Question: Which elements are found to the right of the zigzag line in the periodic table?

Choices:
A. liquids
B. metals
C. metals and gases
D. nonmetals and gases

Prompt:
Question: Which elements are found to the right of the zigzag line in the periodic table?
A. liquids
B. metals
C. metals and gases
D. nonmetals and gases
Answer:

Answer: 3

Question: Which elements are found to the right of the zigzag line in the periodic table?

Choices:
A. metals and gases
B. nonmetals and gases
C. metals
D. liquids

Prompt:
Question: Which elements are found to the right of the zigzag line in the periodic table?
A. metals and gases
B. nonmetals and gases
C. metals
D. liquids
Answer:

Answer: 1

Question: Which elements are found to the right of the zigzag line in the periodic table?

Choices:
1. liquids
2. metals
3. metals and gases
4. nonmetals and gases

Prompt:
Question: Which elements are found to the right of the zigzag line in the periodic table?
1. liquids
2. metals
3. metals and gases
4. nonmetals and gases
Answer:

Answer: 3

Question: Which elements are found to the right of the zigzag line in the periodic table?

Choices:
Q. liquids
H. metals
U. metals and gases
X. nonmetals and gases

Prompt:
Question: Which elements are found to the right of the zigzag line in the periodic table?
Q. liquids
H. metals
U. metals and gases
X. nonmetals and gases
Answer:

Answer: 3

Question: Which elements are found to the right of the zigzag line in the periodic table?

Choices:
Q. metals and gases
H. nonmetals and gases
U. metals
X. liquids

Prompt:
Question: Which elements are found to the right of the zigzag line in the periodic table?
Q. metals and gases
H. nonmetals and gases
U. metals
X. liquids
Answer:

Answer: 1


Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?

Choices:
A. an organ
B. a system
C. a tissue
D. a cell

Prompt:
Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?
A. an organ
B. a system
C. a tissue
D. a cell
Answer:

Answer: 3

Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?

Choices:
A. a cell
B. a system
C. an organ
D. a tissue

Prompt:
Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?
A. a cell
B. a system
C. an organ
D. a tissue
Answer:

Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?

Choices:
1. an organ
2. a system
3. a tissue
4. a cell

Prompt:
Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?
1. an organ
2. a system
3. a tissue
4. a cell
Answer:

Answer: 3

Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?

Choices:
S. an organ
L. a system
M. a tissue
T. a cell

Prompt:
Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?
S. an organ
L. a system
M. a tissue
T. a cell
Answer:

Answer: 3

Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?

Choices:
S. a cell
L. a system
M. an organ
T. a tissue

Prompt:
Question: Miranda learned how the human body carries out life functions. Which is the most basic level of organization in the human body?
S. a cell
L. a system
M. an organ
T. a tissue
Answer:


Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?

Choices:
A. Storms wash the pollutants into lakes and rivers.
B. Animals become sick from licking the pollutants on the road.
C. Animals get stuck in the pollutants when they cross the road.
D. Winds blow the pollutants to the side of the road and harm the soil.

Prompt:
Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?
A. Storms wash the pollutants into lakes and rivers.
B. Animals become sick from licking the pollutants on the road.
C. Animals get stuck in the pollutants when they cross the road.
D. Winds blow the pollutants to the side of the road and harm the soil.
Answer:

Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?

Choices:
A. Winds blow the pollutants to the side of the road and harm the soil.
B. Animals get stuck in the pollutants when they cross the road.
C. Storms wash the pollutants into lakes and rivers.
D. Animals become sick from licking the pollutants on the road.

Prompt:
Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?
A. Winds blow the pollutants to the side of the road and harm the soil.
B. Animals get stuck in the pollutants when they cross the road.
C. Storms wash the pollutants into lakes and rivers.
D. Animals become sick from licking the pollutants on the road.
Answer:

Answer: 2

Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?

Choices:
1. Storms wash the pollutants into lakes and rivers.
2. Animals become sick from licking the pollutants on the road.
3. Animals get stuck in the pollutants when they cross the road.
4. Winds blow the pollutants to the side of the road and harm the soil.

Prompt:
Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?
1. Storms wash the pollutants into lakes and rivers.
2. Animals become sick from licking the pollutants on the road.
3. Animals get stuck in the pollutants when they cross the road.
4. Winds blow the pollutants to the side of the road and harm the soil.
Answer:

Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?

Choices:
D. Storms wash the pollutants into lakes and rivers.
P. Animals become sick from licking the pollutants on the road.
O. Animals get stuck in the pollutants when they cross the road.
L. Winds blow the pollutants to the side of the road and harm the soil.

Prompt:
Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?
D. Storms wash the pollutants into lakes and rivers.
P. Animals become sick from licking the pollutants on the road.
O. Animals get stuck in the pollutants when they cross the road.
L. Winds blow the pollutants to the side of the road and harm the soil.
Answer:

Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?

Choices:
D. Winds blow the pollutants to the side of the road and harm the soil.
P. Animals get stuck in the pollutants when they cross the road.
O. Storms wash the pollutants into lakes and rivers.
L. Animals become sick from licking the pollutants on the road.

Prompt:
Question: Pollutants, such as motor oil and gasoline, are sometimes leaked onto roads by vehicles. How do these pollutants most likely affect the environment?
D. Winds blow the pollutants to the side of the road and harm the soil.
P. Animals get stuck in the pollutants when they cross the road.
O. Storms wash the pollutants into lakes and rivers.
L. Animals become sick from licking the pollutants on the road.
Answer:

Answer: 2


Question: Which of the following objects is probably the most flexible?

Choices:
A. a ceramic dish
B. a wooden block
C. a short steel rod
D. a new rubber hose

Prompt:
Question: Which of the following objects is probably the most flexible?
A. a ceramic dish
B. a wooden block
C. a short steel rod
D. a new rubber hose
Answer:

Answer: 3

Question: Which of the following objects is probably the most flexible?

Choices:
A. a wooden block
B. a short steel rod
C. a new rubber hose
D. a ceramic dish

Prompt:
Question: Which of the following objects is probably the most flexible?
A. a wooden block
B. a short steel rod
C. a new rubber hose
D. a ceramic dish
Answer:

Answer: 2

Question: Which of the following objects is probably the most flexible?

Choices:
1. a ceramic dish
2. a wooden block
3. a short steel rod
4. a new rubber hose

Prompt:
Question: Which of the following objects is probably the most flexible?
1. a ceramic dish
2. a wooden block
3. a short steel rod
4. a new rubber hose
Answer:

Answer: 3

Question: Which of the following objects is probably the most flexible?

Choices:
S. a ceramic dish
P. a wooden block
Y. a short steel rod
Z. a new rubber hose

Prompt:
Question: Which of the following objects is probably the most flexible?
S. a ceramic dish
P. a wooden block
Y. a short steel rod
Z. a new rubber hose
Answer:

Answer: 3

Question: Which of the following objects is probably the most flexible?

Choices:
S. a wooden block
P. a short steel rod
Y. a new rubber hose
Z. a ceramic dish

Prompt:
Question: Which of the following objects is probably the most flexible?
S. a wooden block
P. a short steel rod
Y. a new rubber hose
Z. a ceramic dish
Answer:

Answer: 2


Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?

Choices:
A. an increase in heart rate
B. an increase in body temperature
C. an increase in oxygen demand
D. an increase in breathing rate

Prompt:
Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?
A. an increase in heart rate
B. an increase in body temperature
C. an increase in oxygen demand
D. an increase in breathing rate
Answer:

Answer: 1

Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?

Choices:
A. an increase in body temperature
B. an increase in breathing rate
C. an increase in oxygen demand
D. an increase in heart rate

Prompt:
Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?
A. an increase in body temperature
B. an increase in breathing rate
C. an increase in oxygen demand
D. an increase in heart rate
Answer:

Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?

Choices:
1. an increase in heart rate
2. an increase in body temperature
3. an increase in oxygen demand
4. an increase in breathing rate

Prompt:
Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?
1. an increase in heart rate
2. an increase in body temperature
3. an increase in oxygen demand
4. an increase in breathing rate
Answer:

Answer: 1

Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?

Choices:
A. an increase in heart rate
Z. an increase in body temperature
P. an increase in oxygen demand
T. an increase in breathing rate

Prompt:
Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?
A. an increase in heart rate
Z. an increase in body temperature
P. an increase in oxygen demand
T. an increase in breathing rate
Answer:

Answer: 1

Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?

Choices:
A. an increase in body temperature
Z. an increase in breathing rate
P. an increase in oxygen demand
T. an increase in heart rate

Prompt:
Question: A student practicing for the outdoor track team begins to sweat. To what stimulus is the body responding?
A. an increase in body temperature
Z. an increase in breathing rate
P. an increase in oxygen demand
T. an increase in heart rate
Answer:


Question: What repeating cycle is responsible for the four seasons that occur on Earth?

Choices:
A. rotation of the moon
B. rotation of the Sun
C. revolution of the sun in the galaxy
D. revolution of the earth about the sun

Prompt:
Question: What repeating cycle is responsible for the four seasons that occur on Earth?
A. rotation of the moon
B. rotation of the Sun
C. revolution of the sun in the galaxy
D. revolution of the earth about the sun
Answer:

Answer: 3

Question: What repeating cycle is responsible for the four seasons that occur on Earth?

Choices:
A. rotation of the Sun
B. revolution of the earth about the sun
C. revolution of the sun in the galaxy
D. rotation of the moon

Prompt:
Question: What repeating cycle is responsible for the four seasons that occur on Earth?
A. rotation of the Sun
B. revolution of the earth about the sun
C. revolution of the sun in the galaxy
D. rotation of the moon
Answer:

Answer: 1

Question: What repeating cycle is responsible for the four seasons that occur on Earth?

Choices:
1. rotation of the moon
2. rotation of the Sun
3. revolution of the sun in the galaxy
4. revolution of the earth about the sun

Prompt:
Question: What repeating cycle is responsible for the four seasons that occur on Earth?
1. rotation of the moon
2. rotation of the Sun
3. revolution of the sun in the galaxy
4. revolution of the earth about the sun
Answer:

Answer: 3

Question: What repeating cycle is responsible for the four seasons that occur on Earth?

Choices:
D. rotation of the moon
T. rotation of the Sun
Y. revolution of the sun in the galaxy
A. revolution of the earth about the sun

Prompt:
Question: What repeating cycle is responsible for the four seasons that occur on Earth?
D. rotation of the moon
T. rotation of the Sun
Y. revolution of the sun in the galaxy
A. revolution of the earth about the sun
Answer:

Answer: 3

Question: What repeating cycle is responsible for the four seasons that occur on Earth?

Choices:
D. rotation of the Sun
T. revolution of the earth about the sun
Y. revolution of the sun in the galaxy
A. rotation of the moon

Prompt:
Question: What repeating cycle is responsible for the four seasons that occur on Earth?
D. rotation of the Sun
T. revolution of the earth about the sun
Y. revolution of the sun in the galaxy
A. rotation of the moon
Answer:

Answer: 1


Question: Which of these systems functions to protect and support vital organs?

Choices:
A. digestive
B. skeletal
C. nervous
D. excretory

Prompt:
Question: Which of these systems functions to protect and support vital organs?
A. digestive
B. skeletal
C. nervous
D. excretory
Answer:

Answer: 1

Question: Which of these systems functions to protect and support vital organs?

Choices:
A. skeletal
B. nervous
C. digestive
D. excretory

Prompt:
Question: Which of these systems functions to protect and support vital organs?
A. skeletal
B. nervous
C. digestive
D. excretory
Answer:

Question: Which of these systems functions to protect and support vital organs?

Choices:
1. digestive
2. skeletal
3. nervous
4. excretory

Prompt:
Question: Which of these systems functions to protect and support vital organs?
1. digestive
2. skeletal
3. nervous
4. excretory
Answer:

Answer: 1

Question: Which of these systems functions to protect and support vital organs?

Choices:
O. digestive
C. skeletal
Y. nervous
J. excretory

Prompt:
Question: Which of these systems functions to protect and support vital organs?
O. digestive
C. skeletal
Y. nervous
J. excretory
Answer:

Answer: 1

Question: Which of these systems functions to protect and support vital organs?

Choices:
O. skeletal
C. nervous
Y. digestive
J. excretory

Prompt:
Question: Which of these systems functions to protect and support vital organs?
O. skeletal
C. nervous
Y. digestive
J. excretory
Answer:


Question: Which characteristic would best help a rabbit survive in snow?

Choices:
A. short legs
B. dim eyesight
C. thick, white fur
D. slow movement

Prompt:
Question: Which characteristic would best help a rabbit survive in snow?
A. short legs
B. dim eyesight
C. thick, white fur
D. slow movement
Answer:

Answer: 2

Question: Which characteristic would best help a rabbit survive in snow?

Choices:
A. thick, white fur
B. slow movement
C. short legs
D. dim eyesight

Prompt:
Question: Which characteristic would best help a rabbit survive in snow?
A. thick, white fur
B. slow movement
C. short legs
D. dim eyesight
Answer:

Question: Which characteristic would best help a rabbit survive in snow?

Choices:
1. short legs
2. dim eyesight
3. thick, white fur
4. slow movement

Prompt:
Question: Which characteristic would best help a rabbit survive in snow?
1. short legs
2. dim eyesight
3. thick, white fur
4. slow movement
Answer:

Answer: 2

Question: Which characteristic would best help a rabbit survive in snow?

Choices:
H. short legs
Y. dim eyesight
X. thick, white fur
F. slow movement

Prompt:
Question: Which characteristic would best help a rabbit survive in snow?
H. short legs
Y. dim eyesight
X. thick, white fur
F. slow movement
Answer:

Answer: 2

Question: Which characteristic would best help a rabbit survive in snow?

Choices:
H. thick, white fur
Y. slow movement
X. short legs
F. dim eyesight

Prompt:
Question: Which characteristic would best help a rabbit survive in snow?
H. thick, white fur
Y. slow movement
X. short legs
F. dim eyesight
Answer:


Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?

Choices:
A. the depth of the lake
B. the color of the water
C. the volume of the lake
D. the temperature of the water

Prompt:
Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?
A. the depth of the lake
B. the color of the water
C. the volume of the lake
D. the temperature of the water
Answer:

Answer: 3

Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?

Choices:
A. the depth of the lake
B. the temperature of the water
C. the color of the water
D. the volume of the lake

Prompt:
Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?
A. the depth of the lake
B. the temperature of the water
C. the color of the water
D. the volume of the lake
Answer:

Answer: 1

Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?

Choices:
1. the depth of the lake
2. the color of the water
3. the volume of the lake
4. the temperature of the water

Prompt:
Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?
1. the depth of the lake
2. the color of the water
3. the volume of the lake
4. the temperature of the water
Answer:

Answer: 3

Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?

Choices:
B. the depth of the lake
X. the color of the water
D. the volume of the lake
E. the temperature of the water

Prompt:
Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?
B. the depth of the lake
X. the color of the water
D. the volume of the lake
E. the temperature of the water
Answer:

Answer: 3

Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?

Choices:
B. the depth of the lake
X. the temperature of the water
D. the color of the water
E. the volume of the lake

Prompt:
Question: Scientists are studying a pond. Which property can the scientists measure to understand the amount of energy held by the lake water?
B. the depth of the lake
X. the temperature of the water
D. the color of the water
E. the volume of the lake
Answer:

Answer: 1


Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?

Choices:
A. rainfall amounts each week
B. tiny organisms in pond water
C. the high temperatures each day
D. the amount of growth in a plant

Prompt:
Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?
A. rainfall amounts each week
B. tiny organisms in pond water
C. the high temperatures each day
D. the amount of growth in a plant
Answer:

Answer: 2

Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?

Choices:
A. tiny organisms in pond water
B. the high temperatures each day
C. the amount of growth in a plant
D. rainfall amounts each week

Prompt:
Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?
A. tiny organisms in pond water
B. the high temperatures each day
C. the amount of growth in a plant
D. rainfall amounts each week
Answer:

Answer: 1

Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?

Choices:
1. rainfall amounts each week
2. tiny organisms in pond water
3. the high temperatures each day
4. the amount of growth in a plant

Prompt:
Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?
1. rainfall amounts each week
2. tiny organisms in pond water
3. the high temperatures each day
4. the amount of growth in a plant
Answer:

Answer: 2

Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?

Choices:
O. rainfall amounts each week
Q. tiny organisms in pond water
X. the high temperatures each day
U. the amount of growth in a plant

Prompt:
Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?
O. rainfall amounts each week
Q. tiny organisms in pond water
X. the high temperatures each day
U. the amount of growth in a plant
Answer:

Answer: 2

Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?

Choices:
O. tiny organisms in pond water
Q. the high temperatures each day
X. the amount of growth in a plant
U. rainfall amounts each week

Prompt:
Question: Russell wants to observe changes in nature over the next few months. What can a thermometer help Russell investigate?
O. tiny organisms in pond water
Q. the high temperatures each day
X. the amount of growth in a plant
U. rainfall amounts each week
Answer:

Answer: 1


Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?

Choices:
A. seed
B. spore
C. pollen
D. immature flower

Prompt:
Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?
A. seed
B. spore
C. pollen
D. immature flower
Answer:

Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?

Choices:
A. immature flower
B. seed
C. pollen
D. spore

Prompt:
Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?
A. immature flower
B. seed
C. pollen
D. spore
Answer:

Answer: 1

Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?

Choices:
1. seed
2. spore
3. pollen
4. immature flower

Prompt:
Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?
1. seed
2. spore
3. pollen
4. immature flower
Answer:

Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?

Choices:
X. seed
Q. spore
S. pollen
L. immature flower

Prompt:
Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?
X. seed
Q. spore
S. pollen
L. immature flower
Answer:

Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?

Choices:
X. immature flower
Q. seed
S. pollen
L. spore

Prompt:
Question: The egg stage in the life cycle of a bird is most like which phase in the life cycle of certain types of flowers?
X. immature flower
Q. seed
S. pollen
L. spore
Answer:

Answer: 1


Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?

Choices:
A. circulatory
B. digestive
C. endocrine
D. nervous

Prompt:
Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?
A. circulatory
B. digestive
C. endocrine
D. nervous
Answer:

Answer: 1

Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?

Choices:
A. digestive
B. endocrine
C. nervous
D. circulatory

Prompt:
Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?
A. digestive
B. endocrine
C. nervous
D. circulatory
Answer:

Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?

Choices:
1. circulatory
2. digestive
3. endocrine
4. nervous

Prompt:
Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?
1. circulatory
2. digestive
3. endocrine
4. nervous
Answer:

Answer: 1

Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?

Choices:
I. circulatory
Q. digestive
C. endocrine
P. nervous

Prompt:
Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?
I. circulatory
Q. digestive
C. endocrine
P. nervous
Answer:

Answer: 1

Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?

Choices:
I. digestive
Q. endocrine
C. nervous
P. circulatory

Prompt:
Question: Peristalsis helps move nutrients through parts of the body by using wavelike contractions. In which system is the function used?
I. digestive
Q. endocrine
C. nervous
P. circulatory
Answer:


Question: Which is the best way to help prevent the flu from becoming a pandemic?

Choices:
A. getting a vaccination
B. taking antibiotics
C. eating fruits and vegetables
D. washing hands often

Prompt:
Question: Which is the best way to help prevent the flu from becoming a pandemic?
A. getting a vaccination
B. taking antibiotics
C. eating fruits and vegetables
D. washing hands often
Answer:

Question: Which is the best way to help prevent the flu from becoming a pandemic?

Choices:
A. washing hands often
B. getting a vaccination
C. taking antibiotics
D. eating fruits and vegetables

Prompt:
Question: Which is the best way to help prevent the flu from becoming a pandemic?
A. washing hands often
B. getting a vaccination
C. taking antibiotics
D. eating fruits and vegetables
Answer:

Answer: 1

Question: Which is the best way to help prevent the flu from becoming a pandemic?

Choices:
1. getting a vaccination
2. taking antibiotics
3. eating fruits and vegetables
4. washing hands often

Prompt:
Question: Which is the best way to help prevent the flu from becoming a pandemic?
1. getting a vaccination
2. taking antibiotics
3. eating fruits and vegetables
4. washing hands often
Answer:

Question: Which is the best way to help prevent the flu from becoming a pandemic?

Choices:
N. getting a vaccination
X. taking antibiotics
S. eating fruits and vegetables
L. washing hands often

Prompt:
Question: Which is the best way to help prevent the flu from becoming a pandemic?
N. getting a vaccination
X. taking antibiotics
S. eating fruits and vegetables
L. washing hands often
Answer:

Question: Which is the best way to help prevent the flu from becoming a pandemic?

Choices:
N. washing hands often
X. getting a vaccination
S. taking antibiotics
L. eating fruits and vegetables

Prompt:
Question: Which is the best way to help prevent the flu from becoming a pandemic?
N. washing hands often
X. getting a vaccination
S. taking antibiotics
L. eating fruits and vegetables
Answer:

Answer: 1


Question: Which theory states that the universe originated as a single mass?

Choices:
A. Big Bang
B. Steady State
C. Astronomical
D. Catastrophism

Prompt:
Question: Which theory states that the universe originated as a single mass?
A. Big Bang
B. Steady State
C. Astronomical
D. Catastrophism
Answer:

Question: Which theory states that the universe originated as a single mass?

Choices:
A. Catastrophism
B. Big Bang
C. Astronomical
D. Steady State

Prompt:
Question: Which theory states that the universe originated as a single mass?
A. Catastrophism
B. Big Bang
C. Astronomical
D. Steady State
Answer:

Answer: 1

Question: Which theory states that the universe originated as a single mass?

Choices:
1. Big Bang
2. Steady State
3. Astronomical
4. Catastrophism

Prompt:
Question: Which theory states that the universe originated as a single mass?
1. Big Bang
2. Steady State
3. Astronomical
4. Catastrophism
Answer:

Question: Which theory states that the universe originated as a single mass?

Choices:
E. Big Bang
P. Steady State
D. Astronomical
C. Catastrophism

Prompt:
Question: Which theory states that the universe originated as a single mass?
E. Big Bang
P. Steady State
D. Astronomical
C. Catastrophism
Answer:

Question: Which theory states that the universe originated as a single mass?

Choices:
E. Catastrophism
P. Big Bang
D. Astronomical
C. Steady State

Prompt:
Question: Which theory states that the universe originated as a single mass?
E. Catastrophism
P. Big Bang
D. Astronomical
C. Steady State
Answer:

Answer: 1


Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?

Choices:
A. normal faults
B. mountain ranges
C. U-shaped valleys
D. shield volcanoes

Prompt:
Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?
A. normal faults
B. mountain ranges
C. U-shaped valleys
D. shield volcanoes
Answer:

Answer: 1

Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?

Choices:
A. U-shaped valleys
B. shield volcanoes
C. normal faults
D. mountain ranges

Prompt:
Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?
A. U-shaped valleys
B. shield volcanoes
C. normal faults
D. mountain ranges
Answer:

Answer: 3

Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?

Choices:
1. normal faults
2. mountain ranges
3. U-shaped valleys
4. shield volcanoes

Prompt:
Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?
1. normal faults
2. mountain ranges
3. U-shaped valleys
4. shield volcanoes
Answer:

Answer: 1

Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?

Choices:
S. normal faults
O. mountain ranges
L. U-shaped valleys
X. shield volcanoes

Prompt:
Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?
S. normal faults
O. mountain ranges
L. U-shaped valleys
X. shield volcanoes
Answer:

Answer: 1

Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?

Choices:
S. U-shaped valleys
O. shield volcanoes
L. normal faults
X. mountain ranges

Prompt:
Question: As two continental plates collide, the edges of the plates are crumpled and uplifted. Which of these landforms is most likely a result of this type of collision?
S. U-shaped valleys
O. shield volcanoes
L. normal faults
X. mountain ranges
Answer:

Answer: 3


Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?

Choices:
A. by looking for seed coats on the seeds
B. by looking for wing-like structures on the seeds
C. by looking for fruit tissue around the seeds
D. by looking for young sporophytes inside the seeds

Prompt:
Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?
A. by looking for seed coats on the seeds
B. by looking for wing-like structures on the seeds
C. by looking for fruit tissue around the seeds
D. by looking for young sporophytes inside the seeds
Answer:

Answer: 2

Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?

Choices:
A. by looking for seed coats on the seeds
B. by looking for fruit tissue around the seeds
C. by looking for wing-like structures on the seeds
D. by looking for young sporophytes inside the seeds

Prompt:
Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?
A. by looking for seed coats on the seeds
B. by looking for fruit tissue around the seeds
C. by looking for wing-like structures on the seeds
D. by looking for young sporophytes inside the seeds
Answer:

Answer: 1

Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?

Choices:
1. by looking for seed coats on the seeds
2. by looking for wing-like structures on the seeds
3. by looking for fruit tissue around the seeds
4. by looking for young sporophytes inside the seeds

Prompt:
Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?
1. by looking for seed coats on the seeds
2. by looking for wing-like structures on the seeds
3. by looking for fruit tissue around the seeds
4. by looking for young sporophytes inside the seeds
Answer:

Answer: 2

Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?

Choices:
I. by looking for seed coats on the seeds
Z. by looking for wing-like structures on the seeds
N. by looking for fruit tissue around the seeds
K. by looking for young sporophytes inside the seeds

Prompt:
Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?
I. by looking for seed coats on the seeds
Z. by looking for wing-like structures on the seeds
N. by looking for fruit tissue around the seeds
K. by looking for young sporophytes inside the seeds
Answer:

Answer: 2

Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?

Choices:
I. by looking for seed coats on the seeds
Z. by looking for fruit tissue around the seeds
N. by looking for wing-like structures on the seeds
K. by looking for young sporophytes inside the seeds

Prompt:
Question: During a walk in the woods, Mandy finds a plant structure that had fallen onto the trail. Mandy can tell the object contained seeds, and thinks it came from a flowering plant instead of a conifer. How can she determine if the object came from a flowering plant?
I. by looking for seed coats on the seeds
Z. by looking for fruit tissue around the seeds
N. by looking for wing-like structures on the seeds
K. by looking for young sporophytes inside the seeds
Answer:

Answer: 1


Question: The esophagus, stomach, and small intestine are parts of which body system?

Choices:
A. nervous
B. digestive
C. respiratory
D. muscular

Prompt:
Question: The esophagus, stomach, and small intestine are parts of which body system?
A. nervous
B. digestive
C. respiratory
D. muscular
Answer:

Answer: 1

Question: The esophagus, stomach, and small intestine are parts of which body system?

Choices:
A. muscular
B. respiratory
C. nervous
D. digestive

Prompt:
Question: The esophagus, stomach, and small intestine are parts of which body system?
A. muscular
B. respiratory
C. nervous
D. digestive
Answer:

Answer: 3

Question: The esophagus, stomach, and small intestine are parts of which body system?

Choices:
1. nervous
2. digestive
3. respiratory
4. muscular

Prompt:
Question: The esophagus, stomach, and small intestine are parts of which body system?
1. nervous
2. digestive
3. respiratory
4. muscular
Answer:

Answer: 1

Question: The esophagus, stomach, and small intestine are parts of which body system?

Choices:
S. nervous
Z. digestive
G. respiratory
V. muscular

Prompt:
Question: The esophagus, stomach, and small intestine are parts of which body system?
S. nervous
Z. digestive
G. respiratory
V. muscular
Answer:

Answer: 1

Question: The esophagus, stomach, and small intestine are parts of which body system?

Choices:
S. muscular
Z. respiratory
G. nervous
V. digestive

Prompt:
Question: The esophagus, stomach, and small intestine are parts of which body system?
S. muscular
Z. respiratory
G. nervous
V. digestive
Answer:

Answer: 3


Question: Which of the following is a chemical property of silver?

Choices:
A. malleable
B. white metal
C. conductor of heat
D. reacts with nitric acid

Prompt:
Question: Which of the following is a chemical property of silver?
A. malleable
B. white metal
C. conductor of heat
D. reacts with nitric acid
Answer:

Answer: 3

Question: Which of the following is a chemical property of silver?

Choices:
A. conductor of heat
B. reacts with nitric acid
C. malleable
D. white metal

Prompt:
Question: Which of the following is a chemical property of silver?
A. conductor of heat
B. reacts with nitric acid
C. malleable
D. white metal
Answer:

Answer: 1

Question: Which of the following is a chemical property of silver?

Choices:
1. malleable
2. white metal
3. conductor of heat
4. reacts with nitric acid

Prompt:
Question: Which of the following is a chemical property of silver?
1. malleable
2. white metal
3. conductor of heat
4. reacts with nitric acid
Answer:

Answer: 3

Question: Which of the following is a chemical property of silver?

Choices:
H. malleable
W. white metal
O. conductor of heat
N. reacts with nitric acid

Prompt:
Question: Which of the following is a chemical property of silver?
H. malleable
W. white metal
O. conductor of heat
N. reacts with nitric acid
Answer:

Answer: 3

Question: Which of the following is a chemical property of silver?

Choices:
H. conductor of heat
W. reacts with nitric acid
O. malleable
N. white metal

Prompt:
Question: Which of the following is a chemical property of silver?
H. conductor of heat
W. reacts with nitric acid
O. malleable
N. white metal
Answer:

Answer: 1


Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?

Choices:
A. a thicker neck and longer tail
B. a larger mouth and stronger jaws
C. an increase in fur and fat
D. an increase in height and speed

Prompt:
Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?
A. a thicker neck and longer tail
B. a larger mouth and stronger jaws
C. an increase in fur and fat
D. an increase in height and speed
Answer:

Answer: 2

Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?

Choices:
A. an increase in fur and fat
B. an increase in height and speed
C. a thicker neck and longer tail
D. a larger mouth and stronger jaws

Prompt:
Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?
A. an increase in fur and fat
B. an increase in height and speed
C. a thicker neck and longer tail
D. a larger mouth and stronger jaws
Answer:

Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?

Choices:
1. a thicker neck and longer tail
2. a larger mouth and stronger jaws
3. an increase in fur and fat
4. an increase in height and speed

Prompt:
Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?
1. a thicker neck and longer tail
2. a larger mouth and stronger jaws
3. an increase in fur and fat
4. an increase in height and speed
Answer:

Answer: 2

Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?

Choices:
A. a thicker neck and longer tail
G. a larger mouth and stronger jaws
Y. an increase in fur and fat
R. an increase in height and speed

Prompt:
Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?
A. a thicker neck and longer tail
G. a larger mouth and stronger jaws
Y. an increase in fur and fat
R. an increase in height and speed
Answer:

Answer: 2

Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?

Choices:
A. an increase in fur and fat
G. an increase in height and speed
Y. a thicker neck and longer tail
R. a larger mouth and stronger jaws

Prompt:
Question: If the climate in an area changed over time to become very cold, which change would most likely help a species living there to survive?
A. an increase in fur and fat
G. an increase in height and speed
Y. a thicker neck and longer tail
R. a larger mouth and stronger jaws
Answer:


Question: A broken bone heals through the process of

Choices:
A. adaptation
B. mutation
C. cell division
D. chemical digestion

Prompt:
Question: A broken bone heals through the process of
A. adaptation
B. mutation
C. cell division
D. chemical digestion
Answer:

Answer: 2

Question: A broken bone heals through the process of

Choices:
A. mutation
B. chemical digestion
C. adaptation
D. cell division

Prompt:
Question: A broken bone heals through the process of
A. mutation
B. chemical digestion
C. adaptation
D. cell division
Answer:

Answer: 3

Question: A broken bone heals through the process of

Choices:
1. adaptation
2. mutation
3. cell division
4. chemical digestion

Prompt:
Question: A broken bone heals through the process of
1. adaptation
2. mutation
3. cell division
4. chemical digestion
Answer:

Answer: 2

Question: A broken bone heals through the process of

Choices:
Q. adaptation
C. mutation
P. cell division
B. chemical digestion

Prompt:
Question: A broken bone heals through the process of
Q. adaptation
C. mutation
P. cell division
B. chemical digestion
Answer:

Answer: 2

Question: A broken bone heals through the process of

Choices:
Q. mutation
C. chemical digestion
P. adaptation
B. cell division

Prompt:
Question: A broken bone heals through the process of
Q. mutation
C. chemical digestion
P. adaptation
B. cell division
Answer:

Answer: 3


Question: Which is the best example of an object with kinetic energy?

Choices:
A. a plate sitting on a table
B. a bird perching in a tree
C. a marble rolling down a ramp
D. a dam holding back some water

Prompt:
Question: Which is the best example of an object with kinetic energy?
A. a plate sitting on a table
B. a bird perching in a tree
C. a marble rolling down a ramp
D. a dam holding back some water
Answer:

Answer: 2

Question: Which is the best example of an object with kinetic energy?

Choices:
A. a dam holding back some water
B. a marble rolling down a ramp
C. a bird perching in a tree
D. a plate sitting on a table

Prompt:
Question: Which is the best example of an object with kinetic energy?
A. a dam holding back some water
B. a marble rolling down a ramp
C. a bird perching in a tree
D. a plate sitting on a table
Answer:

Answer: 1

Question: Which is the best example of an object with kinetic energy?

Choices:
1. a plate sitting on a table
2. a bird perching in a tree
3. a marble rolling down a ramp
4. a dam holding back some water

Prompt:
Question: Which is the best example of an object with kinetic energy?
1. a plate sitting on a table
2. a bird perching in a tree
3. a marble rolling down a ramp
4. a dam holding back some water
Answer:

Answer: 2

Question: Which is the best example of an object with kinetic energy?

Choices:
I. a plate sitting on a table
G. a bird perching in a tree
N. a marble rolling down a ramp
T. a dam holding back some water

Prompt:
Question: Which is the best example of an object with kinetic energy?
I. a plate sitting on a table
G. a bird perching in a tree
N. a marble rolling down a ramp
T. a dam holding back some water
Answer:

Answer: 2

Question: Which is the best example of an object with kinetic energy?

Choices:
I. a dam holding back some water
G. a marble rolling down a ramp
N. a bird perching in a tree
T. a plate sitting on a table

Prompt:
Question: Which is the best example of an object with kinetic energy?
I. a dam holding back some water
G. a marble rolling down a ramp
N. a bird perching in a tree
T. a plate sitting on a table
Answer:

Answer: 1


Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?

Choices:
A. overgrazing
B. eutrophication
C. invasion by non-native species
D. overproduction of greenhouse gases

Prompt:
Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?
A. overgrazing
B. eutrophication
C. invasion by non-native species
D. overproduction of greenhouse gases
Answer:

Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?

Choices:
A. eutrophication
B. overproduction of greenhouse gases
C. invasion by non-native species
D. overgrazing

Prompt:
Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?
A. eutrophication
B. overproduction of greenhouse gases
C. invasion by non-native species
D. overgrazing
Answer:

Answer: 3

Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?

Choices:
1. overgrazing
2. eutrophication
3. invasion by non-native species
4. overproduction of greenhouse gases

Prompt:
Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?
1. overgrazing
2. eutrophication
3. invasion by non-native species
4. overproduction of greenhouse gases
Answer:

Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?

Choices:
M. overgrazing
V. eutrophication
X. invasion by non-native species
I. overproduction of greenhouse gases

Prompt:
Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?
M. overgrazing
V. eutrophication
X. invasion by non-native species
I. overproduction of greenhouse gases
Answer:

Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?

Choices:
M. eutrophication
V. overproduction of greenhouse gases
X. invasion by non-native species
I. overgrazing

Prompt:
Question: Lions tend to prey on primary consumers like zebras and gazelles. If there were a sudden decline in a population of lions, which ecological imbalance would most likely occur in the habitat?
M. eutrophication
V. overproduction of greenhouse gases
X. invasion by non-native species
I. overgrazing
Answer:

Answer: 3


Question: Which of the following could help to reduce a home heating bill in winter?

Choices:
A. replacing wood doors with aluminum doors
B. using more insulation in the walls of the home
C. removing thick rugs and heavy curtains in the home
D. painting the roof of the home white to reflect light

Prompt:
Question: Which of the following could help to reduce a home heating bill in winter?
A. replacing wood doors with aluminum doors
B. using more insulation in the walls of the home
C. removing thick rugs and heavy curtains in the home
D. painting the roof of the home white to reflect light
Answer:

Answer: 1

Question: Which of the following could help to reduce a home heating bill in winter?

Choices:
A. removing thick rugs and heavy curtains in the home
B. painting the roof of the home white to reflect light
C. using more insulation in the walls of the home
D. replacing wood doors with aluminum doors

Prompt:
Question: Which of the following could help to reduce a home heating bill in winter?
A. removing thick rugs and heavy curtains in the home
B. painting the roof of the home white to reflect light
C. using more insulation in the walls of the home
D. replacing wood doors with aluminum doors
Answer:

Answer: 2

Question: Which of the following could help to reduce a home heating bill in winter?

Choices:
1. replacing wood doors with aluminum doors
2. using more insulation in the walls of the home
3. removing thick rugs and heavy curtains in the home
4. painting the roof of the home white to reflect light

Prompt:
Question: Which of the following could help to reduce a home heating bill in winter?
1. replacing wood doors with aluminum doors
2. using more insulation in the walls of the home
3. removing thick rugs and heavy curtains in the home
4. painting the roof of the home white to reflect light
Answer:

Answer: 1

Question: Which of the following could help to reduce a home heating bill in winter?

Choices:
V. replacing wood doors with aluminum doors
X. using more insulation in the walls of the home
H. removing thick rugs and heavy curtains in the home
N. painting the roof of the home white to reflect light

Prompt:
Question: Which of the following could help to reduce a home heating bill in winter?
V. replacing wood doors with aluminum doors
X. using more insulation in the walls of the home
H. removing thick rugs and heavy curtains in the home
N. painting the roof of the home white to reflect light
Answer:

Answer: 1

Question: Which of the following could help to reduce a home heating bill in winter?

Choices:
V. removing thick rugs and heavy curtains in the home
X. painting the roof of the home white to reflect light
H. using more insulation in the walls of the home
N. replacing wood doors with aluminum doors

Prompt:
Question: Which of the following could help to reduce a home heating bill in winter?
V. removing thick rugs and heavy curtains in the home
X. painting the roof of the home white to reflect light
H. using more insulation in the walls of the home
N. replacing wood doors with aluminum doors
Answer:

Answer: 2


Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?

Choices:
A. The speed of the sound is too fast.
B. The amplitude of the sound is too low.
C. The frequency of the sound is too high.
D. The wavelength of the sound is too long.

Prompt:
Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?
A. The speed of the sound is too fast.
B. The amplitude of the sound is too low.
C. The frequency of the sound is too high.
D. The wavelength of the sound is too long.
Answer:

Answer: 2

Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?

Choices:
A. The wavelength of the sound is too long.
B. The speed of the sound is too fast.
C. The amplitude of the sound is too low.
D. The frequency of the sound is too high.

Prompt:
Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?
A. The wavelength of the sound is too long.
B. The speed of the sound is too fast.
C. The amplitude of the sound is too low.
D. The frequency of the sound is too high.
Answer:

Answer: 3

Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?

Choices:
1. The speed of the sound is too fast.
2. The amplitude of the sound is too low.
3. The frequency of the sound is too high.
4. The wavelength of the sound is too long.

Prompt:
Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?
1. The speed of the sound is too fast.
2. The amplitude of the sound is too low.
3. The frequency of the sound is too high.
4. The wavelength of the sound is too long.
Answer:

Answer: 2

Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?

Choices:
S. The speed of the sound is too fast.
A. The amplitude of the sound is too low.
D. The frequency of the sound is too high.
W. The wavelength of the sound is too long.

Prompt:
Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?
S. The speed of the sound is too fast.
A. The amplitude of the sound is too low.
D. The frequency of the sound is too high.
W. The wavelength of the sound is too long.
Answer:

Answer: 2

Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?

Choices:
S. The wavelength of the sound is too long.
A. The speed of the sound is too fast.
D. The amplitude of the sound is too low.
W. The frequency of the sound is too high.

Prompt:
Question: Elizabeth uses a specific type of whistle to call her dogs. The noise made by the whistle is heard by the dogs but cannot be heard by the human ear. Which statement best describes why humans cannot hear the sound made by the whistle?
S. The wavelength of the sound is too long.
A. The speed of the sound is too fast.
D. The amplitude of the sound is too low.
W. The frequency of the sound is too high.
Answer:

Answer: 3


Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?

Choices:
A. developing highways
B. driving large vehicles
C. using renewable power sources
D. using electricity from coal burning power plants

Prompt:
Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?
A. developing highways
B. driving large vehicles
C. using renewable power sources
D. using electricity from coal burning power plants
Answer:

Answer: 2

Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?

Choices:
A. using electricity from coal burning power plants
B. developing highways
C. driving large vehicles
D. using renewable power sources

Prompt:
Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?
A. using electricity from coal burning power plants
B. developing highways
C. driving large vehicles
D. using renewable power sources
Answer:

Answer: 3

Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?

Choices:
1. developing highways
2. driving large vehicles
3. using renewable power sources
4. using electricity from coal burning power plants

Prompt:
Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?
1. developing highways
2. driving large vehicles
3. using renewable power sources
4. using electricity from coal burning power plants
Answer:

Answer: 2

Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?

Choices:
G. developing highways
N. driving large vehicles
X. using renewable power sources
U. using electricity from coal burning power plants

Prompt:
Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?
G. developing highways
N. driving large vehicles
X. using renewable power sources
U. using electricity from coal burning power plants
Answer:

Answer: 2

Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?

Choices:
G. using electricity from coal burning power plants
N. developing highways
X. driving large vehicles
U. using renewable power sources

Prompt:
Question: Use the information to answer the question. Over the last 150 years, the use of fossil fuels has increased, resulting in more carbon dioxide and other greenhouse gases in the atmosphere. Some scientists think that these atmospheric gases will result in global warming. Scientists have recorded data on global temperature changes and have predicted possible changes in sea level that may affect Maryland residents. Which action helps reduce global warming?
G. using electricity from coal burning power plants
N. developing highways
X. driving large vehicles
U. using renewable power sources
Answer:

Answer: 3


Question: As members of a food web, humans are considered to be

Choices:
A. producers.
B. consumers.
C. decomposers.
D. scavengers.

Prompt:
Question: As members of a food web, humans are considered to be
A. producers.
B. consumers.
C. decomposers.
D. scavengers.
Answer:

Answer: 1

Question: As members of a food web, humans are considered to be

Choices:
A. scavengers.
B. producers.
C. consumers.
D. decomposers.

Prompt:
Question: As members of a food web, humans are considered to be
A. scavengers.
B. producers.
C. consumers.
D. decomposers.
Answer:

Answer: 2

Question: As members of a food web, humans are considered to be

Choices:
1. producers.
2. consumers.
3. decomposers.
4. scavengers.

Prompt:
Question: As members of a food web, humans are considered to be
1. producers.
2. consumers.
3. decomposers.
4. scavengers.
Answer:

Answer: 1

Question: As members of a food web, humans are considered to be

Choices:
F. producers.
C. consumers.
G. decomposers.
Y. scavengers.

Prompt:
Question: As members of a food web, humans are considered to be
F. producers.
C. consumers.
G. decomposers.
Y. scavengers.
Answer:

Answer: 1

Question: As members of a food web, humans are considered to be

Choices:
F. scavengers.
C. producers.
G. consumers.
Y. decomposers.

Prompt:
Question: As members of a food web, humans are considered to be
F. scavengers.
C. producers.
G. consumers.
Y. decomposers.
Answer:

Answer: 2


Question: Which of the following statements best describes the role of gravity in the formation of stars?

Choices:
A. Gravity converts solid matter into gases and light energy.
B. Gravity causes gases and dust particles to condense into spheres.
C. Gravity cools gases and liquids until they become one solid mass.
D. Gravity pushes rocks and dust particles outward from a dense center.

Prompt:
Question: Which of the following statements best describes the role of gravity in the formation of stars?
A. Gravity converts solid matter into gases and light energy.
B. Gravity causes gases and dust particles to condense into spheres.
C. Gravity cools gases and liquids until they become one solid mass.
D. Gravity pushes rocks and dust particles outward from a dense center.
Answer:

Answer: 1

Question: Which of the following statements best describes the role of gravity in the formation of stars?

Choices:
A. Gravity converts solid matter into gases and light energy.
B. Gravity pushes rocks and dust particles outward from a dense center.
C. Gravity cools gases and liquids until they become one solid mass.
D. Gravity causes gases and dust particles to condense into spheres.

Prompt:
Question: Which of the following statements best describes the role of gravity in the formation of stars?
A. Gravity converts solid matter into gases and light energy.
B. Gravity pushes rocks and dust particles outward from a dense center.
C. Gravity cools gases and liquids until they become one solid mass.
D. Gravity causes gases and dust particles to condense into spheres.
Answer:

Answer: 3

Question: Which of the following statements best describes the role of gravity in the formation of stars?

Choices:
1. Gravity converts solid matter into gases and light energy.
2. Gravity causes gases and dust particles to condense into spheres.
3. Gravity cools gases and liquids until they become one solid mass.
4. Gravity pushes rocks and dust particles outward from a dense center.

Prompt:
Question: Which of the following statements best describes the role of gravity in the formation of stars?
1. Gravity converts solid matter into gases and light energy.
2. Gravity causes gases and dust particles to condense into spheres.
3. Gravity cools gases and liquids until they become one solid mass.
4. Gravity pushes rocks and dust particles outward from a dense center.
Answer:

Answer: 1

Question: Which of the following statements best describes the role of gravity in the formation of stars?

Choices:
A. Gravity converts solid matter into gases and light energy.
W. Gravity causes gases and dust particles to condense into spheres.
K. Gravity cools gases and liquids until they become one solid mass.
I. Gravity pushes rocks and dust particles outward from a dense center.

Prompt:
Question: Which of the following statements best describes the role of gravity in the formation of stars?
A. Gravity converts solid matter into gases and light energy.
W. Gravity causes gases and dust particles to condense into spheres.
K. Gravity cools gases and liquids until they become one solid mass.
I. Gravity pushes rocks and dust particles outward from a dense center.
Answer:

Answer: 1

Question: Which of the following statements best describes the role of gravity in the formation of stars?

Choices:
A. Gravity converts solid matter into gases and light energy.
W. Gravity pushes rocks and dust particles outward from a dense center.
K. Gravity cools gases and liquids until they become one solid mass.
I. Gravity causes gases and dust particles to condense into spheres.

Prompt:
Question: Which of the following statements best describes the role of gravity in the formation of stars?
A. Gravity converts solid matter into gases and light energy.
W. Gravity pushes rocks and dust particles outward from a dense center.
K. Gravity cools gases and liquids until they become one solid mass.
I. Gravity causes gases and dust particles to condense into spheres.
Answer:

Answer: 3


Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?

Choices:
A. rock cycle
B. erosion cycle
C. magma cycle
D. tectonic cycle

Prompt:
Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?
A. rock cycle
B. erosion cycle
C. magma cycle
D. tectonic cycle
Answer:

Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?

Choices:
A. tectonic cycle
B. rock cycle
C. magma cycle
D. erosion cycle

Prompt:
Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?
A. tectonic cycle
B. rock cycle
C. magma cycle
D. erosion cycle
Answer:

Answer: 1

Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?

Choices:
1. rock cycle
2. erosion cycle
3. magma cycle
4. tectonic cycle

Prompt:
Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?
1. rock cycle
2. erosion cycle
3. magma cycle
4. tectonic cycle
Answer:

Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?

Choices:
J. rock cycle
N. erosion cycle
R. magma cycle
O. tectonic cycle

Prompt:
Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?
J. rock cycle
N. erosion cycle
R. magma cycle
O. tectonic cycle
Answer:

Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?

Choices:
J. tectonic cycle
N. rock cycle
R. magma cycle
O. erosion cycle

Prompt:
Question: What is the name of the process in which igneous, sedimentary, and metamorphic rocks are converted into one another in stages?
J. tectonic cycle
N. rock cycle
R. magma cycle
O. erosion cycle
Answer:

Answer: 1


Question: What is happening when rocks are broken down by both physical and chemical changes?

Choices:
A. weathering
B. deposition
C. condensation
D. decomposing

Prompt:
Question: What is happening when rocks are broken down by both physical and chemical changes?
A. weathering
B. deposition
C. condensation
D. decomposing
Answer:

Question: What is happening when rocks are broken down by both physical and chemical changes?

Choices:
A. decomposing
B. weathering
C. deposition
D. condensation

Prompt:
Question: What is happening when rocks are broken down by both physical and chemical changes?
A. decomposing
B. weathering
C. deposition
D. condensation
Answer:

Answer: 1

Question: What is happening when rocks are broken down by both physical and chemical changes?

Choices:
1. weathering
2. deposition
3. condensation
4. decomposing

Prompt:
Question: What is happening when rocks are broken down by both physical and chemical changes?
1. weathering
2. deposition
3. condensation
4. decomposing
Answer:

Question: What is happening when rocks are broken down by both physical and chemical changes?

Choices:
V. weathering
F. deposition
X. condensation
A. decomposing

Prompt:
Question: What is happening when rocks are broken down by both physical and chemical changes?
V. weathering
F. deposition
X. condensation
A. decomposing
Answer:

Question: What is happening when rocks are broken down by both physical and chemical changes?

Choices:
V. decomposing
F. weathering
X. deposition
A. condensation

Prompt:
Question: What is happening when rocks are broken down by both physical and chemical changes?
V. decomposing
F. weathering
X. deposition
A. condensation
Answer:

Answer: 1


Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?

Choices:
A. electrical
B. energetic
C. exothermic
D. endothermic

Prompt:
Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?
A. electrical
B. energetic
C. exothermic
D. endothermic
Answer:

Answer: 2

Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?

Choices:
A. electrical
B. energetic
C. endothermic
D. exothermic

Prompt:
Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?
A. electrical
B. energetic
C. endothermic
D. exothermic
Answer:

Answer: 3

Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?

Choices:
1. electrical
2. energetic
3. exothermic
4. endothermic

Prompt:
Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?
1. electrical
2. energetic
3. exothermic
4. endothermic
Answer:

Answer: 2

Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?

Choices:
D. electrical
F. energetic
N. exothermic
Y. endothermic

Prompt:
Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?
D. electrical
F. energetic
N. exothermic
Y. endothermic
Answer:

Answer: 2

Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?

Choices:
D. electrical
F. energetic
N. endothermic
Y. exothermic

Prompt:
Question: In a laboratory procedure, students added sodium hydroxide crystals to a beaker of water and allowed the resulting solution to cool. Based on this information, which type of chemical process most likely occurred?
D. electrical
F. energetic
N. endothermic
Y. exothermic
Answer:

Answer: 3


Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?

Choices:
A. friction
B. gravity
C. a convection current
D. an electrical circuit

Prompt:
Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?
A. friction
B. gravity
C. a convection current
D. an electrical circuit
Answer:

Answer: 3

Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?

Choices:
A. friction
B. an electrical circuit
C. a convection current
D. gravity

Prompt:
Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?
A. friction
B. an electrical circuit
C. a convection current
D. gravity
Answer:

Answer: 1

Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?

Choices:
1. friction
2. gravity
3. a convection current
4. an electrical circuit

Prompt:
Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?
1. friction
2. gravity
3. a convection current
4. an electrical circuit
Answer:

Answer: 3

Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?

Choices:
D. friction
T. gravity
S. a convection current
R. an electrical circuit

Prompt:
Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?
D. friction
T. gravity
S. a convection current
R. an electrical circuit
Answer:

Answer: 3

Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?

Choices:
D. friction
T. an electrical circuit
S. a convection current
R. gravity

Prompt:
Question: Students are attempting to make a doorbell ring using some wire and a battery. What is needed to make the bell ring?
D. friction
T. an electrical circuit
S. a convection current
R. gravity
Answer:

Answer: 1


Question: Which concept was most likely modified due to the invention of the microscope?

Choices:
A. size of subatomic particles
B. composition of living things
C. number of the moons of Jupiter
D. formation of sedimentary rocks

Prompt:
Question: Which concept was most likely modified due to the invention of the microscope?
A. size of subatomic particles
B. composition of living things
C. number of the moons of Jupiter
D. formation of sedimentary rocks
Answer:

Answer: 1

Question: Which concept was most likely modified due to the invention of the microscope?

Choices:
A. size of subatomic particles
B. number of the moons of Jupiter
C. composition of living things
D. formation of sedimentary rocks

Prompt:
Question: Which concept was most likely modified due to the invention of the microscope?
A. size of subatomic particles
B. number of the moons of Jupiter
C. composition of living things
D. formation of sedimentary rocks
Answer:

Answer: 2

Question: Which concept was most likely modified due to the invention of the microscope?

Choices:
1. size of subatomic particles
2. composition of living things
3. number of the moons of Jupiter
4. formation of sedimentary rocks

Prompt:
Question: Which concept was most likely modified due to the invention of the microscope?
1. size of subatomic particles
2. composition of living things
3. number of the moons of Jupiter
4. formation of sedimentary rocks
Answer:

Answer: 1

Question: Which concept was most likely modified due to the invention of the microscope?

Choices:
B. size of subatomic particles
F. composition of living things
U. number of the moons of Jupiter
X. formation of sedimentary rocks

Prompt:
Question: Which concept was most likely modified due to the invention of the microscope?
B. size of subatomic particles
F. composition of living things
U. number of the moons of Jupiter
X. formation of sedimentary rocks
Answer:

Answer: 1

Question: Which concept was most likely modified due to the invention of the microscope?

Choices:
B. size of subatomic particles
F. number of the moons of Jupiter
U. composition of living things
X. formation of sedimentary rocks

Prompt:
Question: Which concept was most likely modified due to the invention of the microscope?
B. size of subatomic particles
F. number of the moons of Jupiter
U. composition of living things
X. formation of sedimentary rocks
Answer:

Answer: 2


Question: Which energy transformation occurs during active transport in a cell?

Choices:
A. light energy -> chemical energy
B. kinetic energy -> potential energy
C. chemical energy -> mechanical energy
D. mechanical energy -> electrical energy

Prompt:
Question: Which energy transformation occurs during active transport in a cell?
A. light energy -> chemical energy
B. kinetic energy -> potential energy
C. chemical energy -> mechanical energy
D. mechanical energy -> electrical energy
Answer:

Answer: 2

Question: Which energy transformation occurs during active transport in a cell?

Choices:
A. chemical energy -> mechanical energy
B. light energy -> chemical energy
C. mechanical energy -> electrical energy
D. kinetic energy -> potential energy

Prompt:
Question: Which energy transformation occurs during active transport in a cell?
A. chemical energy -> mechanical energy
B. light energy -> chemical energy
C. mechanical energy -> electrical energy
D. kinetic energy -> potential energy
Answer:

Question: Which energy transformation occurs during active transport in a cell?

Choices:
1. light energy -> chemical energy
2. kinetic energy -> potential energy
3. chemical energy -> mechanical energy
4. mechanical energy -> electrical energy

Prompt:
Question: Which energy transformation occurs during active transport in a cell?
1. light energy -> chemical energy
2. kinetic energy -> potential energy
3. chemical energy -> mechanical energy
4. mechanical energy -> electrical energy
Answer:

Answer: 2

Question: Which energy transformation occurs during active transport in a cell?

Choices:
V. light energy -> chemical energy
Y. kinetic energy -> potential energy
A. chemical energy -> mechanical energy
F. mechanical energy -> electrical energy

Prompt:
Question: Which energy transformation occurs during active transport in a cell?
V. light energy -> chemical energy
Y. kinetic energy -> potential energy
A. chemical energy -> mechanical energy
F. mechanical energy -> electrical energy
Answer:

Answer: 2

Question: Which energy transformation occurs during active transport in a cell?

Choices:
V. chemical energy -> mechanical energy
Y. light energy -> chemical energy
A. mechanical energy -> electrical energy
F. kinetic energy -> potential energy

Prompt:
Question: Which energy transformation occurs during active transport in a cell?
V. chemical energy -> mechanical energy
Y. light energy -> chemical energy
A. mechanical energy -> electrical energy
F. kinetic energy -> potential energy
Answer:


Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?

Choices:
A. supports body posture
B. controls body functions
C. supplies the blood with oxygen
D. carries blood to and from the heart

Prompt:
Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?
A. supports body posture
B. controls body functions
C. supplies the blood with oxygen
D. carries blood to and from the heart
Answer:

Answer: 1

Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?

Choices:
A. controls body functions
B. supports body posture
C. supplies the blood with oxygen
D. carries blood to and from the heart

Prompt:
Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?
A. controls body functions
B. supports body posture
C. supplies the blood with oxygen
D. carries blood to and from the heart
Answer:

Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?

Choices:
1. supports body posture
2. controls body functions
3. supplies the blood with oxygen
4. carries blood to and from the heart

Prompt:
Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?
1. supports body posture
2. controls body functions
3. supplies the blood with oxygen
4. carries blood to and from the heart
Answer:

Answer: 1

Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?

Choices:
U. supports body posture
V. controls body functions
G. supplies the blood with oxygen
N. carries blood to and from the heart

Prompt:
Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?
U. supports body posture
V. controls body functions
G. supplies the blood with oxygen
N. carries blood to and from the heart
Answer:

Answer: 1

Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?

Choices:
U. controls body functions
V. supports body posture
G. supplies the blood with oxygen
N. carries blood to and from the heart

Prompt:
Question: The nervous system consists of the brain, spinal cord, and nerves that run throughout the entire body. Which of these is one function of the nervous system?
U. controls body functions
V. supports body posture
G. supplies the blood with oxygen
N. carries blood to and from the heart
Answer:


Question: Which of these is most likely a result of using pesticides on farm crops?

Choices:
A. rainfall levels could decrease
B. air temperatures could increase
C. water sources could become polluted
D. caterpillars could become extinct

Prompt:
Question: Which of these is most likely a result of using pesticides on farm crops?
A. rainfall levels could decrease
B. air temperatures could increase
C. water sources could become polluted
D. caterpillars could become extinct
Answer:

Answer: 2

Question: Which of these is most likely a result of using pesticides on farm crops?

Choices:
A. caterpillars could become extinct
B. water sources could become polluted
C. air temperatures could increase
D. rainfall levels could decrease

Prompt:
Question: Which of these is most likely a result of using pesticides on farm crops?
A. caterpillars could become extinct
B. water sources could become polluted
C. air temperatures could increase
D. rainfall levels could decrease
Answer:

Answer: 1

Question: Which of these is most likely a result of using pesticides on farm crops?

Choices:
1. rainfall levels could decrease
2. air temperatures could increase
3. water sources could become polluted
4. caterpillars could become extinct

Prompt:
Question: Which of these is most likely a result of using pesticides on farm crops?
1. rainfall levels could decrease
2. air temperatures could increase
3. water sources could become polluted
4. caterpillars could become extinct
Answer:

Answer: 2

Question: Which of these is most likely a result of using pesticides on farm crops?

Choices:
W. rainfall levels could decrease
S. air temperatures could increase
O. water sources could become polluted
T. caterpillars could become extinct

Prompt:
Question: Which of these is most likely a result of using pesticides on farm crops?
W. rainfall levels could decrease
S. air temperatures could increase
O. water sources could become polluted
T. caterpillars could become extinct
Answer:

Answer: 2

Question: Which of these is most likely a result of using pesticides on farm crops?

Choices:
W. caterpillars could become extinct
S. water sources could become polluted
O. air temperatures could increase
T. rainfall levels could decrease

Prompt:
Question: Which of these is most likely a result of using pesticides on farm crops?
W. caterpillars could become extinct
S. water sources could become polluted
O. air temperatures could increase
T. rainfall levels could decrease
Answer:

Answer: 1


Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?

Choices:
A. law of independent assortment
B. law of dominance
C. law of segregation
D. law of recessiveness

Prompt:
Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?
A. law of independent assortment
B. law of dominance
C. law of segregation
D. law of recessiveness
Answer:

Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?

Choices:
A. law of segregation
B. law of recessiveness
C. law of dominance
D. law of independent assortment

Prompt:
Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?
A. law of segregation
B. law of recessiveness
C. law of dominance
D. law of independent assortment
Answer:

Answer: 3

Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?

Choices:
1. law of independent assortment
2. law of dominance
3. law of segregation
4. law of recessiveness

Prompt:
Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?
1. law of independent assortment
2. law of dominance
3. law of segregation
4. law of recessiveness
Answer:

Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?

Choices:
M. law of independent assortment
J. law of dominance
K. law of segregation
P. law of recessiveness

Prompt:
Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?
M. law of independent assortment
J. law of dominance
K. law of segregation
P. law of recessiveness
Answer:

Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?

Choices:
M. law of segregation
J. law of recessiveness
K. law of dominance
P. law of independent assortment

Prompt:
Question: The biological selection of a particular allele for a trait to be passed to offspring has nothing do with the selection of the allele for another trait. Which of the following supports this statement?
M. law of segregation
J. law of recessiveness
K. law of dominance
P. law of independent assortment
Answer:

Answer: 3


Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?

Choices:
A. It is a behavioral influence.
B. It is a genetic influence.
C. It is an environmental influence.
D. It is a dietary influence.

Prompt:
Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?
A. It is a behavioral influence.
B. It is a genetic influence.
C. It is an environmental influence.
D. It is a dietary influence.
Answer:

Answer: 2

Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?

Choices:
A. It is a behavioral influence.
B. It is a dietary influence.
C. It is a genetic influence.
D. It is an environmental influence.

Prompt:
Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?
A. It is a behavioral influence.
B. It is a dietary influence.
C. It is a genetic influence.
D. It is an environmental influence.
Answer:

Answer: 3

Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?

Choices:
1. It is a behavioral influence.
2. It is a genetic influence.
3. It is an environmental influence.
4. It is a dietary influence.

Prompt:
Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?
1. It is a behavioral influence.
2. It is a genetic influence.
3. It is an environmental influence.
4. It is a dietary influence.
Answer:

Answer: 2

Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?

Choices:
O. It is a behavioral influence.
E. It is a genetic influence.
V. It is an environmental influence.
A. It is a dietary influence.

Prompt:
Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?
O. It is a behavioral influence.
E. It is a genetic influence.
V. It is an environmental influence.
A. It is a dietary influence.
Answer:

Answer: 2

Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?

Choices:
O. It is a behavioral influence.
E. It is a dietary influence.
V. It is a genetic influence.
A. It is an environmental influence.

Prompt:
Question: Air pollution can influence a person's quality of life. Which best identifies the influence of air pollution?
O. It is a behavioral influence.
E. It is a dietary influence.
V. It is a genetic influence.
A. It is an environmental influence.
Answer:

Answer: 3


Question: What information about stars can be learned by using a spectrometer?

Choices:
A. chemical composition
B. distance from Earth
C. size
D. speed

Prompt:
Question: What information about stars can be learned by using a spectrometer?
A. chemical composition
B. distance from Earth
C. size
D. speed
Answer:

Question: What information about stars can be learned by using a spectrometer?

Choices:
A. distance from Earth
B. speed
C. size
D. chemical composition

Prompt:
Question: What information about stars can be learned by using a spectrometer?
A. distance from Earth
B. speed
C. size
D. chemical composition
Answer:

Answer: 3

Question: What information about stars can be learned by using a spectrometer?

Choices:
1. chemical composition
2. distance from Earth
3. size
4. speed

Prompt:
Question: What information about stars can be learned by using a spectrometer?
1. chemical composition
2. distance from Earth
3. size
4. speed
Answer:

Question: What information about stars can be learned by using a spectrometer?

Choices:
U. chemical composition
G. distance from Earth
O. size
F. speed

Prompt:
Question: What information about stars can be learned by using a spectrometer?
U. chemical composition
G. distance from Earth
O. size
F. speed
Answer:

Question: What information about stars can be learned by using a spectrometer?

Choices:
U. distance from Earth
G. speed
O. size
F. chemical composition

Prompt:
Question: What information about stars can be learned by using a spectrometer?
U. distance from Earth
G. speed
O. size
F. chemical composition
Answer:

Answer: 3


Question: Which is the function of the gallbladder?

Choices:
A. store bile
B. produce bile
C. store digestive enzymes
D. produce digestive enzymes

Prompt:
Question: Which is the function of the gallbladder?
A. store bile
B. produce bile
C. store digestive enzymes
D. produce digestive enzymes
Answer:

Question: Which is the function of the gallbladder?

Choices:
A. produce bile
B. produce digestive enzymes
C. store bile
D. store digestive enzymes

Prompt:
Question: Which is the function of the gallbladder?
A. produce bile
B. produce digestive enzymes
C. store bile
D. store digestive enzymes
Answer:

Answer: 2

Question: Which is the function of the gallbladder?

Choices:
1. store bile
2. produce bile
3. store digestive enzymes
4. produce digestive enzymes

Prompt:
Question: Which is the function of the gallbladder?
1. store bile
2. produce bile
3. store digestive enzymes
4. produce digestive enzymes
Answer:

Question: Which is the function of the gallbladder?

Choices:
J. store bile
K. produce bile
U. store digestive enzymes
E. produce digestive enzymes

Prompt:
Question: Which is the function of the gallbladder?
J. store bile
K. produce bile
U. store digestive enzymes
E. produce digestive enzymes
Answer:

Question: Which is the function of the gallbladder?

Choices:
J. produce bile
K. produce digestive enzymes
U. store bile
E. store digestive enzymes

Prompt:
Question: Which is the function of the gallbladder?
J. produce bile
K. produce digestive enzymes
U. store bile
E. store digestive enzymes
Answer:

Answer: 2