them.

9

Learning Outcome: Review the seasonal movement of sand onto and off the beach.

6

Learning Outcome: Sketch the trend of mean sea level over the past fifteen years and label the axes.

2

Section: 10.01 Major Coastal Zones

1

Section: 10.02 Types of Coasts

12

Section: 10.03 Anatomy of a Beach

11

Section: 10.04 Beach Dynamics

6

Section: 10.05 Beach Types

3

Section: 10.06 Modifying Beaches

1

Section: 10.07 Estuaries

24

Section: 10.08 Regions of High Evaporation

3

Section: 10.09 Flushing Time

2

Topic: Anatomy of a Beach

11

Topic: Beach Dynamics

6

Topic: Beach Types

3

Topic: Estuaries

24

Topic: Flushing Time

2

Topic: Major Coastal Zones

1

Topic: Modifying Beaches

1

Topic: Regions of High Evaporation

3

Topic: Types of Coasts

12

Chapter 11 Test Bank Key 1. Sea cucumbers must drink seawater to set up a concentration gradient and prevent dehydration.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

2. Salmon spawn in seawater and Atlantic eels spawn in fresh water.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

3. Microorganisms are more impacted by viscosity than gravity.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.03 The Importance of Size Topic: The Importance of Size

4. On average, the individual cells that make up a whale are thousands of times larger than the individual cells that make up a small marine worm.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.03 The Importance of Size Topic: The Importance of Size

5. Autotrophs do not respire.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

6. Bioluminescence is commonly used to avoid being eaten.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

7. Sunlight usually penetrates to a greater depth in coastal waters than in the open sea.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

8. Both light energy and inorganic nutrient concentrations are highest in the surface waters and decrease with depth.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

9. Countershaded fish usually have a dark back and a light undersurface.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

10. Taxonomy is the scientific classification of the ocean's environmental zones.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

11. Oxygen concentrations are lowest in the deepest parts of the ocean.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

12. Most fish species are easily able to tolerate a large range of salinities.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

13. Members of the most ancient group of organisms, the prokaryotes, still exist today.

TRUE

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

14. Plants are considered autotrophs.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

15. All bacteria are heterotrophs.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

16. Photosynthesis is used by all autotrophs to make food.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

17. Respiration uses carbon dioxide and produces oxygen and energy.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

18. The most numerous organisms in the sea are the largest organisms.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.03 The Importance of Size Topic: The Importance of Size

19. The abyssal zone is an area of perpetual darkness showing no seasonal changes.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Identify the major zones in the ocean.

Section: 11.06 Environmental Zones Topic: Environmental Zones

20. The biological pump

A. helps regulate atmospheric CO2 concentrations.

B. depends on photosynthesis.

C. feeds most life in the ocean.

D. refers to organisms that filter the water for food.

E. helps regulate atmospheric CO2 concentrations, depends on photosynthesis, and feeds most life in the ocean.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

21. The swim bladder of a fish

A. allows it to move rapidly between depths.

B. is filled with oxygen.

C. keeps the fish neutrally buoyant.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

22. If a marine animal has body fluids that have a lower salt content than the surrounding seawater, water will pass through the animal's body tissues from the _____ to the _____ because of _______.

A. outside; inside; electrolysis B. inside; outside; electrolysis C. outside; inside; osmosis D. inside; outside; osmosis E. None of these are correct; the salt moves, not the water.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

23. Increased interest in the oceans' biodiversity is due to

A. lack of knowledge of the total numbers of ocean species.

B. the variety of habitats within the oceans.

C. the loss of species from the land portions of the planet.

D. All of these are correct.

E. None of these are correct; there is no increasing interest.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Identify the major zones in the ocean.

Section: 11.07 Marine Biodiversity Topic: Marine Biodiversity

24. To maintain their bodies' water balance, marine fish

A. excrete salt through their gills.

B. drink water continually.

C. produce small amounts of urine.

D. excrete salt through their gills and drink water continually.

E. excrete salt through their gills, drink water continually, and produce small amounts of urine.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Identify the major zones in the ocean.

Section: 11.07 Marine Biodiversity Topic: Marine Biodiversity

25. Countershading of fish

A. makes them more visible.

B. causes them to be more transparent.

C. reduces their visibility from above and below.

D. is a sign of sexual maturity.

E. None of these are correct; fish do not exhibit countershading.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

26. Populations can be isolated from one another by changes in

A. light.

B. temperature.

C. density.

D. salinity.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Identify the major zones in the ocean.

Section: 11.07 Marine Biodiversity Topic: Marine Biodiversity

27. The two most important inorganic nutrients for photosynthesis are

A. nitrate and carbon dioxide.

B. phosphate and nitrate.

C. phosphate and oxygen.

D. oxygen and carbon dioxide.

E. phosphate and carbon dioxide.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

28. The only zone of the ocean with sufficient light for photosynthesis is the

A. euphotic zone.

B. aphotic zone.

C. disphotic zone.

D. None of these are correct.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

29. In the open ocean photosynthesis can occur to an average depth of

A. 10m.

B. 50m.

C. 100m.

D. 200m.

E. 1000m.

F. 2000m.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

30. Bacteria that make their own organic compounds by obtaining energy from chemical compounds and not directly from light are known as

A. heterotrophic.

B. decay.

C. photosynthetic.

D. protists.

E. chemosynthetic.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

31. Cyanobacteria are characterized by being

A. decomposers.

B. found only in the plankton.

C. having a glass-like skeleton.

D. protists.

E. photosynthetic.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

32. Which of the following are <b>not</b> protists?

A. Dinoflagellates B. Cyanobacteria C. Diatoms D. Foraminiferans E. Ciliates Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

33. An organism’s substrate provides

A. food.

B. shelter.

C. place of attachment.

D. shelter and place of attachment.

E. food, shelter, and place of attachment.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.06 Environmental Zones Topic: Environmental Zones

34. The ocean environmental zone having low temperature, little or no light, and great pressure is the ________ zone.

A. neritic B. photic C. abyssal D. benthic E. littoral Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Identify the major zones in the ocean.

Section: 11.06 Environmental Zones Topic: Environmental Zones

35. Which zone changes most with latitude?

A. Littoral B. Bathyal C. Abyssal D. Mesopelagic E. Hadal Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Identify the major zones in the ocean.

Section: 11.06 Environmental Zones Topic: Environmental Zones

36. Which zone is more likely to undergo seasonal changes?

A. Hadal B. Bathypelagic C. Neritic D. Mesopelagic E. Aphotic Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Identify the major zones in the ocean.

Section: 11.06 Environmental Zones Topic: Environmental Zones

37. If an organism looks nearly identical and shares similar lifestyle characteristics as a known species, then the organism must belong to that species.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

38. Biogeochemical provinces divide the ocean into regions based on depth and substrate.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Identify the major zones in the ocean.

Section: 11.06 Environmental Zones Topic: Environmental Zones

39. In the oceans, thesize and abundance of organisms are directly related.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.03 The Importance of Size Topic: The Importance of Size

40. Phylogenetic taxonomy classifies organisms based on evolutionary relationships between ancestor organisms and their descendants.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

41. Archaea may comprise as much as _____ percent of the prokaryotes in waters deeper than 500 m.

A. 10 B. 20 C. 40 D. 80 Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

42. Molecular transport that acts upon momentum is called

A. convective.

B. viscous.

C. conductive.

D. diffusive.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

43. Organisms that can produce energy from inorganic compounds and also consume other organisms are best referred to as

A. heterotrophs.

B. chemoautotrophs.

C. mixotrophs.

D. phototrophs.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

44. Starting from the surface, the ocean is divided into the following regions based on light penetration:

A. euphotic, disphotic, aphotic B. euphotic, aphotic, disphotic C. euphotic, aphotic, bioluminescent D. disphotic, euphotic, aphotic Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

45. Bioluminescence is thought to be used for

A. predator avoidance.

B. attracting predators.

C. counter-illumination.

D. attracting prey.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

46. Psycrophiles are organisms that

A. live in deep-water trenches.

B. live in hydrothermal vent waters.

C. live in very cold environments.

D. live in regions that have abrupt temperature gradients.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

47. The plankton include all of the following except

A. phytoplankton.

B. small fish.

C. viruses.

D. zooplankton.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.04 Groups of Organisms Topic: Groups of Organisms

48. Bony fish maintain a fluid balance by

A. almost continuously drinking seawater and excreting salt.

B. maintaining high urea concentrations in their tissues.

C. maintaining the same salinity in tissues as the surrounding seawater.

D. excreting salt with feces.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

49. Which of the following secrete gases in order to stay afloat?

A. Portuguese man-of-war B. Chambered nautilus C. Squid D. Portuguese man-of-war and chambered nautilus E. Portuguese man-of-war, chambered nautilus, and squid Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

50. If a marine animal has body fluids that have a lower salt content than the surrounding seawater, water will pass through the animal's body tissues from the _____ to the _____ because of _______.

A. outside; inside; electrolysis B. inside; outside; electrolysis C. outside; inside; osmosis D. inside; outside; osmosis E. None of these are correct; the salt moves, not the water.

Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

51. To maintain their bodies' water balance, marine fish

A. excrete salt through their gills.

B. drink water continually.

C. produce small amounts of urine.

D. excrete salt through their gills and drink water continually.

E. excrete salt through their gills, drink water continually, and produce small amounts of urine.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

52. Natural selection refers to the survival of individuals that leads to a more successful population.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

53. Populations of individuals that are poorly adapted to their environment are likely to go extinct.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

54. Prokaryotes include bacteria, protists, and Archaea.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

55. Typically, the individual cells that make up a multicellular organism are more or less the same size.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.03 The Importance of Size Topic: The Importance of Size

56. Mixotrophic plankton can photosynthesize.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

Section: 11.02 The Flow of Energy Topic: The Flow of Energy

57. The most common function for bioluminescence in the ocean is thought to be attraction of mates during reproduction.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

58. Even when the supply of inorganic nutrients to the surface is high, due to for example upwelling, the absolute concentration of nutrients in the surface may still be low.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

59. Anaerobes cannot survive low-oxygen conditions.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

60. At the level of species, the ocean is much less diverse than the terrestrial environment, with only approximately ______ percent of the total known species.

A. 5 B. 10 C. 15 D. 20 E. 25 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

61. The richness and variety of life found on our planet, including the oceans, is referred to as

A. endemism.

B. biodiversity.

C. species richness.

D. evolution.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.07 Marine Biodiversity Topic: Marine Biodiversity

62. All phytoplankton and seaweeds require ______________ such as nitrogen and phosphorus.

A. gases B. inorganic nutrients C. micro-nutrients D. vitamins Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

63. About 90% of the ocean is remarkably uniform in temperature, ranging from

A. -10&#176;C to 10&#176;C. B. -1&#176;C to 30&#176;C. C. -1&#176;C to 4&#176;C. D. -10&#176;C to 30&#176;C. Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

64. Going from the surface (more light) to depth (less light), the light zones in the ocean are referred to as

A. aphotic, disphotic, euphotic.

B. euphotic, aphotic, disphotic.

C. euphotic, disphotic, aphotic.

D. euphotic, disphotic, bioluminescent.

Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

Section: 11.05 Facts of Life in the Ocean Topic: Facts of Life in the Ocean

65. Plankton are the &#8220;drifters of the sea&#8221; and include all of the following except

A. bacterioplankton.

B. zooplankton.

C. phytoplankton.

D. nekton.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.04 Groups of Organisms Topic: Groups of Organisms

66. As a rule of thumb, a 10-fold increase in the abundance of an organism is associated with ____________________ in size.

A. a 10-fold increase B. a 10-fold decrease C. a proportional increase D. no change Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.03 The Importance of Size Topic: The Importance of Size

67. Single-celled organisms can be found in all of the following groups except

A. Eukaryotes.

B. Prokaryotes.

C. Archaea.

D. Bacteria.

E. Animalia.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

68. Two organisms that exhibit similar lifestyles and look nearly identical, but are not closely related, may be

A. cryptic species.

B. prokaryotes.

C. autotrophs.

D. identical species.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

Section: 11.01 Evolution in the Marine Environment Topic: Evolution in the Marine Environment

69. Small organisms in the ocean, such as single-celled plankton, tend to be dominated primarily by ____________ forces while large organisms such as fish and whales are more impacted by __________________.

A. gravity; inertia B. viscous; inertia C. inertial; viscous D. gravitational; inertia Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 11 The Living Ocean Gradable: automatic Learning Outcome: Describe the relationship between organism size and abundance.

Section: 11.03 The Importance of Size Topic: The Importance of Size

Chapter 11 Test Bank Summary Category

# of Questions

Accessibility: Keyboard Navigation

69

Blooms: 1. Remember

39

Blooms: 2. Understand

25

Blooms: 3. Apply

5

Chapter: 11 The Living Ocean

69

Gradable: automatic

69

Learning Outcome: Describe the relationship between organism size and abundance.

9

Learning Outcome: Explain how different groups of organisms adapt to different regions of the ocean.

30

Learning Outcome: Explain the differences and similarities between chemosynthesis and photosynthesis.

9

Learning Outcome: Explain the relationship among evolution, taxonomy, and phylogeny.

13

Learning Outcome: Identify the major zones in the ocean.

8

Section: 11.01 Evolution in the Marine Environment

12

Section: 11.02 The Flow of Energy

9

Section: 11.03 The Importance of Size

7

Section: 11.04 Groups of Organisms

2

Section: 11.05 Facts of Life in the Ocean

29

Section: 11.06 Environmental Zones

6

Section: 11.07 Marine Biodiversity

4

Topic: Environmental Zones

6

Topic: Evolution in the Marine Environment

12

Topic: Facts of Life in the Ocean

29

Topic: Groups of Organisms

2

Topic: Marine Biodiversity

4

Topic: The Flow of Energy

9

Topic: The Importance of Size

7

Chapter 12 Test Bank Key 1. The upper boundary of the aphotic zone is determined by the depth of solar light penetration.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

2. Productivity tends to be higher in the open ocean than the coastal ocean.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

3. Organisms that float, but cannot swim against the tides and waves, are known as

A. photon.

B. aphoton.

C. plankton.

D. nekton.

E. benthos.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

4. The plankton, benthos, and nekton are subdivisions of the

A. seafloor.

B. littoral.

C. oceanic water column.

D. organisms.

E. continental shelf.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

5. The only zone of the ocean with sufficient light for photosynthesis is the

A. euphotic zone.

B. aphotic zone.

C. disphotic zone.

D. None of these choices.

E. All of these choices.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

6. Net primary production equals gross primary production minus the respiration requirements of plants or phytoplankton.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

7. Gross primary production is the rate of production of organic material by photosynthesis required for both the respiration of the plants or algae and the production of new material.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

8. The standing stock of a population is equivalent to its biomass.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

9. If both primary productivity and grazing are large, the standing stock can not be small.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

10. Primary productivity per square meter of ocean surface is, on the average, higher in the neritic zone than in the oceanic zone.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

11. In temperate regions, both winter mixing and summer's increasing solar radiation control primary production.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

12. At low latitudes, primary production is controlled more by the seasonality of the sunlight than by the availability of nutrients.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

13. Nutrients tend to be liberated by decomposition of organic matter at depth and returned to the surface by the physical processes of vertical circulation.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Understand the role of bacteria and the microbial loop.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

14. Approximately 15% of the world's ocean area produces 85% of the ocean's harvest.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

15. The total productivity of upwelling areas is greater than the total productivity of open-ocean areas.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

16. Greater mixing and nutrients from the land cause the coastal areas to generally have higher primary productivity than the open ocean.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

17. The total primary production of the world's oceans is determined more by the large seaweeds than it is by the single-celled microscopic phytoplankton.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

18. The shorter food chains of coastal and upwelling areas generally are more efficient than longer openocean food chains.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

19. If the rate of uptake of dissolved inorganic carbon by phytoplankton is measured, the rate of production of organic matter can be calculated.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.07 Measuring Primary Productivity Topic: Measuring Primary Productivity

20. In grams of carbon per square meter per day, the open ocean environment is as productive as a tropical rainforest.

FALSE

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

21. When primary productivity is high, standing crop remains high and nearly constant.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.07 Measuring Primary Productivity Topic: Measuring Primary Productivity

22. Areas of divergence promote higher rates of primary production.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

23. Chlorophyll a absorbs energy mostly in the blue and red wavelengths.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

24. Satellites can detect ocean color.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production 2

25. Primary productivity is measured in terms of gC/m /day.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.07 Measuring Primary Productivity Topic: Measuring Primary Productivity

26. Productivity is higher at a surface convergence than surface divergence.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

27. Primary productivity is best described as

A. population.

B. standing crop.

C. life expectancy.

D. rate of birth minus rate of death.

E. rate of production of organic carbon.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

28. Productivity in tropical oceans is limited by nutrient availability.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

29. Approximately the same amount of primary productivity occurs in the oceans as occurs on land.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

30. Phytoplankton biomass can be measured by satellite.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.08 Phytoplankton Biomass Topic: Phytoplankton Biomass

31. Which of the following is not necessary for photosynthesis?

A. Light B. Chlorophyll C. Oxygen D. Water E. Carbon dioxide Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.06 Primary Production Topic: Primary Production

32. A high-oxygen content and a low-nutrient content in surface seawater indicate that a population of ______ are present.

A. animals B. phytoplankton

C. bacteria D. decomposers E. None of these are correct; they indicate no life presence.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.06 Primary Production Topic: Primary Production

33. The arctic region has low annual productivity because

A. the nutrient supply is low.

B. the water is cold.

C. ice covers the water in winter.

D. the intensity of solar radiation is low.

E. the oxygen level of the surface waters is low.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

34. Upwelling areas are more productive than oceanic areas because _______ in upwellings.

A. organic matter is more concentrated B. food chains are shorter C. there are more nutrients D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

35. In terms of grams of carbon per square meter per day, the open-ocean environment is about as productive as

A. prairie land.

B. alpine forests.

C. deserts.

D. intensively farmed fields.

E. tropical rain forests.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

36. At temperate latitudes, a stable water column with a pycnocline near the surface will _______ primary production in the spring and ________ primary production in late summer.

A. decrease; increase B. increase; increase C. increase; decrease D. decrease; decrease E. None of these are correct; both will be moderately productive.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic

Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

37. When new marine phytoplankton biomass is produced by photosynthesis, dissolved carbon dioxide is converted to

A. carbon dioxide gas.

B. carbon dioxide solids.

C. soluble inorganic compounds.

D. organic carbon compounds.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.06 Primary Production Topic: Measuring Primary Productivity

38. Although light, nitrogen and phosphorous are abundant in the Pacific and Southern Oceans the plankton are less abundant due to

A. low surface temperature.

B. low oxygen levels at the surface.

C. lack of iron in surface waters.

D. low surface temperature and lack of iron in surface waters.

E. low surface temperature, low oxygen levels at the surface and lack of iron in surface waters.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

39. The most numerous and greatest biomass of herbivores are

A. zooplankton.

B. fish.

C. the great whales.

D. primary consumers.

E. zooplankton and primary consumers.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.04 Zooplankton Topic: Zooplankton

40. A standing crop of phytoplankton can be measured by

A. determining the chlorophyll a content of a sample.

B. weighing the cells in a sample.

C. counting the cells in a sample.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.08 Phytoplankton Biomass Topic: Phytoplankton Biomass

41. There is less biomass per unit volume available for harvesting in the open ocean, as compared to upwelling and coastal zones, because

A. there are less nutrients.

B. there is less oxygen.

C. the salinity is greater.

D. the temperature is lower.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

42. As a general rule, total biomass _______, size of individuals _____, and number of individuals ______ as you move up a trophic pyramid.

A. increases; decreases; decreases B. decreases; increases; decreases C. increases; decreases; increases D. decreases; decreases; increases E. increases; increases; increases Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

43. At higher and higher trophic levels, there are usually _____ and _______ animals.

A. fewer; smaller B. fewer; larger C. more; smaller D. more; larger E. None of these are correct; there is no change in number or size.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

44. In a simple food chain with 10% efficiency, a net primary production rate at the first trophic level is 10,000 units. How many units are available to the fourth trophic level?

A. 1000 B. 100 C. 10 D. 1 E. 0.1 Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

45. Which compound does not serve as a pigment in phytoplankton?

A. Chlorophyll c B. Chlorophyll a C. Fucoxanthin D. Hemoglobin

E. Phycoerythrin Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.06 Primary Production Topic: Primary Production

46. In temperate waters, the timing of the phytoplankton bloom is influenced by

A. light intensity.

B. inorganic nutrient concentrations.

C. stability of the water column.

D. zooplankton abundance.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

47. If the net primary production in a region is continually consumed by herbivores, the standing stock

A. increases.

B. decreases.

C. does not change.

D. increases, decreases, or does not change depending on the time of year.

E. increases, decreases, or does not change depending on the nutrients present.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.08 Phytoplankton Biomass Topic: Phytoplankton Biomass

48. The biomass of planktonic, unicellular algae in tropical regions

A. remains nearly constant over the year.

B. increases during the summer months.

C. decreases during the summer months.

D. increases during the winter months.

E. decreases during the winter months.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

49. An increase in the chlorophyll a content of a seawater sample with time yields a measurement of

A. change in the species of phytoplankton in the sample.

B. gross production of organic carbon.

C. plant respiration.

D. net production of organic carbon.

E. decomposition of plant cells.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.07 Measuring Primary Productivity Topic: Measuring Primary Productivity

50. A food web is

A. a net for trapping marine organisms.

B. a plan of interactive food chains and energy.

C. an inverse trophic pyramid.

D. used only with herring life histories.

E. a diagram of an organisms's life history.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

51. Adding iron to the surface of the ocean has been shown to

A. have no impact on phytoplankton community composition.

B. increase phytoplankton production for an initial short period.

C. make no difference to phytoplankton production.

D. be toxic to phytoplankton production.

E. All of these are false; this experiment has never been tried.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

52. The highest rates of productivity in temperate waters occur in

A. spring.

B. winter.

C. summer.

D. fall.

E. Productivity is the same during all seasons.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

53. The most common nutrient that limits coastal productivity is

A. oxygen.

B. phosphate.

C. nitrate.

D. carbon.

E. iron.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

54. If baleen whales eat krill that eat diatoms, krill represents the _______ trophic level.

A. first B. second C. third D. fourth E. fifth Accessibility: Keyboard Navigation

Blooms: 3. Apply Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

55. The Redfield Ratio is

A. N:C:P 106:16:1.

B. P:C:N 106:16:1.

C. C:P:N 106:16:1.

D. C:N:P 106:16:1.

E. P:N:C 106:16:1.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

56. The period of highest productivity in polar areas is

A. summer.

B. winter.

C. spring D. fall.

E. Productivity is similar in all seasons.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

57. Net plankton are larger than nannoplankton.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

58. Sargassum is the only large planktonic seaweed.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.01 The Marine Photoautotrophs Topic: The Marine Photoautotrophs

59. The coccoliths on the outside of coccolithophores are made of silica.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.03 Phytoplankton Topic: Phytoplankton

60. Krill is the common name for copepods.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.04 Zooplankton Topic: Zooplankton

61. Comb jelly is another name for jellyfish.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.04 Zooplankton Topic: Zooplankton

62. Red tides may or may not be poisonous to other marine organisms.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

63. The dominant phytoplankton in the open ocean are members of the picoplankton.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

64. Viral abundance is strongly correlated with plankton biomass.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Understand the role of bacteria and the microbial loop.

Section: 12.05 Bacterioplankton and Viruses Topic: Bacterioplankton and Viruses

65. All harmful algal blooms are caused by dinoflagellates.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

66. DOM or Dissolved Organic Matter is largely unused by other organisms.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

67. The most abundant phytoplankton in the open ocean is the cyanobacterium Prochlorococcus.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

68. Holoplankton spend only their larval stages in the plankton.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

69. Archaea are found only in physically extreme environments such as hydrothermal vents.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

70. All phytoplankton are capable of photosynthesis.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.06 Primary Production Topic: Primary Production

71. Cyanobacteria are one of only a few organisms able to use nitrogen gas to make organic matter.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.03 Phytoplankton Topic: Phytoplankton

72. Some phytoplankton species migrate as much as 500m vertically every day.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

73. Some ctenophores are herbivores while others are carnivores.

FALSE

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.04 Zooplankton Topic: Zooplankton

74. Autotrophic organisms are

A. able to chemosynthesize.

B. the base of the food web.

C. able to photosynthesize.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

75. Dinoflagellates are known for

A. producing toxins that can be lethal to humans.

B. their ability to glow with bioluminescence.

C. their formation of bottom sediments.

D. producing toxins that can be lethal to humans and their ability to glow with bioluminescence.

E. producing toxins that can be lethal to humans, their ability to glow with bioluminescence, and their formation of bottom sediments.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

76. Dinoflagellates and coccolithophores belong to the

A. phytoplankton.

B. zooplankton.

C. benthos.

D. nekton.

E. decomposers.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

77. Diatoms are able to

A. form chains to help floating.

B. store oil to reduce their density.

C. produce two flagella that provide motility and reduce sinking.

D. form chains to help floating and store oil to reduce their density.

E. form chains to help floating, store oil to reduce their density, and produce two flagella that provide motility and reduce sinking.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.03 Phytoplankton Topic: Phytoplankton

78. Which is not a member of the zooplankton?

A. A copepod B. An arrowworm C. A fish egg D. A diatom E. A jellyfish Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.04 Zooplankton Topic: Zooplankton

79. Populations of zooplankton can

A. accumulate at water-layer density boundaries.

B. move toward the sea surface at night.

C. reflect sound waves.

D. accumulate at water-layer density boundaries and reflect sound waves.

E. accumulate at water-layer density boundaries, move toward the sea surface at night, and reflect sound waves.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.04 Zooplankton Topic: Zooplankton

80. Which organisms are members of the holoplankton?

A. Foraminaferans B. Pteropods C. Comb jellies D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

81. Larval stages of starfish, barnacles, and crabs belong to the

A. nekton.

B. benthos.

C. phytoplankton.

D. holoplankton.

E. meroplankton.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

82. Bacteria living in the ocean are

A. a food source for other organisms.

B. decomposers of organic matter.

C. recyclers of nutrients.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.05 Bacterioplankton and Viruses Topic: Bacterioplankton and Viruses

83. Harmful algal blooms can

A. contaminate shellfish with toxins.

B. kill fish.

C. clog fishing nets.

D. impact marine mammals.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.03 Phytoplankton Topic: Phytoplankton

84. Harmful algal blooms can be triggered by

A. nutrient runoff from land.

B. high-salinity water.

C. temperature and light combinations.

D. disturbing cells buried in the sediments.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.03 Phytoplankton Topic: Phytoplankton

85. When centric diatoms reproduce by simple cell division, the two new daughter cells are

A. both smaller than the parent cell.

B. both the same size as the parent cell.

C. both larger than the parent cell.

D. of unequal size.

E. None of these are correct; centric diatoms do not reproduce in this way.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.03 Phytoplankton Topic: Phytoplankton

86. Zooplankton in the deep scattering layer (DSL)

A. scatter during the night, removing the DSL. B. move away from the surface during the night.

C. rise toward the surface during the day.

D. move away from the surface during the day.

E. remain at the same depth during both day and night.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.04 Zooplankton Topic: Zooplankton

87. Measurements of chlorophyll a fluorescence are made at sea to determine the biomass of

A. meroplankton.

B. phytoplankton.

C. holoplankton.

D. meroplankton and holoplankton.

E. meroplankton, phytoplankton, and holoplankton.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.08 Phytoplankton Biomass Topic: Phytoplankton Biomass

88. Plankton that range between 200 microns and 2mm in size are considered

A. macroplankton.

B. microplankton.

C. meroplankton.

D. nanoplankton.

E. picoplankton.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.08 Phytoplankton Biomass Topic: Phytoplankton Biomass

89. Dinoflagellate cell walls are composed of

A. silica.

B. calcium carbonate.

C. cellulose.

D. A combination of these choices.

E. None of these choices.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

90. Some planktonic cyanobacteria have the ability to "fix" which of the following elements thus having a fertilizing effect on the marine environment similar to the ability of the land plants legumes?

A. Oxygen B. Helium C. Hydrogen D. Nitrogen Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

91. In the dark-light bottle experiment, which one of the following is measured in the dark bottle?

A. Photosynthesis.

B. Respiration.

C. Decomposition.

D. Photosynthesis plus respiration.

E. Chlorophyll concentration.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.07 Measuring Primary Productivity Topic: Measuring Primary Productivity

92. The richest fishing areas of the world are mostly located in waters

A. where coral reefs are common.

B. where equatorial upwelling takes place.

C. in open waters far from coasts.

D. where coastal upwelling takes place.

E. around Antarctica and in the Arctic.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

93. The difference between food webs and food chains is that food webs

A. consist of only one trophic level.

B. include primary producers as well as consumers.

C. do not take into account predators.

D. only outline feeding relationships among consumers.

E. are more complex.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

94. Salt-tolerant plants include cordgrasses and mangroves.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.01 The Marine Photoautotrophs Topic: The Marine Photoautotrophs

95. There are no bacteria that are capable of photosynthesis.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

96. Coccolithophorids and diatoms both use calcium carbonate as part of their external skeletons, or shells.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

97. Mineral ballasting allows organic-rich fecal pellets to sink faster.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

98. Cyanobaceria such as Trichodesmium play an important role in the oceans because they fix nitrogen gas.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

99. Harmful Algal Blooms (HABs) are always associated with toxins.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they differ from heterotrophs.

Section: 12.02 The Plankton Topic: The Plankton

100. Holoplankton spend part of their lives in the water column, and part of their lives in the benthos.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.04 Zooplankton Topic: Zooplankton

101. Viral abundance decreases with depth and distance from shore.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Understand the role of bacteria and the microbial loop.

Section: 12.05 Bacterioplankton and Viruses Topic: Bacterioplankton and Viruses

102. Areas of divergence where upwelled water reaches the surface are typically very low productivity.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

103. Phytoplankton use all of the following as part of the cell structure except

A. cellulose.

B. silica.

C. calcium carbonate.

D. iron.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

104. Depending on the time of year, _______________ can account for between 10-50% of net primary production in the open ocean.

A. dinoflagellates B. Prochlorococcus C. Synechococcus D. diatoms E. Rhizosolenia Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.03 Phytoplankton Topic: Phytoplankton

105. Meroplankton spend only a part of their lifecycle in the water column. Common examples include

A. copepods.

B. krill.

C. sea star larvae.

D. salps.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.04 Zooplankton Topic: Zooplankton

106. One of the most abundant groups of microorganism on the planet are

A. marine group I Archaea.

B. Prochlorococcus.

C. tintinnids.

D. copepods.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton (e.g., cyanobacteria, dinoflagellates, diatoms).

Section: 12.05 Bacterioplankton and Viruses Topic: Bacterioplankton and Viruses

107. Common photosynthetic pigments include all of the following except

A. chlorophyll. a B. fucoxanthin.

C. fluorescence.

D. phycoerythrin.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.06 Primary Production Topic: Primary Production

108. Bottom-up control of primary productivity refers to control by all of the below except

A. light.

B. grazing.

C. nutrients.

D. temperature.

E. salinity.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

109. Assuming 10% trophic efficiency, the other 90% of the energy associated with a given trophic level is

A. transferred to higher trophic levels B. lost as heat.

C. converted to bioluminescence.

D. transferred to lower trophic levels.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

110. High Nutrient, low chlorophyll a (HNLC) regions include

A. the subarctic Pacific.

B. the North Atlantic.

C. the Indian Ocean.

D. the Gulf Stream.

E. the Gulf of Mexico.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

111. The vast open ocean is dominated by picoplankton that are efficiently grazed by

A. whales.

B. heterotrophic dinoflagellates.

C. ciliates and tintinnids.

D. copepods.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

112. The nutrient-poor open ocean tends to support a(n) __________________ biological pump compared to coastal and upwelling regions.

A. efficient B. inefficient C. complex D. ballasted Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic

Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

113. As organic material sinks through the ocean, much of it is remineralized by

A. inorganic chemical reactions.

B. increasing pH. C. viruses.

D. heterotrophic bacteria.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

114. At mid-latitudes in spring, a phytoplankton bloom is often preceded by

A. vertical mixing exceeding the critical depth.

B. vertical mixing becoming shallower than the critical depth.

C. the critical depth being equal to the compensation depth.

D. the critical depth becoming shallower than the thermocline.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

115. At high latitudes, phytoplankton blooms are typically most limited by

A. light.

B. temperature.

C. grazing.

D. nutrients.

Accessibility: Keyboard Navigation Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

116. At low (tropical) latitudes, phytoplankton blooms are typically most limited by

A. light.

B. temperature.

C. grazing.

D. nutrients.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

Section: 12.09 Controls on Productivity and Biomass Topic: Controls on Productivity and Biomass

117. In HNLC regions, phytoplankton blooms are typically most limited by

A. iron.

B. nitrogen.

C. light.

D. grazing.

E. phosphorus.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic

Learning Outcome: Identify regions of high and low productivity globally.

Section: 12.11 Global Patterns of Productivity Topic: Global Patterns of Productivity

118. Rates of primary productivity in the open ocean are about the same as

A. rainforests.

B. deserts and grasslands.

C. intensive agriculture regions.

D. pastures.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 12 The Plankton, Productivity, and Food Webs Gradable: automatic Learning Outcome: Compare and contrast food chains and food webs.

Section: 12.10 Food Webs and the Biological Pump Topic: Food Webs and the Biological Pump

Chapter 12 Test Bank Summary Category

# of Quest ions

Accessibility: Keyboard Navigation

118

Blooms: 1. Remember

61

Blooms: 2. Understand

54

Blooms: 3. Apply

2

Chapter: 12 The Plankton, Productivity, and Food Webs

118

Gradable: automatic

118

Learning Outcome: Compare and contrast food chains and food webs.

15

Learning Outcome: Describe the main types of photosynthetic organisms in the ocean and explain how they diffe r from heterotrophs.

27

Learning Outcome: Explain how productivity varies seasonally in tropical, temperate, and polar environments.

38

Learning Outcome: Explain under which conditions you would expect to find different groups of phytoplankton ( e.g., cyanobacteria, dinoflagellates, diatoms).

21

Learning Outcome: Identify regions of high and low productivity globally.

13

Learning Outcome: Understand the role of bacteria and the microbial loop.

3

Section: 12.01 The Marine Photoautotrophs

2

Section: 12.02 The Plankton

12

Section: 12.03 Phytoplankton

18

Section: 12.04 Zooplankton

9

Section: 12.05 Bacterioplankton and Viruses

4

Section: 12.06 Primary Production

17

Section: 12.07 Measuring Primary Productivity

5

Section: 12.08 Phytoplankton Biomass

5

Section: 12.09 Controls on Productivity and Biomass

17

Section: 12.10 Food Webs and the Biological Pump

18

Section: 12.11 Global Patterns of Productivity

11

Topic: Bacterioplankton and Viruses

4

Topic: Controls on Productivity and Biomass

17

Topic: Food Webs and the Biological Pump

18

Topic: Global Patterns of Productivity

11

Topic: Measuring Primary Productivity

6

Topic: Phytoplankton

18

Topic: Phytoplankton Biomass

5

Topic: Primary Production

16

Topic: The Marine Photoautotrophs

2

Topic: The Plankton

12

Topic: Zooplankton

9

Chapter 13 Test Bank – Static Key 1. The most numerous organisms in the sea are fish.

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Section: 13.05 Fish Topic: Fish

2. There are no endothermic marine organisms.

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Section: 13.05 Fish Topic: Fish

3. Invertebrates and most fish are poikilotherms.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

4. Whales and seals increase their flotation by

A. filling their swim bladders with large quantities of gas.

B. storing large quantities of low-density fat.

C. blowing bubbles while swimming.

D. storing nitrogen in their blood.

E. having specialized air cavities in their bones.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

5. To which group do the tuna, salmon, and swordfish belong?

A. Intertidal B. Benthos C. Nekton D. Photon E. Plankton Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Describe similarities and differences in the major groups of marine nekton.

Section: 13.05 Fish Topic: Fish

6. Which organisms are able to control their body temperatures?

A. Sea birds B. Whales C. Seals D. Whales and seals E. Sea birds, whales, and seals Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Describe similarities and differences in the major groups of marine nekton.

Section: 13.04 Marine Birds Topic: Marine Birds

7. Because whales are homeotherms, individuals of a single species can migrate between and survive in waters of very different temperatures.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

8. Dolphins and porpoises are small toothed whales.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

9. The Marine Mammal Protection Act (MMPA) protects all nekton in U.S. waters.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

10. Whale falls support a large community of organisms including sharks, crabs, and bacteria.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

11. The only marine lizard that is a member of the nekton is the marine iguana found in the Gala’pagos Islands.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

12. TEDs are devices to keep seals away from fishnets.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

13. Pelagic seabirds nest at sea.

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Section: 13.04 Marine Birds Topic: Marine Birds

14. The large tusks of the male walrus are used exclusively for fighting off other males during the mating season.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

15. Each year, the bowhead and beluga whales migrate from Antarctica to southern California.

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Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Describe similarities and differences in the major groups of marine nekton.

Section: 13.06 Marine Mammals Topic: Marine Mammals

16. All sea turtle species are gradually increasing their populations.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

17. Seabirds have a very well developed sense of taste.

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Section: 13.04 Marine Birds Topic: Marine Birds

18. Sea snakes are found in the Atlantic, Pacific, and Indian Oceans.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

19. All eight species of sea turtles are threatened or endangered.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

20. A shark is an example of a bony fish.

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Section: 13.05 Fish Topic: Fish

21. Marine mammals are able to maintain their own body temperature internally.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

22. Toothed whales are larger than baleen whales.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

23. Seals, turtles, squid, and sea snakes are

A. heterotrophs.

B. members of the nekton.

C. pelagic organisms.

D. All of these are correct.

E. None of these are correct.

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Section: 13.01 The Nekton Defined Topic: The Nekton Defined

24. The largest animals in the world are the

A. sperm whales.

B. humpback whales.

C. finback whales.

D. sei whales.

E. blue whales.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

25. Baleen whales feed principally on

A. copepods and krill.

B. diatoms and dinoflagellates.

C. fish and squid.

D. All of these are correct.

E. None of these are correct.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

26. Which migration route is not correct?

A. California gray —between Mexico and the Bering Sea B. Humpback —between Hawaii and the Gulf of Alaska C. Bowhead —between the Bering and Chukchi seas D. Sperm —between the coast of Maine and Greenland E. Narwhal —between Greenland and Arctic islands Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Describe similarities and differences in the major groups of marine nekton.

Section: 13.06 Marine Mammals Topic: Marine Mammals

27. Walrus feed on

A. krill.

B. squid.

C. small fish.

D. shellfish.

E. small seals.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

28. The largest sharks and rays are

A. carnivores.

B. plankton feeders.

C. predators.

D. carnivores and plankton feeders.

E. carnivores and predators.

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Section: 13.05 Fish Topic: Fish

29. Demersal fish spend more of their time

A. at middepths in the water column.

B. on the seafloor.

C. at the sea surface.

D. swimming actively over a wide range of depths.

E. in the littoral zone.

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Section: 13.05 Fish Topic: Fish

30. Fish of the bathyal and abyssal zones are generally

A. small bodied, large mouthed, and bioluminescent.

B. large bodied, large mouthed, and bioluminescent.

C. small bodied, small mouthed, and dark colored.

D. large bodied, small mouthed, and dark colored.

E. small bodied, small mouthed, and bioluminescent.

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Section: 13.05 Fish Topic: Fish

31. Polar bears

A. don't like to get wet.

B. can swim continuously for 100km.

C. feed primarily on fish.

D. are found at both poles.

E. can swim continuously for 100km, feed primarily on fish, and are found at both poles.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

32. Marine mammals use echolocation to detect objects. For echolocation to work, marine mammals must be able to

A. generate rapidly produced clicks of short duration.

B. detect faint echoes as their clicks reflect back from objects.

C. screen out unrelated loud noises in the sea.

D. evaluate the time and direction of return sounds.

E. All of these are correct.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

33. Polar bears are

A. managed by international agreement.

B. top predators of Arctic marine food chains.

C. hunted by native peoples.

D. protected by the U.S. Marine Mammal Act. E. All of these are correct.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

34. Which of the following increased humans' abilities to harvest the great whales?

A. the explosive harpoon B. motorized hunting vessels and factory ships C. sonar D. the explosive harpoon and motorized hunting vessels and factory ships E. All of these are correct.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

35. The only herbivorous marine mammal is a

A. seal.

B. sea lion.

C. manatee.

D. grey whale E. sea otter.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

36. Most fish in the bathypelagic are

A. black.

B. silver.

C. red.

D. white.

E. colorless.

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Section: 13.05 Fish Topic: Fish

37. In what year was the Marine Mammal Protection Act established?

A. 1913 B. 1920 C. 1945 D. 1965 E. 1972 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Describe how threats to marine mammals have changed over the past century.

Section: 13.06 Marine Mammals Topic: Marine Mammals

38. What percentage of birds are marine species?

A. 3% B. 10% C. 22% D. 27% E. 30% Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Describe similarities and differences in the major groups of marine nekton.

Section: 13.04 Marine Birds Topic: Marine Birds

39. Which of these is an example of a jawless fish?

A. Ray. B. Shark.

C. Hagfish.

D. Whale shark.

E. Skate.

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Section: 13.05 Fish Topic: Fish

40. One particular feature found in bony fishes but is absent in cartilaginous fishes is

A. scales.

B. gills.

C. a swim bladder.

D. a pectoral fin.

E. a skeleton.

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Section: 13.05 Fish Topic: Fish

41. The counter-current system of flow is involved in

A. increasing blood flow into gills.

B. decreasing the time it takes for blood to flow through gills.

C. increasing the amount of oxygen that diffuses into the blood.

D. increasing the efficiency of the movement of gills.

E. increasing heart rate.

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Section: 13.05 Fish Topic: Fish

42. A group behavior that is much more common in bony fish than cartilaginous fish is

A. territoriality.

B. homing.

C. schooling.

D. migration.

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Section: 13.05 Fish Topic: Fish

43. Baleen whales lack

A. flukes B. teeth C. a dorsal fin D. a blowhole E. an Ear opening Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Describe similarities and differences in the major groups of marine nekton.

Section: 13.06 Marine Mammals Topic: Marine Mammals

44. The smallest marine mammal is a

A. seal B. fur seal C. sea lion D. sea otter E. dugong Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Describe similarities and differences in the major groups of marine nekton.

Section: 13.06 Marine Mammals Topic: Marine Mammals

45. Dolphins and porpoises are small toothed whales.

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Section: 13.01 The Nekton Defined Topic: The Nekton Defined

46. The nekton only include vertebrates such as fish and whales.

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Section: 13.01 The Nekton Defined Topic: The Nekton Defined

47. Sea snakes spend less than half their time in the marine environment.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

48. Birds are homeotherms, meaning they maintain a constant body temperature.

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Section: 13.04 Marine Birds Topic: Marine Birds

49. The hagfish are the only known vertebrate that is iso-osmotic.

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Section: 13.05 Fish Topic: Fish

50. Sea otters depend on a thick layer of fat (blubber) to stay warm.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

51. All toothed whales use echolocation, except baleen whales.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

52. The very large eyes of the giant and colossal squid are adapted to

A. detect bioluminescence.

B. identify their prey.

C. detect ultraviolet light.

D. glow in the dark.

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Section: 13.02 Swimming Marine Invertebrates Topic: Swimming Marine Invertebrates

53. Sea snakes have skin that is

A. impervious to gases.

B. poisonous.

C. permeable to salt.

D. impervious to salt.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

54. One conservation method used to protect turtles from trawl nets uses

A. sonar.

B. turtle excluder devices (TEDs).

C. gill nets.

D. acoustic tagging devices.

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Section: 13.03 Marine Reptiles Topic: Marine Reptiles

55. The presence of seabirds is a good indicator of

A. marine pollution.

B. cold water.

C. high productivity.

D. presence of land.

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Section: 13.04 Marine Birds Topic: Marine Birds

56. The Chondrichthyes include organisms such as

A. lampreys.

B. hagfish.

C. sharks.

D. bony fish.

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Learning Outcome: Compare and contrast how cartilaginous and bony fishes have adapted to the marine environment.

Section: 13.05 Fish Topic: Fish

57. In the perpetually dark bathypelagic zone, fish tend to be

A. brightly colored.

B. fast swimmers.

C. frequent feeders.

D. bioluminescent.

E. absent.

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Section: 13.05 Fish Topic: Fish

58. A keystone species is an organism that

A. is endangered.

B. plays a crucial role in an ecosystem.

C. is very abundant.

D. lives in coastal regions.

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Section: 13.06 Marine Mammals Topic: Marine Mammals

59. Objections to the “stepping-stone” hypothesis, suggesting that deep-sea hydrothermal vent organisms are dispersed by taking advantage of whale falls (like stepping-stones), include all of the following except

A. the number of overlapping species found at multiple sites is small.

B. most whales live and die in shallow waters.

C. increasing numbers of vents found suggest that dispersal is not a problem.

D. chemosynthetic organisms found at whale falls are not the same as at hydrothermal vents.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 13 The Nekton: Swimmers of the Sea Gradable: automatic Learning Outcome: Explain the roles that marine mammals play in marine ecosystems.

Section: 13.06 Marine Mammals Topic: Marine Mammals

Chapter 13 Test Bank - Static Summary Category

# of Questio ns

Accessibility: Keyboard Navigation

59

Blooms: 1. Remember

45

Blooms: 2. Understand

14

Chapter: 13 The Nekton: Swimmers of the Sea

59

Gradable: automatic

59

Learning Outcome: Compare and contrast how cartilaginous and bony fishes have adapted to the marine enviro nment.

7

Learning Outcome: Describe how threats to marine mammals have changed over the past century.

4

Learning Outcome: Describe similarities and differences in the major groups of marine nekton.

40

Learning Outcome: Explain the concept of keystone predators and describe how they impact species diversity within an ecosystem.

1

Learning Outcome: Explain the impacts of top-down and bottom-up controls on marine nekton.

3

Learning Outcome: Explain the roles that marine mammals play in marine ecosystems.

4

Section: 13.01 The Nekton Defined

3

Section: 13.02 Swimming Marine Invertebrates

1

Section: 13.03 Marine Reptiles

9

Section: 13.04 Marine Birds

6

Section: 13.05 Fish

15

Section: 13.06 Marine Mammals

25

Topic: Fish

15

Topic: Marine Birds

6

Topic: Marine Mammals

25

Topic: Marine Reptiles

9

Topic: Swimming Marine Invertebrates

1

Topic: The Nekton Defined

3

Chapter 14 Test Bank Key 1. Large benthic algae (seaweeds) have holdfasts that absorb nutrients in the same way roots absorb nutrients for land plants.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

2. The stem is the part of seaweeds that connects the blade to the holdfast.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

3. Large algae (seaweeds) growing attached to the bottom create a specialized environment for other marine organisms.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

4. The green seaweeds are the largest of the marine algae; they are also known as kelps.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

5. Eel grass is a marine plant.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

6. There are more kinds of benthic animals than there are pelagic animals.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.01 The Benthic Environment Topic: The Benthic Environment

7. More than 75% of the benthic animals belong to the epifauna.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.01 The Benthic Environment Topic: The Benthic Environment

8. Sessile organisms live attached to the seafloor.

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Section: 14.01 The Benthic Environment Topic: The Benthic Environment

9. Epifauna live on the surface of the marine sediments.

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Section: 14.01 The Benthic Environment Topic: The Benthic Environment

10. Animals that burrow into the seafloor are members of the epifauna.

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Section: 14.01 The Benthic Environment Topic: The Benthic Environment

11. Where benthic, burrowing detritus feeders are found in great numbers, the sediments are likely to have a high-organic content.

TRUE

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

12. Few algae are found growing on gravel and sand beaches.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

13. Bacteria are a valuable source of protein for other marine organisms.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

14. Numbers of organisms and diversity of species decrease as depth increases.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.05 Animals of the Deep-Sea Floor Topic: Animals of the Deep-Sea Floor

15. Human activities are among the greatest threats to the world's coral reefs.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.06 Coral Reefs Topic: Coral Reefs

16. Species of epifauna are less abundant than species of infauna.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.01 The Benthic Environment Topic: The Benthic Environment

17. Episodes of coral bleaching have become more frequent and more severe in the last twenty years.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.06 Coral Reefs Topic: Coral Reefs

18. Cold seeps and salt seeps have no associated animal communities.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.05 Animals of the Deep-Sea Floor Topic: Animals of the Deep-Sea Floor

19. Coral bleaching is produced by the invasion of crown of thorns starfish (Acanthaster).

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.06 Coral Reefs Topic: Coral Reefs

20. Algae form the base of the trophic system for hydrothermal vent communities.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.05 Animals of the Deep-Sea Floor Topic: Animals of the Deep-Sea Floor

21. The base of the food chain in hydrothermal vent communities is phytoplankton.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.05 Animals of the Deep-Sea Floor Topic: Animals of the Deep-Sea Floor

22. The holdfast that attaches seaweed to rocks or shells is a root.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

23. Blades are the photosynthetic organ of seaweed.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

24. Most animals that live within the sand and mud feed on detritus.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

25. Intertidal communities have low productivity because of high wave activity.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.03 Animals of the Rocky Shore Topic: Animals of the Rocky Shore

26. Marine algae are found in which sequence from sea surface to deeper water?

A. green, brown, red B. red, brown, green C. green, red, brown D. brown, green, red E. red, green, brown Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

27. Animals and algae living attached to the bottom are members of the

A. phytoplankton.

B. zooplankton.

C. nekton.

D. benthos.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.01 The Benthic Environment Topic: The Benthic Environment

28. Intertidal zonation on a rocky beach is primarily controlled by the

A. type of bottom.

B. prey-predator relationships.

C. salinity, temperature, and pressure.

D. amount of time an organism spends out of water.

E. organisms's metabolism.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.03 Animals of the Rocky Shore Topic: Animals of the Rocky Shore

29. Chemosynthetic communities are found associated with

A. hydrothermal vents.

B. oil and gas seeps.

C. salt brine seeps.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.05 Animals of the Deep-Sea Floor Topic: Animals of the Deep-Sea Floor

30. Animals that live on bits and pieces of organic material washed in from the sea or off the land are called

A. filter feeders.

B. herbivores.

C. deposit feeders.

D. detritus feeders.

E. grazers.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

31. Which organisms burrow into the deep-ocean muds in a process called bioturbation?

A. Starfish B. Sponges C. Sea cucumbers D. Clams E. Sea urchins Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

32. Zooxanthellae are

A. dinoflagellates living in tropical corals.

B. copepods feeding on diatoms and dinoflagellates.

C. bacteria associated with hydrothermal vents.

D. the same thing as krill.

E. members of the meroplankton.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Understand the role of symbioses in different ecosystems.

Section: 14.06 Coral Reefs Topic: Coral Reefs

33. Coral reefs are formed by

A. coral polyps and calcareous algae.

B. shells and worm tubes.

C. volcanic action and subsidence.

D. coral polyps and calcareous algae and shells and worm tubes.

E. coral polyps and calcareous algae, shells and worm tubes, and volcanic action and subsidence.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.06 Coral Reefs Topic: Coral Reefs

34. Water must be warmer than ______ to support a reef of corals with zooxanthellae.

A. 15 B. 18 C. 23 D. 25 E. 30 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.06 Coral Reefs Topic: Coral Reefs

35. The first trophic level in a hydrothermal vent community is

A. seriously polluted.

B. dependent on bacteria and their ability to use hydrogen sulfide.

C. dependent on organic material drifting down from the surface.

D. provided by larvae drifting in deep-sea currents.

E. made up of clams and tube worms.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Understand the role of symbioses in different ecosystems.

Section: 14.07 Deep-Ocean Chemosynthetic Communities Topic: Deep-Ocean Chemosynthesis Communities

36. Coral bleaching results in

A. the expulsion of zooxanthellae from corals.

B. the weakening of corals and higher levels of disease.

C. the death of many corals.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Understand the role of symbioses in different ecosystems.

Section: 14.06 Coral Reefs Topic: Coral Reefs

37. An individual coral animal is known as a/an

A. zooxanthella.

B. sponge.

C. polyp.

D. alga.

E. zooxanthella or polyp.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.06 Coral Reefs Topic: Coral Reefs

38. The symbiotic relationship between coral polyps and zooxanthellae is an example of

A. commensalism.

B. mutualism.

C. parasitism.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand

Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Understand the role of symbioses in different ecosystems.

Section: 14.08 Symbiosis Topic: Symbiosis

39. Seafloor organisms modify their habitat and create new habitats for other organisms.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

40. The benthic zone is considered the seafloor while the pelagic zone is the seawater.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.01 The Benthic Environment Topic: The Benthic Environment

41. A close relationship between unrelated organisms in which one organism benefits and the other is unaffected is known as

A. symbiosis.

B. commensalism.

C. parasitism.

D. mutualism.

E. symbiosis and commensalism.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Understand the role of symbioses in different ecosystems.

Section: 14.08 Symbiosis Topic: Symbiosis

42. Symbiosis is defined as

A. the grouping of organisms according to their ability to cope with exposure and water loss.

B. a relationship between animals living on a mud flat and their environment.

C. the relationship between herbivores and the algae that they graze upon.

D. a close intimate relationship between two dissimilar organisms.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Understand the role of symbioses in different ecosystems.

Section: 14.08 Symbiosis Topic: Symbiosis

43. Benthic organisms living in the bottoms of trenches live in the ________ zone.

A. bathyal B. sublittoral C. abyssal D. hadal E. supralittoral Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic

Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.05 Animals of the Deep-Sea Floor Topic: Animals of the Deep-Sea Floor

44. Macroalgae/seaweeds can be best differentiated from true plants because macroalgae/seaweeds

A. are photosynthetic.

B. are prokaryotic.

C. have no true roots, leaves, or stems.

D. have no chlorophyll.

E. are mostly unicellular.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

45. Marine vascular flowering plants include all of the following except

A. mangroves.

B. kelps.

C. seagrasses.

D. cord grass.

E. surf grass.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

46. CLOD or Coral Lethal Orange Disease

A. attacks and kills coral polyps.

B. kills zooxanthellae causing bleaching.

C. kills algae that cement sand debris to form a hard surface reef.

D. kills clams and crabs on coral reefs.

E. attacks and kills coral polyps, kills zooxanthellae causing bleaching, and kills algae that cement sand debris to form a hard surface reef.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.06 Coral Reefs Topic: Coral Reefs

47. Mangrove trees grow in swampy salt water along

A. temperate coasts.

B. crests of coral reefs.

C. coasts with heavy surf.

D. areas of extreme evaporation and high salinity.

E. tropical coasts.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

48. Macroalgae take advantage of surface/volume ratios by exposing wide, flattened blades to sunlight and nutrient-rich water.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

49. One adaptation of many intertidal invertebrates is to develop a rounded profile to minimize resistance to breaking waves.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.03 Animals of the Rocky Shore Topic: Animals of the Rocky Shore

50. Bacteria are not a major source of protein for infaunal organisms.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

51. Zooxanthellae are highly specialized cyanobacteria that form a symbiotic relationship with corals.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

52. Benthic microalgae are best adapted to living

A. in the rocky intertidal zone B. below the euphotic zone.

C. within shallow sandy or muddy environments.

D. in tidepools.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

53. Brown algae include

A. Ulva,or sea lettuce.

B. dinoflagellates.

C. kelp.

D. Porphyra.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

54. A typical kelp forest shows strong vertical zonation from the well-lit surface to the bottom, including (from surface to bottom) the following zones:

A. Understory, Canopy, Algae Turf B. Canopy, Understory, Algae Turf C. Canopy, Understory, Intertidal D. Inshore, Kelp Canopy, Offshore Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe which factors limit where seaweeds can grow.

Section: 14.02 Seaweeds and Marine Plants Topic: Seaweeds and Marine Plants

55. The size and shape of sediment particles influences both the ______________, or amount of space between particles, and _______________ the flow of water and gases.

A. porosity; permeability B. porosity; rugosity C. permeability; inundation D. exchange; permeability Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

56. The disruption of sediment by feeding and burrowing organisms is called

A. tilling.

B. bioturbation.

C. sediment exchange.

D. respiration.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.04 Animals of the Soft Substrates Topic: Animals of the Soft Substrates

57. The stable conditions of deep benthic environments seem to favor ________________ infaunal organisms.

A. carnivorous B. surface-dwelling C. deposit-feeding D. symbiotic Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.05 Animals of the Deep-Sea Floor Topic: Animals of the Deep-Sea Floor

58. Common deep-sea vent communities include all of the following except

A. filter-feeding clams and mussels.

B. fish.

C. crabs.

D. deep-water corals.

E. tubeworms.

Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.05 Animals of the Deep-Sea Floor Topic: Animals of the Deep-Sea Floor

59. Vent communities have been discovered making use of many energy sources, including all of the following except

A. hydrothermal vents.

B. methane seeps.

C. salt seeps.

D. radioactive seeps.

E. cold seeps.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Describe the factors that dictate where benthic animals live.

Section: 14.07 Deep-Ocean Chemosynthetic Communities Topic: Deep-Ocean Chemosynthesis Communities

60. In Washington State, the ________________ acts as a keystone predator; when removed, biodiversity ________________ .

A. sea star; decreases B. sea otter; decreases C. mussel; increases D. sea star; increases E. mussel, decreases Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 14 The Benthos: Living on the Sea Floor Gradable: automatic Learning Outcome: Understand the role of keystone predators in intertidal regions.

Section: 14.03 Animals of the Rocky Shore Topic: Animals of the Rocky Shore

Chapter 14 Test Bank Summary Category

# of Questions

Accessibility: Keyboard Navigation

60

Blooms: 1. Remember

33

Blooms: 2. Understand

24

Blooms: 3. Apply

3

Chapter: 14 The Benthos: Living on the Sea Floor

60

Gradable: automatic

60

Learning Outcome: Describe the factors that dictate where benthic animals live.

39

Learning Outcome: Describe which factors limit where seaweeds can grow.

14

Learning Outcome: Understand the role of keystone predators in intertidal regions.

1

Learning Outcome: Understand the role of symbioses in different ecosystems.

6

Section: 14.01 The Benthic Environment

8

Section: 14.02 Seaweeds and Marine Plants

15

Section: 14.03 Animals of the Rocky Shore

4

Section: 14.04 Animals of the Soft Substrates

11

Section: 14.05 Animals of the Deep-Sea Floor

8

Section: 14.06 Coral Reefs

9

Section: 14.07 Deep-Ocean Chemosynthetic Communities

2

Section: 14.08 Symbiosis

3

Topic: Animals of the Deep-Sea Floor

8

Topic: Animals of the Rocky Shore

4

Topic: Animals of the Soft Substrates

11

Topic: Coral Reefs

9

Topic: Deep-Ocean Chemosynthesis Communities

2

Topic: Seaweeds and Marine Plants

15

Topic: Symbiosis

3

Topic: The Benthic Environment

8

Chapter 15 Test Bank Key 1. Despite the growth in commercial fishing and the exploitation of new fishing stocks, world fish harvests have remained nearly constant over the last decade.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

2. Mariculture, or aquaculture, has about the same relationship to commercial fishing as farming does to hunting.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

3. Mariculture is the farming of fish species.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

4. The sea is so vast that it can easily absorb any pollutants we dump into it with little harm to the environment.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

5. The U.S. Marine Protection, Research, and Sanctuaries Act is also known as the Ocean Dumping Act. TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

6. Dumping the muds from dredged harbors offshore does not affect the coastal sediments.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember

Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

7. Sediments deposited in urban estuaries since 1970 carry a decreasing toxicant load.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

8. Oil spill cleanup techniques are able to recover and remove the majority of spilled oil from the marine environment.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

9. Marine wetlands are being rehabilitated faster than they are being removed.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Explain the importance of marine wetlands.

Section: 15.06 Marine Wetlands Topic: Marine Wetlands

10. The Mississippi delta is losing area because the supply of sediment is less than the rates of delta erosion and subsidence.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Explain the importance of marine wetlands.

Section: 15.06 Marine Wetlands Topic: Marine Wetlands

11. The effects of overfishing cease immediately when fishing is stopped.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

12. Over 50% of the world's coastal mangroves forests have been destroyed.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Explain the importance of marine wetlands.

Section: 15.06 Marine Wetlands Topic: Marine Wetlands

13. The Exxon Valdez oil spill in Alaska was the largest oil spill to date in U.S. waters.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

14. Clean-up efforts for oil spills are often as destructive as the oil spill.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

15. Oil spills are the single greatest source of oil to the marine environment.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

16. Today invasive species are commonly transported through the oceans on the hulls of ships.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.07 Biological Invaders Topic: Biological Invaders

17. Ballast water is one of the main culprits introducing invasive species into new areas.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.07 Biological Invaders Topic: Biological Invaders

18. Only animals are considered invasive species.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.07 Biological Invaders Topic: Biological Invaders

19. The sea is so vast that it can easily absorb any pollutants we dump into it with little harm to the environment.

FALSE

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.01 Human Impacts Through Time Topic: Human Impacts Through Time

20. Estuary areas and associated wetlands are generally increasing in the United States today.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Explain the importance of marine wetlands.

Section: 15.06 Marine Wetlands Topic: Marine Wetlands

21. Overfishing did not become an issue until about 100 years ago.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

22. The number of human-caused oil spills in the ocean have decreased since the 1970s.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

23. Hypoxia

A. occurs when oxygen concentrations fall below 2mg per mL. B. can result in the death of sessile organisms.

C. occurs when respiration rates exceed oxygen replenishment via circulation.

D. occurs when oxygen concentrations fall below 2mg per mL, can result in the death of sessile organisms, and occurs when respiration rates exceed oxygen replenishment via circulation.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Describe the origin of the Gulf of Mexico Dead Zone and the factors that control its size from year to year.

Section: 15.04 Eutrophication and Hypoxia Topic: Eutrophication and Hypoxia

24. Surimi is

A. a processed fish product.

B. a product processed from crab and shrimp.

C. shrimp paste made from krill.

D. shark meat that has been specially processed.

E. None of these are correct; it is a type of tuna eaten raw.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

25. Which of the following are considered incidental catch?

A. Turtles in shrimp trawls B. Porpoise in tuna nets C. Birds in salmon nets D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

26. Globally, aquaculture produces about _____% of fish consumed by humans.

A. 50 B. 38 C. 24 D. 12 E. 2 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

27. The Federal Clean Water Act was passed in

A. 1972.

B. 1982.

C. 1990.

D. 1995.

E. 2000.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

28. It is estimated that roughly _____ or more of all material dumped at sea is dredged material from ports and waterways.

A. 10% B. 25% C. 35% D. 50% E. 75% Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

29. Minamata disease is an example of humans ingesting __________ contaminated sea-life.

A. DDT B. mercury C. lead

D. chlorine E. PCB Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

30. PCBs (polychlorinated biphenyls) were

A. in greatest use in the early 1960s.

B. are no longer manufactured or used in the U.S. C. are still entering the environment from previous use.

D. remain in the sediments for unknown periods of time.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

31. Plastics in the sea are a hazard to marine life because

A. they ensnare animals.

B. they are eaten by animals.

C. their colors confuse animals.

D. they ensnare animals and they are eaten by animals.

E. they ensnare animals, they are eaten by animals, and their colors confuse animals.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Evaluate the hazards of plastic trash in the oceans.

Section: 15.03 Plastic Trash Topic: Plastic Trash

32. The Marine Plastic Pollution and Control Act

A. prohibits dumping plastic debris in coastal oceans only.

B. prohibits dumping plastic debris everywhere in the oceans.

C. is enforced by the United Nations Ocean patrol.

D. has eliminated the plastic trash problem in the oceans.

E. prohibits dumping plastic debris everywhere in the oceans and is enforced by the United Nations Ocean patrol.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Evaluate the hazards of plastic trash in the oceans.

Section: 15.03 Plastic Trash Topic: Plastic Trash

33. A low oxygen level in the Gulf of Mexico

A. kills most bottom organisms.

B. is responsible for a decline in Gulf fisheries.

C. has been linked to excess nutrients supplied by the Mississippi River.

D. kills most bottom organisms and has been linked to excess nutrients supplied by the Mississippi River.

E. kills most bottom organisms, is responsible for a decline in Gulf fisheries, and has been linked to excess nutrients supplied by the Mississippi River.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic

Learning Outcome: Describe the origin of the Gulf of Mexico Dead Zone and the factors that control its size from year to year.

Section: 15.04 Eutrophication and Hypoxia Topic: Eutrophication and Hypoxia

34. The world's largest oil spill

A. came from a commercial oil well in the Gulf of Mexico.

B. occurred in the Persian Gulf during the 1991 Gulf War. C. happened during the grounding of the Exxon Valdez.

D. was the result of tanker collision during a North Atlantic storm.

E. was the grounding of the Amoco Cadiz on the French coast.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

35. The Exxon Valdez oil spill

A. was equal in volume to the Persian Gulf spill.

B. dissipated quickly in warmer inshore water.

C. was 99% recovered using new sophisticated methods.

D. All of these are correct.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

36. How much oil is usually recovered after a spill?

A. 5–10% B. 8–15% C. 22–25% D. Up to 50% E. None is recovered.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

37. Natural mangrove stands provide a coast with

A. protection from waves.

B. protection from storms.

C. habitats for fish and shellfish.

D. protection from waves and protection from storms.

E. protection from waves, protection from storms, and habitats for fish and shellfish.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Explain the importance of marine wetlands.

Section: 15.06 Marine Wetlands Topic: Marine Wetlands

38. Marine biological invaders arrive

A. in ballast water.

B. with commercially harvested shellfish.

C. from home aquariums.

D. attached to seaplanes and small boats.

E. All of these are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.07 Biological Invaders Topic: Biological Invaders

39. The ecology of San Francisco Bay is being disrupted by

A. Asian clams.

B. comb jellies.

C. European green crabs.

D. Asian clams and European green crabs.

E. Asian clams, comb jellies, and European green crabs.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.07 Biological Invaders Topic: Biological Invaders

40. The term "bycatch" refers to

A. all fish caught in nets.

B. animals other than fish caught in nets.

C. fish that are processed on board the fishing vessel.

D. fish other than the targeted species, often thrown away.

E. None of these are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

41. Hypoxic areas such as in the Gulf of Mexico develop when

A. oxygen levels fall below 5ppm.

B. large amounts of nitrate are added into the water.

C. die-off from a large phytoplankton bloom uses up the oxygen in water.

D. methyl-mercury is added to water.

E. oxygen levels fall below 5ppm, large amounts of nitrate are added into the water, and die-off from a large phytoplankton bloom uses up the oxygen in water.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Describe the origin of the Gulf of Mexico Dead Zone and the factors that control its size from year to year.

Section: 15.04 Eutrophication and Hypoxia Topic: Eutrophication and Hypoxia

42. Mercury toxicity has been directly linked with which one of the following health problems in humans?

A. Hepatitis.

B. Cancer.

C. Neurological disorders and paralysis.

D. Digestive disorders.

E. Respiratory problems.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

43. Which of the following organisms are expected to show the highest concentration of DDT and other chlorinated hydrocarbons in its tissues?

A. Filter-feeding fishes B. Carnivorous fishes C. Phytoplankton D. Sea lions E. Zooplankton Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

44. Pollution is best described as

A. adding substances or energy that harm the environment.

B. changing the population growth of species.

C. the decrease in the quality of the environment as a result of natural events.

D. substances or materials that are toxic to humans decreasing the quality of the human environment.

E. can be broken down by bacteria.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

45. Continued catches above the maximum sustainable yield

A. can be increased to prevent overfishing.

B. will result in underutilization.

C. will result in a decrease of fishing effort.

D. must be decreased in order to decrease population size.

E. will result in overfishing and the crash of fish populations.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

46. The maximum sustainable yield is best defined as the

A. highest catch that can be taken without overfishing.

B. maximum fishing effort allowed after overfishing is reached.

C. highest catch that will pay the minimum cost of the fishing effort.

D. minimum catch that will still allow the population to grow.

E. the annual size of the catch that will balance natural death and predation.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

47. High concentrations of toxic heavy metals in estuaries are most likely to be found in

A. the water of the estuary.

B. air above the estuary.

C. the sediments.

D. the water of the adjacent ocean.

E. the air above the adjacent land.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

48. Floating objects accidentally lost at sea are called

A. flotsam.

B. jetsam.

C. toxicants.

D. garbage patches.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

49. As plastics discarded in the marine environment degrade, they can produce and concentrate

A. bisphenol A (BPA).

B. PCBs. C. DDT. D. All of these choices are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Evaluate the hazards of plastic trash in the oceans.

Section: 15.03 Plastic Trash Topic: Plastic Trash

50. The size of the hypoxic dead zone in the Gulf of Mexico appears to vary annually in response to all of the following except

A. annual fish catch.

B. annual rainfall.

C. the amount of fertilizer used.

D. periods of drought.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Describe the origin of the Gulf of Mexico Dead Zone and the factors that control its size from year to year.

Section: 15.04 Eutrophication and Hypoxia Topic: Eutrophication and Hypoxia

51. Biological invasions can occur in response to

A. shifts in climate patterns.

B. plate tectonics.

C. ballast water transport.

D. All of these choices are correct.

E. None of these choices are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.07 Biological Invaders Topic: Biological Invaders

52. For the year 2008, the FAO estimated that every person on the planet consumed at least _____ percent of their animal protein intake as fish.

A. 5 B. 10 C. 17 D. 42 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

53. Simultaneous removal of fish from multiple trophic levels is termed

A. sustainable fishing.

B. fishing through the food chain.

C. overfishing.

D. fishing down the food chain.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

54. There are more than 6,000 marine protected areas (MPAs) worldwide accounting for approximately ______ percent of the world's surface ocean.

A. 1 B. 2 C. 5 D. 10 E. 20 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.09 Afterthoughts Topic: Afterthoughts

55. Ecosystem-based management allows for diverse societal use of fish stocks including all of the following except

A. tourism.

B. ecosystem health.

C. fishing down the food chain.

D. fishing.

E. recreation.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

56. Addition of harmful substances to the environment is called eutrophication.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic

Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.01 Human Impacts Through Time Topic: Human Impacts Through Time

57. Material accidentally lost at sea is called flotsam, while material deliberately discarded is called jetsam.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

58. Municipal Solid Waste (MSW) can include yard trimmings, food scraps, plastics, and packaging containers.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

59. A toxicant is a substance that is not normally found in the environment.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

60. A toxicant is a substance that is not normally found in the environment.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Evaluate the hazards of plastic trash in the oceans.

Section: 15.03 Plastic Trash Topic: Plastic Trash

61. The number of large oil spills in the marine environment has decreased over the last 45 years.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four decades.

Section: 15.05 Oil Spills Topic: Oil Spills

62. Introduction of alien species to bays and estuaries can result in “biological homogenization” of worldwide species diversity.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.07 Biological Invaders Topic: Biological Invaders

63. The term “trash fish” indicates fish that were caught accidentally.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

64. Human expansion can lead to altered marine ecosystems by

A. introducing new species.

B. conserving biodiversity.

C. surveying marine species.

D. reducing incidental bycatch.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.01 Human Impacts Through Time Topic: Human Impacts Through Time

65. Ecosystem-based management allows for diverse societal use of fish stocks including all of the following except

A. plastic bags.

B. plastic bottles.

C. cans.

D. cigarette butts.

E. sewage.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

66. Ecosystem-based management allows for diverse societal use of fish stocks including all of the following except

A. heavy metals.

B. PCBs. C. excess nutrients.

D. chlorinated compounds.

E. All of these choices.

F. None of these choices.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oceans.

Section: 15.02 Marine Pollution Topic: Marine Pollution

67. Fully oxygenated waters contain as much as ___________ ppm oxygen.

A. 100 B. 25 C. 12 D. 5 E. 2 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic

Learning Outcome: Describe the origin of the Gulf of Mexico Dead Zone and the factors that control its size from year to year.

Section: 15.04 Eutrophication and Hypoxia Topic: Eutrophication and Hypoxia

68. Hypoxia, or low-oxygen conditions, is generally considered to occur when oxygen in the water drops to ________ ppm.

A. 15 B. 10 C. 5 D. 2 E. 0 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Describe the origin of the Gulf of Mexico Dead Zone and the factors that control its size from year to year.

Section: 15.04 Eutrophication and Hypoxia Topic: Eutrophication and Hypoxia

69. The invasive seaweed ______________ was accidentally released from Monaco&#8217;s aquarium during a routine tank cleaning.

A. Corbula B. Ulva C. Hemigrapsus D. Caulerpa E. kelp Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Review the problem of marine invaders.

Section: 15.07 Biological Invaders Topic: Biological Invaders

70. The Maximum Sustainable Yield refers to

A. the maximum fishery biomass that can be removed annually while maintaining a standing stock.

B. the maximum amount of incidental bycatch that can be removed by a fishery.

C. the maximum fish biomass in the oceans that can be sustained.

D. the total biomass of fish caught in the ocean annually.

E. the maximum productivity of the ocean.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

71. An example of fishing through the foodweb is

A. successively removing apex predators.

B. simultaneously fishing at multiple trophic levels.

C. fishing with trawl nets.

D. using fish pens for mariculture.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

72. In 2012, fish production provided between _________________ of the annual protein consumption by humans globally.

A. 0-100% B. 17-70% C. 25-50% D. 22-88% E. 70-90% Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.08 Overfishing and Incidental Catch Topic: Overfishing and Incidental Bycatch

73. In the United States, A Marine Protected Area where fishing and other activities are completely prohibited is referred to as a

A. marine protected zone.

B. marine reserve.

C. no-take zone.

D. national park.

E. conservation area.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 15 Environmental Issues Gradable: automatic Learning Outcome: Discuss the problem of overfishing.

Section: 15.09 Afterthoughts Topic: Afterthoughts

Chapter 15 Test Bank Summary Category

# of Questio ns

Accessibility: Keyboard Navigation

73

Blooms: 1. Remember

48

Blooms: 2. Understand

24

Blooms: 3. Apply

1

Chapter: 15 Environmental Issues

73

Gradable: automatic

73

Learning Outcome: Describe the origin of the Gulf of Mexico Dead Zone and the factors that control its size fr om year to year.

6

Learning Outcome: Discuss the problem of overfishing.

20

Learning Outcome: Discuss the problems posed by dumping solid wastes, sewage, and other toxicants in the oc eans.

20

Learning Outcome: Evaluate the hazards of plastic trash in the oceans.

4

Learning Outcome: Explain the importance of marine wetlands.

5

Learning Outcome: Review the problem of marine invaders.

9

Learning Outcome: Review the trend in average number of marine oil spills per decade during the past four dec ades.

9

Section: 15.01 Human Impacts Through Time

3

Section: 15.02 Marine Pollution

18

Section: 15.03 Plastic Trash

4

Section: 15.04 Eutrophication and Hypoxia

6

Section: 15.05 Oil Spills

9

Section: 15.06 Marine Wetlands

5

Section: 15.07 Biological Invaders

8

Section: 15.08 Overfishing and Incidental Catch

18

Section: 15.09 Afterthoughts

2

Topic: Afterthoughts

2

Topic: Biological Invaders

8

Topic: Eutrophication and Hypoxia

6

Topic: Human Impacts Through Time

3

Topic: Marine Pollution

18

Topic: Marine Wetlands

5

Topic: Oil Spills

9

Topic: Overfishing and Incidental Bycatch

18

Topic: Plastic Trash

4

Chapter 16 Test Bank – Static Key 1. If humans were not present on Earth, climate would remain constant.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe what is meant by Earth’s climate system.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

2. The anthrosphere includes human modifications to the environment.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe what is meant by Earth’s climate system.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

3. A negative feedback mechanism works to enhance a change in the environment.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Explain how Earth’s climate system is moderated by positive and negative feedback mechanisms.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

4. Proxies are indirect estimates of temperature, ocean salinity, precipitation, and other environmental parameters.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

5. Climate change can be related to plate tectonic activity.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review how Earth’s climate has changed on long (thousands to millions of years) time scales.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

6. Rapid changes in Earth's climate are referred to as climate disruptions.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe what is meant by Earth’s climate system.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

7. The Greenhouse Effect refers to the warming of Earth's climate caused by increased plant respiration.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review the trend in greenhouse gases and Earth’s average air and surface ocean temperatures for the past century.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

8. The Intergovernmental Panel on Climate Change estimates that Earth's temperature will remain constant for the next few decades.

FALSE Accessibility: Keyboard Navigation

Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

9. Paleoproxies are direct measurements of historical environmental variables such as temperature.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

10. Despite increasing model complexity and result accuracy, climate prediction models always include some degree of uncertainty.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

11. Ocean acidification is sometimes called “the other CO2 problem” TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

12. North Atlantic Deep Water (NADW) formation may become more sluggish, but is unlikely to shut down in the next 100 years.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

13. Warmer global seawater temperatures are expected to slow down the “microbial loop” FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

14. Scientists overwhelmingly agree that Earth's climate is undergoing an abrupt increase in temperature.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review the trend in greenhouse gases and Earth’s average air and surface ocean temperatures for the past century.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

15. We can mitigate abrupt climate change in the short term by not using fossil fuels.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

16. Proposals to directly manipulate Earth's climate are called geo-engineering.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

17. The Kyoto Protocol and the Copenhagen Accord are binding agreements requiring countries to reduce greenhouse gas emissions.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

18. Large-scale iron fertilization could lead to enhanced hypoxia or anoxia.

TRUE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

19. Polar bears are expected to lose less than 50% of their summer habitat by the year 2100.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

20. The tilt of the Earth (or obliquity) can change rapidly, resulting in abrupt climate change.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

21. Earth's climate is comprised of all of the following except

A. precipitation.

B. temperature.

C. the atmosphere.

D. wind.

E. weather.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe what is meant by Earth’s climate system.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

22. On average, Earth's surface albedo is about

A. 2%.

B. 7%.

C. 31%.

D. 52%.

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Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

23. The CLAW hypothesis links increasing ocean temperature to the production of more

A. oxygen.

B. dimethyl sulfide.

C. hydrogen peroxide.

D. carbon dioxide.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Explain how Earth’s climate system is moderated by positive and negative feedback mechanisms.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

24. Cloud condensation nuclei include

A. dimethyl sulfide.

B. sea salt.

C. organic compounds.

D. pollutants.

E. All of these choices are correct.

F. None of these choices are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Explain how Earth’s climate system is moderated by positive and negative feedback mechanisms.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

25. Milankovich cycles are oscillations in Earth's solar energy and variations in Earth's orbit occurring at

A. 23,000 to 400,000 years.

B. hundreds of years.

C. 10,000 to 50,000 years.

D. millions of years.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review how Earth’s climate has changed on long (thousands to millions of years) time scales.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

26. A period of abrupt cooling that occurred (geologically) recently from about 1350-1850 is called the

A. Great Freeze.

B. Little Ice Age. C. Stormageddon.

D. Perfect Storm.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review how Earth’s climate has changed on long (thousands to millions of years) time scales.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

27. Rapid cooling of Earth's climate can be caused by

A. volcanic activity.

B. plate tectonics.

C. solar flares.

D. changes in Earth's orbit.

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Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

28. The Intergovernmental Panel on Climate Change (IPCC) was established in

A. 1988.

B. 1970.

C. 1995.

D. 2002.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

29. The most abundant greenhouse gas in Earth's atmosphere is

A. oxygen.

B. carbon dioxide.

C. methane.

D. tropospheric ozone.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

30. Without greenhouse gases, Earth's average temperature would be about

A. -40 C. B. -18 C. C. 0 C. D. 15 C. Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing

Topic: Earth’s Climate: Always Changing

31. Manmade chemicals such as CFCs can exhibit __________ times more greenhouse potential than carbon dioxide.

A. 0.24 - 0.53 B. 10 - 50 C. 200 - 2,000 D. 12,000 - 15,000 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

32. The Vostok ice core provides direct measurements of all the following except

A. dust.

B. methane.

C. carbon dioxide.

D. temperature.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

33. Carbon dioxide molecules last, on average, _______ years in the atmosphere

A. 2 B. 12 C. 100 D. 200 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

34. The Berkeley Earth Team estimates that Earth's average temperature increased about _________ since the 1950s.

A. 0.1 C B. 0.5 C C. 1.0 C D. 2.0 C E. 5.0 C Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

35. Climate models used in the IPCC Assessment Reports have been improved by including

A. more complex feedbacks.

B. higher spatial resolution.

C. higher temporal resolution.

D. All of these choices are correct.

Accessibility: Keyboard Navigation

Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Describe how scientists measure climate change on short and long time scales and how climate predictions are made for the future.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

36. Scientists have been able to evaluate changes in ocean temperature profiles over more than 100 years by comparing modern instrument float records to data obtained during the

A. HMS Challenger expedition.

B. Glomar Explorer expedition.

C. Beagle expedition.

D. Meteor expedition.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review the trend in greenhouse gases and Earth’s average air and surface ocean temperatures for the past century.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

37. Scientists have reported increased temperatures at depths greater than __________ in the North Atlantic where thermohaline circulation rapidly transports surface water to depth.

A. 200 m B. 800 m C. 1600 m D. 2000 m Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review the trend in greenhouse gases and Earth’s average air and surface ocean temperatures for the past century.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

38. Increased CO2 in the atmosphere since the Industrial Revolution has resulted in lower surface ocean pH of about ________ pH units.

A. 0.01 B. 0.1 C. 1.0 D. 5.0 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

39. Decreasing ocean pH can directly result in all of the following except

A. increased metal solubility.

B. changes in phytoplankton growth.

C. expansion of hypoxic dead zones.

D. declines in calcifying organisms.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

40. Sea level can rise in response to

A. thermal expansion.

B. atmospheric pressure changes.

C. changes in sea ice extent.

D. All of these choices are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

41. North Atlantic Deep Water (NADW) formation may be impacted by climate change because of

A. increased precipitation at higher latitudes.

B. decreased surface water density.

C. increased water column stability.

D. All of these choices are correct.

E. None of these choices are correct.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

42. Changes to North Atlantic Deep Water (NADW) could result in

A. rapid warming of the U.S. east coast.

B. rapid cooling similar to the Little Ice Age. C. no change in Earth's climate.

D. increased precipitation at high latitudes.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

43. A warmer ocean has been linked to

A. decreases in disease outbreaks.

B. migration of species poleward and deeper.

C. declines in the microbial loop.

D. increases in nutrients from deep-water sources.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

44. To detect trends in primary productivity related to climate change, scientists need __________ years of global data, such as can be obtained from ocean color satellites.

A. 10-15 B. 20-40 C. 30-50 D. more than 100 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

45. Sources of renewable ocean energy include all of the following except

A. wind, wave, current, and tidal power.

B. salinity and thermal gradients.

C. algal biofuels.

D. methane hydrates extracted from the deep ocean.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

46. Algal biofuels are considered viable alternatives to land-based crops such as corn and soybeans because

A. algae do not compete with food production.

B. growing algae does not require farmland.

C. algae can be grown on wastewater.

D. All of these choices are correct.

E. None of these choices are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

47. Geo-engineering proposals to mitigate climate change include

A. large-scale iron fertilization.

B. enhancement of deep-water formation.

C. increasing rates of denitrification.

D. development of wind turbine farms in the open ocean.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

48. Potential issues with direct injection of CO2 into the deep ocean include all of the following except

A. potential acidification.

B. the legal basis for injecting carbon.

C. potential impacts to the deep-ocean ecosystem.

D. uncertainly in how long the CO2 would stay at depth.

E. All of these choices are correct.

F. None of these choices are correct.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

49. Large-scale fertilzation of the ocean to stimulate blooms and draw down carbon have proposed using

A. iron.

B. phosphorus.

C. urea.

D. All of these choices are correct.

E. None of these choices are correct.

Accessibility: Keyboard Navigation

Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

50. The Copenhagen Accord

A. was led by Denmark.

B. recommended a target of no more than 2°C rise in global temperature.

C. is a binding agreement.

D. established specific targets for greenhouse gas emissions.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

51. Gradual climate change is not caused by changes in Earth's

A. eccentricity.

B. obliquity.

C. precession.

D. volcanic activity.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

52. Periods of Earth's history with extensive sea ice result in enhanced albedo, leading to more cooling.

This is referred to as

A. the CLAW hypothesis.

B. positive feedback.

C. negative feedback.

D. abrupt climate change.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

53. Records indicating rapidly rising temperature of about 1 C since the the 1950s provides evidence for

A. uncertainties and errors in the data.

B. volcanic activity.

C. natural variability of Earth's climate.

D. human-induced climate change.

Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

54. According to a 2014 report conducted by Yale University and George Mason University, the majority of the public surveyed in the United States agreed that global warming is occurring, and _______ believed it was caused primarily by human activities.

A. 10%

B. 25% C. 50% D. 75% E. 90% Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

55. Potential sources of energy that can be obtained from the sea include all of the following except

A. tides.

B. waves.

C. currents.

D. differences in temperature between deep and shallow water.

E. polymetallic nodules.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

56. Changes to any one component of Earth’s climate system result in predictable changes to climate.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Explain how Earth’s climate system is moderated by positive and negative feedback mechanisms.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

57. Cloud formation is an example of a positive feedback mechanism that modulates climate.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Explain how Earth’s climate system is moderated by positive and negative feedback mechanisms.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

58. A climate proxy provides indirect evidence for historical changes in climate.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review how Earth’s climate has changed on long (thousands to millions of years) time scales.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

59. If there were no gases in Earth’s atmosphere, the average surface temperature would be similar to the 1840’s before the Industrial Revolution.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review how Earth’s climate has changed on long (thousands to millions of years) time scales.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

60. A decrease in pH of about 0.1 pH units is very small, and is unlikely to have negative consequences on marine organisms.

FALSE Accessibility: Keyboard Navigation Blooms: 2. Understand Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

61. Fertilization of the ocean with iron to enhance carbon sequestration is an example of geo-engineering.

TRUE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

62. Less than half of the US population agreed that global warming is occurring, according to a 2014 survey.

FALSE Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

63. The albedo, or reflectivity, increases (from lowest to highest) in the following order:

A. ocean; grassland; snow; asphalt B. asphalt; ocean; grassland; snow C. asphalt; grassland; ocean; snow D. snow; grassland; ocean; asphalt E. ocean; asphalt; grassland; snow Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Explain how Earth’s climate system is moderated by positive and negative feedback mechanisms.

Section: 16.01 Earth as a Whole: The Oceans and Climate Topic: Earth as a Whole: The Oceans and Climate

64. Earth’s climate changes on timescales of about 23,000-400,000 years caused by

A. plate tectonics.

B. human activity.

C. volcanic eruptions.

D. Milankovich cycles.

E. sun spots.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review how Earth’s climate has changed on long (thousands to millions of years) time scales.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

65. The relative contribution of common gases in the atmosphere increase as a percentage of the Greenhouse effect in the following order (from lowest to highest percentage):

A. carbon dioxide; methane; CFC-11; CFC-12 B. CFC-12; CFC-11; methane; carbon dioxide C. CFC-11; CFC-12; carbon dioxide; methane D. methane; carbon dioxide; CFC-11; CFC-12 E. methane; CFC-11; CFC-12; carbon dioxide Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review the trend in greenhouse gases and Earth’s average air and surface ocean temperatures for the past century.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

66. The Greenhouse gas with the greatest Greenhouse potential is

A. Carbon dioxide.

B. Methane.

C. Ozone.

D. CFC-11.

E. CFC-12.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review the trend in greenhouse gases and Earth’s average air and surface ocean temperatures for the past century.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

67. The Intergovernmental Panel on Climate Change (IPCC) predicts continued warming of about ___________ per decade over the next two decades.

A. 0° C B. 0.1° C C. 0.2° C D. 0.3° C E. 0.5° C Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review the trend in greenhouse gases and Earths average air and surface ocean temperatures for the past century.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

68. If the Earth and oceans are warming at about 0.2° C per decade, we would expect the temperature 100 years from now to be ______________ warmer than today.

A. 0° C B. 1° C C. 2° C D. 5° C E. 10° C Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review the trend in greenhouse gases and Earths average air and surface ocean temperatures for the past century.

Section: 16.02 Earth’s Climate: Always Changing Topic: Earth’s Climate: Always Changing

69. Sea level can be changed by

A. thermal expansion.

B. melting of glaciers.

C. El Niño.

D. changes in atmospheric pressure.

E. All of these choices.

F. None of these choices.

Accessibility: Keyboard Navigation Blooms: 3. Apply Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

70. As the oceans change temperature, many marine animals

A. migrate poleward and deeper.

B. migrate poleward and shallower.

C. migrate towards the coast.

D. migrate towards the Equator.

E. migrate towards the gyres.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate change taking place.

Section: 16.03 The Oceans in a Warmer World Topic: The Oceans in a Warmer World

71. Commercial companies have considered large-scale ocean fertilization with all of the following to create phytoplankton blooms except

A. iron.

B. phosphorus.

C. silica.

D. urea.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosphere.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

72. The Copenhagen Accord, an international response to climate change,

A. established specific targets for greenhouse gases.

B. provided a mechanism for enforcement.

C. recommended a target of no more than 2° C rise in global temperature.

D. endorsed geo-engineering solutions to climate change.

E. was renounced by the United States and Canada.

Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.04 Mitigation Strategies Topic: Mitigation Strategies

73. Based on a survey of U.S. residents completed in 2014, ___________ percent of respondents agreed that global warming is occurring.

A. 0 B. 10 C. 66 D. 93 E. 100 Accessibility: Keyboard Navigation Blooms: 1. Remember Chapter: 16 The Oceans and Climate Disruption Gradable: automatic Learning Outcome: Discuss the international response to climate change.

Section: 16.04 Mitigation Strategies

Topic: Mitigation Strategies

Chapter 16 Test Bank - Static Summary Category

# of Quest ions

Accessibility: Keyboard Navigation

73

Blooms: 1. Remember

54

Blooms: 2. Understand

17

Blooms: 3. Apply

2

Chapter: 16 The Oceans and Climate Disruption

73

Gradable: automatic

73

Learning Outcome: Describe how scientists measure climate change on short and long time scales and how clima te predictions are made for the future.

12

Learning Outcome: Describe what is meant by Earth’s climate system.

4

Learning Outcome: Discuss the international response to climate change.

9

Learning Outcome: Explain how Earth’s climate system is moderated by positive and negative feedback mechani sms.

7

Learning Outcome: Identify the major changes to the ocean environment in response to the abrupt climate chang e taking place.

16

Learning Outcome: Review how Earth’s climate has changed on long (thousands to millions of years) time scale s.

6

Learning Outcome: Review proposed solutions to mitigate the accumulation of greenhouse gases in the atmosph ere.

11

Learning Outcome: Review the trend in greenhouse gases and Earth’s average air and surface ocean temperature s for the past century.

8

Section: 16.01 Earth as a Whole: The Oceans and Climate

12

Section: 16.02 Earth’s Climate: Always Changing

27

Section: 16.03 The Oceans in a Warmer World

17

Section: 16.04 Mitigation Strategies

17

Topic: Earth as a Whole: The Oceans and Climate

12

Topic: Earth’s Climate: Always Changing

27

Topic: Mitigation Strategies

17

Topic: The Oceans in a Warmer World

17