Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?

Choices:
A. Animals adapt to new environments.
B. New species develop from survivors.
C. There is variation among individuals within a species.
D. Insecticides may cause genetic mutations.

Prompt:
Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?
A. Animals adapt to new environments.
B. New species develop from survivors.
C. There is variation among individuals within a species.
D. Insecticides may cause genetic mutations.
Answer:

Answer: 2

Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?

Choices:
A. Animals adapt to new environments.
B. There is variation among individuals within a species.
C. New species develop from survivors.
D. Insecticides may cause genetic mutations.

Prompt:
Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?
A. Animals adapt to new environments.
B. There is variation among individuals within a species.
C. New species develop from survivors.
D. Insecticides may cause genetic mutations.
Answer:

Answer: 1

Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?

Choices:
1. Animals adapt to new environments.
2. New species develop from survivors.
3. There is variation among individuals within a species.
4. Insecticides may cause genetic mutations.

Prompt:
Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?
1. Animals adapt to new environments.
2. New species develop from survivors.
3. There is variation among individuals within a species.
4. Insecticides may cause genetic mutations.
Answer:

Answer: 2

Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?

Choices:
W. Animals adapt to new environments.
T. New species develop from survivors.
C. There is variation among individuals within a species.
B. Insecticides may cause genetic mutations.

Prompt:
Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?
W. Animals adapt to new environments.
T. New species develop from survivors.
C. There is variation among individuals within a species.
B. Insecticides may cause genetic mutations.
Answer:

Answer: 2

Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?

Choices:
W. Animals adapt to new environments.
T. There is variation among individuals within a species.
C. New species develop from survivors.
B. Insecticides may cause genetic mutations.

Prompt:
Question: Five hundred flies of one species were sprayed with a new insecticide. Twenty-four hours later, nearly all the flies were dead. However, a few survived. Which principle best explains why some flies survived?
W. Animals adapt to new environments.
T. There is variation among individuals within a species.
C. New species develop from survivors.
B. Insecticides may cause genetic mutations.
Answer:

Answer: 1


Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?

Choices:
A. to do the investigation at the same time of year
B. to use the same chart for recording growth
C. to do the investigation in the same room
D. to use the same colors of lights

Prompt:
Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?
A. to do the investigation at the same time of year
B. to use the same chart for recording growth
C. to do the investigation in the same room
D. to use the same colors of lights
Answer:

Answer: 3

Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?

Choices:
A. to use the same chart for recording growth
B. to use the same colors of lights
C. to do the investigation at the same time of year
D. to do the investigation in the same room

Prompt:
Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?
A. to use the same chart for recording growth
B. to use the same colors of lights
C. to do the investigation at the same time of year
D. to do the investigation in the same room
Answer:

Answer: 1

Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?

Choices:
1. to do the investigation at the same time of year
2. to use the same chart for recording growth
3. to do the investigation in the same room
4. to use the same colors of lights

Prompt:
Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?
1. to do the investigation at the same time of year
2. to use the same chart for recording growth
3. to do the investigation in the same room
4. to use the same colors of lights
Answer:

Answer: 3

Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?

Choices:
T. to do the investigation at the same time of year
B. to use the same chart for recording growth
L. to do the investigation in the same room
G. to use the same colors of lights

Prompt:
Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?
T. to do the investigation at the same time of year
B. to use the same chart for recording growth
L. to do the investigation in the same room
G. to use the same colors of lights
Answer:

Answer: 3

Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?

Choices:
T. to use the same chart for recording growth
B. to use the same colors of lights
L. to do the investigation at the same time of year
G. to do the investigation in the same room

Prompt:
Question: A student investigated the effect of the color of light on the growth of plants. Red, yellow, and green lights were used in the experiment. If another student were to conduct the same experiment, which would be the most important procedure to follow to yield the same results?
T. to use the same chart for recording growth
B. to use the same colors of lights
L. to do the investigation at the same time of year
G. to do the investigation in the same room
Answer:

Answer: 1


Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?

Choices:
A. thick fur
B. sharp claws
C. large ears
D. strong muscles

Prompt:
Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?
A. thick fur
B. sharp claws
C. large ears
D. strong muscles
Answer:

Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?

Choices:
A. large ears
B. thick fur
C. sharp claws
D. strong muscles

Prompt:
Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?
A. large ears
B. thick fur
C. sharp claws
D. strong muscles
Answer:

Answer: 1

Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?

Choices:
1. thick fur
2. sharp claws
3. large ears
4. strong muscles

Prompt:
Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?
1. thick fur
2. sharp claws
3. large ears
4. strong muscles
Answer:

Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?

Choices:
O. thick fur
Q. sharp claws
I. large ears
Y. strong muscles

Prompt:
Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?
O. thick fur
Q. sharp claws
I. large ears
Y. strong muscles
Answer:

Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?

Choices:
O. large ears
Q. thick fur
I. sharp claws
Y. strong muscles

Prompt:
Question: A large mammal lives in a cold, snowy environment. Which adaptation would best help the mammal survive in low temperatures?
O. large ears
Q. thick fur
I. sharp claws
Y. strong muscles
Answer:

Answer: 1


Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?

Choices:
A. solar radiation reflected from the Moon
B. many volcanic eruptions near the Ring of Fire
C. the greenhouse effect in the atmosphere
D. plankton distribution in shallow ocean waters

Prompt:
Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?
A. solar radiation reflected from the Moon
B. many volcanic eruptions near the Ring of Fire
C. the greenhouse effect in the atmosphere
D. plankton distribution in shallow ocean waters
Answer:

Answer: 2

Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?

Choices:
A. solar radiation reflected from the Moon
B. the greenhouse effect in the atmosphere
C. plankton distribution in shallow ocean waters
D. many volcanic eruptions near the Ring of Fire

Prompt:
Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?
A. solar radiation reflected from the Moon
B. the greenhouse effect in the atmosphere
C. plankton distribution in shallow ocean waters
D. many volcanic eruptions near the Ring of Fire
Answer:

Answer: 1

Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?

Choices:
1. solar radiation reflected from the Moon
2. many volcanic eruptions near the Ring of Fire
3. the greenhouse effect in the atmosphere
4. plankton distribution in shallow ocean waters

Prompt:
Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?
1. solar radiation reflected from the Moon
2. many volcanic eruptions near the Ring of Fire
3. the greenhouse effect in the atmosphere
4. plankton distribution in shallow ocean waters
Answer:

Answer: 2

Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?

Choices:
P. solar radiation reflected from the Moon
Z. many volcanic eruptions near the Ring of Fire
H. the greenhouse effect in the atmosphere
D. plankton distribution in shallow ocean waters

Prompt:
Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?
P. solar radiation reflected from the Moon
Z. many volcanic eruptions near the Ring of Fire
H. the greenhouse effect in the atmosphere
D. plankton distribution in shallow ocean waters
Answer:

Answer: 2

Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?

Choices:
P. solar radiation reflected from the Moon
Z. the greenhouse effect in the atmosphere
H. plankton distribution in shallow ocean waters
D. many volcanic eruptions near the Ring of Fire

Prompt:
Question: The temperatures in space vary from extremely cold to extremely hot. Earth's surface temperature is relatively stable. Which of these is most responsible for Earth's surface temperatures?
P. solar radiation reflected from the Moon
Z. the greenhouse effect in the atmosphere
H. plankton distribution in shallow ocean waters
D. many volcanic eruptions near the Ring of Fire
Answer:

Answer: 1


Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?

Choices:
A. cells, organs, tissues, organ systems, organisms
B. cells, tissues, organs, organ systems, organisms
C. tissues, cells, organs, organ systems, organisms
D. tissues, organs, cells, organ systems, organisms

Prompt:
Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?
A. cells, organs, tissues, organ systems, organisms
B. cells, tissues, organs, organ systems, organisms
C. tissues, cells, organs, organ systems, organisms
D. tissues, organs, cells, organ systems, organisms
Answer:

Answer: 1

Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?

Choices:
A. cells, tissues, organs, organ systems, organisms
B. cells, organs, tissues, organ systems, organisms
C. tissues, organs, cells, organ systems, organisms
D. tissues, cells, organs, organ systems, organisms

Prompt:
Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?
A. cells, tissues, organs, organ systems, organisms
B. cells, organs, tissues, organ systems, organisms
C. tissues, organs, cells, organ systems, organisms
D. tissues, cells, organs, organ systems, organisms
Answer:

Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?

Choices:
1. cells, organs, tissues, organ systems, organisms
2. cells, tissues, organs, organ systems, organisms
3. tissues, cells, organs, organ systems, organisms
4. tissues, organs, cells, organ systems, organisms

Prompt:
Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?
1. cells, organs, tissues, organ systems, organisms
2. cells, tissues, organs, organ systems, organisms
3. tissues, cells, organs, organ systems, organisms
4. tissues, organs, cells, organ systems, organisms
Answer:

Answer: 1

Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?

Choices:
F. cells, organs, tissues, organ systems, organisms
W. cells, tissues, organs, organ systems, organisms
Z. tissues, cells, organs, organ systems, organisms
H. tissues, organs, cells, organ systems, organisms

Prompt:
Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?
F. cells, organs, tissues, organ systems, organisms
W. cells, tissues, organs, organ systems, organisms
Z. tissues, cells, organs, organ systems, organisms
H. tissues, organs, cells, organ systems, organisms
Answer:

Answer: 1

Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?

Choices:
F. cells, tissues, organs, organ systems, organisms
W. cells, organs, tissues, organ systems, organisms
Z. tissues, organs, cells, organ systems, organisms
H. tissues, cells, organs, organ systems, organisms

Prompt:
Question: Which of the following correctly lists the organizational hierarchy of organisms from simplest to most complex?
F. cells, tissues, organs, organ systems, organisms
W. cells, organs, tissues, organ systems, organisms
Z. tissues, organs, cells, organ systems, organisms
H. tissues, cells, organs, organ systems, organisms
Answer:


Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?

Choices:
A. moth
B. butterfly
C. wasp
D. fly

Prompt:
Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?
A. moth
B. butterfly
C. wasp
D. fly
Answer:

Answer: 3

Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?

Choices:
A. fly
B. moth
C. wasp
D. butterfly

Prompt:
Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?
A. fly
B. moth
C. wasp
D. butterfly
Answer:

Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?

Choices:
1. moth
2. butterfly
3. wasp
4. fly

Prompt:
Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?
1. moth
2. butterfly
3. wasp
4. fly
Answer:

Answer: 3

Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?

Choices:
U. moth
K. butterfly
B. wasp
L. fly

Prompt:
Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?
U. moth
K. butterfly
B. wasp
L. fly
Answer:

Answer: 3

Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?

Choices:
U. fly
K. moth
B. wasp
L. butterfly

Prompt:
Question: The carrion flower smells like rotting meat. What kind of pollinator is most likely attracted to the carrion flower?
U. fly
K. moth
B. wasp
L. butterfly
Answer:


Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?

Choices:
A. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
B. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
C. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
D. If the cabin is not pressurized, carbon dioxide will escape from the airplane.

Prompt:
Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?
A. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
B. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
C. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
D. If the cabin is not pressurized, carbon dioxide will escape from the airplane.
Answer:

Answer: 1

Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?

Choices:
A. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
B. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
C. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
D. If the cabin is not pressurized, carbon dioxide will escape from the airplane.

Prompt:
Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?
A. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
B. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
C. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
D. If the cabin is not pressurized, carbon dioxide will escape from the airplane.
Answer:

Answer: 2

Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?

Choices:
1. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
2. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
3. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
4. If the cabin is not pressurized, carbon dioxide will escape from the airplane.

Prompt:
Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?
1. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
2. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
3. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
4. If the cabin is not pressurized, carbon dioxide will escape from the airplane.
Answer:

Answer: 1

Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?

Choices:
A. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
M. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
N. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
W. If the cabin is not pressurized, carbon dioxide will escape from the airplane.

Prompt:
Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?
A. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
M. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
N. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
W. If the cabin is not pressurized, carbon dioxide will escape from the airplane.
Answer:

Answer: 1

Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?

Choices:
A. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
M. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
N. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
W. If the cabin is not pressurized, carbon dioxide will escape from the airplane.

Prompt:
Question: Which of the following best explains why the pressure inside a high-flying airplane must be controlled?
A. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.
M. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.
N. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.
W. If the cabin is not pressurized, carbon dioxide will escape from the airplane.
Answer:

Answer: 2


Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?

Choices:
A. salt and water
B. wind and tides
C. heat and moisture
D. waves and flooding

Prompt:
Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?
A. salt and water
B. wind and tides
C. heat and moisture
D. waves and flooding
Answer:

Answer: 2

Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?

Choices:
A. heat and moisture
B. salt and water
C. wind and tides
D. waves and flooding

Prompt:
Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?
A. heat and moisture
B. salt and water
C. wind and tides
D. waves and flooding
Answer:

Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?

Choices:
1. salt and water
2. wind and tides
3. heat and moisture
4. waves and flooding

Prompt:
Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?
1. salt and water
2. wind and tides
3. heat and moisture
4. waves and flooding
Answer:

Answer: 2

Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?

Choices:
I. salt and water
D. wind and tides
F. heat and moisture
L. waves and flooding

Prompt:
Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?
I. salt and water
D. wind and tides
F. heat and moisture
L. waves and flooding
Answer:

Answer: 2

Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?

Choices:
I. heat and moisture
D. salt and water
F. wind and tides
L. waves and flooding

Prompt:
Question: Hurricanes are large, powerful storms that form as they travel over warm ocean waters. What do oceans add to make hurricanes so strong?
I. heat and moisture
D. salt and water
F. wind and tides
L. waves and flooding
Answer:


Question: Abnormal cell division may result in

Choices:
A. disease prevention
B. tissue repair
C. metamorphosis
D. cancer

Prompt:
Question: Abnormal cell division may result in
A. disease prevention
B. tissue repair
C. metamorphosis
D. cancer
Answer:

Answer: 3

Question: Abnormal cell division may result in

Choices:
A. disease prevention
B. tissue repair
C. cancer
D. metamorphosis

Prompt:
Question: Abnormal cell division may result in
A. disease prevention
B. tissue repair
C. cancer
D. metamorphosis
Answer:

Answer: 2

Question: Abnormal cell division may result in

Choices:
1. disease prevention
2. tissue repair
3. metamorphosis
4. cancer

Prompt:
Question: Abnormal cell division may result in
1. disease prevention
2. tissue repair
3. metamorphosis
4. cancer
Answer:

Answer: 3

Question: Abnormal cell division may result in

Choices:
A. disease prevention
V. tissue repair
I. metamorphosis
F. cancer

Prompt:
Question: Abnormal cell division may result in
A. disease prevention
V. tissue repair
I. metamorphosis
F. cancer
Answer:

Answer: 3

Question: Abnormal cell division may result in

Choices:
A. disease prevention
V. tissue repair
I. cancer
F. metamorphosis

Prompt:
Question: Abnormal cell division may result in
A. disease prevention
V. tissue repair
I. cancer
F. metamorphosis
Answer:

Answer: 2


Question: What is the main reason humans need nitrogen to survive?

Choices:
A. Nitrogen is used in respiration to generate energy.
B. Nitrogen is used in making the proteins in the body.
C. Nitrogen is used to help the body eliminate wastes.
D. Nitrogen is used by nerve cells to conduct impulses.

Prompt:
Question: What is the main reason humans need nitrogen to survive?
A. Nitrogen is used in respiration to generate energy.
B. Nitrogen is used in making the proteins in the body.
C. Nitrogen is used to help the body eliminate wastes.
D. Nitrogen is used by nerve cells to conduct impulses.
Answer:

Answer: 1

Question: What is the main reason humans need nitrogen to survive?

Choices:
A. Nitrogen is used in making the proteins in the body.
B. Nitrogen is used to help the body eliminate wastes.
C. Nitrogen is used in respiration to generate energy.
D. Nitrogen is used by nerve cells to conduct impulses.

Prompt:
Question: What is the main reason humans need nitrogen to survive?
A. Nitrogen is used in making the proteins in the body.
B. Nitrogen is used to help the body eliminate wastes.
C. Nitrogen is used in respiration to generate energy.
D. Nitrogen is used by nerve cells to conduct impulses.
Answer:

Question: What is the main reason humans need nitrogen to survive?

Choices:
1. Nitrogen is used in respiration to generate energy.
2. Nitrogen is used in making the proteins in the body.
3. Nitrogen is used to help the body eliminate wastes.
4. Nitrogen is used by nerve cells to conduct impulses.

Prompt:
Question: What is the main reason humans need nitrogen to survive?
1. Nitrogen is used in respiration to generate energy.
2. Nitrogen is used in making the proteins in the body.
3. Nitrogen is used to help the body eliminate wastes.
4. Nitrogen is used by nerve cells to conduct impulses.
Answer:

Answer: 1

Question: What is the main reason humans need nitrogen to survive?

Choices:
D. Nitrogen is used in respiration to generate energy.
O. Nitrogen is used in making the proteins in the body.
U. Nitrogen is used to help the body eliminate wastes.
I. Nitrogen is used by nerve cells to conduct impulses.

Prompt:
Question: What is the main reason humans need nitrogen to survive?
D. Nitrogen is used in respiration to generate energy.
O. Nitrogen is used in making the proteins in the body.
U. Nitrogen is used to help the body eliminate wastes.
I. Nitrogen is used by nerve cells to conduct impulses.
Answer:

Answer: 1

Question: What is the main reason humans need nitrogen to survive?

Choices:
D. Nitrogen is used in making the proteins in the body.
O. Nitrogen is used to help the body eliminate wastes.
U. Nitrogen is used in respiration to generate energy.
I. Nitrogen is used by nerve cells to conduct impulses.

Prompt:
Question: What is the main reason humans need nitrogen to survive?
D. Nitrogen is used in making the proteins in the body.
O. Nitrogen is used to help the body eliminate wastes.
U. Nitrogen is used in respiration to generate energy.
I. Nitrogen is used by nerve cells to conduct impulses.
Answer:


Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?

Choices:
A. Earth is tilted on the axis.
B. The Moon rises and sets.
C. The Moon orbits Earth.
D. Earth orbits the Sun.

Prompt:
Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?
A. Earth is tilted on the axis.
B. The Moon rises and sets.
C. The Moon orbits Earth.
D. Earth orbits the Sun.
Answer:

Answer: 2

Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?

Choices:
A. The Moon orbits Earth.
B. Earth orbits the Sun.
C. Earth is tilted on the axis.
D. The Moon rises and sets.

Prompt:
Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?
A. The Moon orbits Earth.
B. Earth orbits the Sun.
C. Earth is tilted on the axis.
D. The Moon rises and sets.
Answer:

Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?

Choices:
1. Earth is tilted on the axis.
2. The Moon rises and sets.
3. The Moon orbits Earth.
4. Earth orbits the Sun.

Prompt:
Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?
1. Earth is tilted on the axis.
2. The Moon rises and sets.
3. The Moon orbits Earth.
4. Earth orbits the Sun.
Answer:

Answer: 2

Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?

Choices:
E. Earth is tilted on the axis.
O. The Moon rises and sets.
K. The Moon orbits Earth.
Z. Earth orbits the Sun.

Prompt:
Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?
E. Earth is tilted on the axis.
O. The Moon rises and sets.
K. The Moon orbits Earth.
Z. Earth orbits the Sun.
Answer:

Answer: 2

Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?

Choices:
E. The Moon orbits Earth.
O. Earth orbits the Sun.
K. Earth is tilted on the axis.
Z. The Moon rises and sets.

Prompt:
Question: The phases of the Moon are daily changes in the appearance of the Moon. One reason Moon phases occur is because the Moon reflects sunlight. Which is another reason that the phases of the Moon occur?
E. The Moon orbits Earth.
O. Earth orbits the Sun.
K. Earth is tilted on the axis.
Z. The Moon rises and sets.
Answer:


Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?

Choices:
A. light
B. smoke
C. sound
D. water vapor

Prompt:
Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?
A. light
B. smoke
C. sound
D. water vapor
Answer:

Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?

Choices:
A. water vapor
B. sound
C. smoke
D. light

Prompt:
Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?
A. water vapor
B. sound
C. smoke
D. light
Answer:

Answer: 3

Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?

Choices:
1. light
2. smoke
3. sound
4. water vapor

Prompt:
Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?
1. light
2. smoke
3. sound
4. water vapor
Answer:

Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?

Choices:
P. light
L. smoke
W. sound
C. water vapor

Prompt:
Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?
P. light
L. smoke
W. sound
C. water vapor
Answer:

Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?

Choices:
P. water vapor
L. sound
W. smoke
C. light

Prompt:
Question: Some campers are sitting around a campfire outside their tent. Which product of the fire is in the form of electromagnetic waves?
P. water vapor
L. sound
W. smoke
C. light
Answer:

Answer: 3


Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?

Choices:
A. momentum
B. power
C. pressure
D. work

Prompt:
Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?
A. momentum
B. power
C. pressure
D. work
Answer:

Answer: 3

Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?

Choices:
A. work
B. pressure
C. momentum
D. power

Prompt:
Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?
A. work
B. pressure
C. momentum
D. power
Answer:

Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?

Choices:
1. momentum
2. power
3. pressure
4. work

Prompt:
Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?
1. momentum
2. power
3. pressure
4. work
Answer:

Answer: 3

Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?

Choices:
P. momentum
T. power
C. pressure
U. work

Prompt:
Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?
P. momentum
T. power
C. pressure
U. work
Answer:

Answer: 3

Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?

Choices:
P. work
T. pressure
C. momentum
U. power

Prompt:
Question: Jon had a flat tire on his car. He used a hydraulic jack to lift the car up so that he could change the tire. If Jon knows the amount of force used to lift the car 0.25 meter off of the ground, what is he able to calculate?
P. work
T. pressure
C. momentum
U. power
Answer:


Question: Which organ is made mostly of muscle?

Choices:
A. heart
B. lung
C. ear
D. brain

Prompt:
Question: Which organ is made mostly of muscle?
A. heart
B. lung
C. ear
D. brain
Answer:

Question: Which organ is made mostly of muscle?

Choices:
A. ear
B. heart
C. lung
D. brain

Prompt:
Question: Which organ is made mostly of muscle?
A. ear
B. heart
C. lung
D. brain
Answer:

Answer: 1

Question: Which organ is made mostly of muscle?

Choices:
1. heart
2. lung
3. ear
4. brain

Prompt:
Question: Which organ is made mostly of muscle?
1. heart
2. lung
3. ear
4. brain
Answer:

Question: Which organ is made mostly of muscle?

Choices:
V. heart
I. lung
B. ear
G. brain

Prompt:
Question: Which organ is made mostly of muscle?
V. heart
I. lung
B. ear
G. brain
Answer:

Question: Which organ is made mostly of muscle?

Choices:
V. ear
I. heart
B. lung
G. brain

Prompt:
Question: Which organ is made mostly of muscle?
V. ear
I. heart
B. lung
G. brain
Answer:

Answer: 1


Question: Which is considered a property of soil?

Choices:
A. streak
B. fracture
C. texture
D. luster

Prompt:
Question: Which is considered a property of soil?
A. streak
B. fracture
C. texture
D. luster
Answer:

Answer: 2

Question: Which is considered a property of soil?

Choices:
A. texture
B. fracture
C. luster
D. streak

Prompt:
Question: Which is considered a property of soil?
A. texture
B. fracture
C. luster
D. streak
Answer:

Question: Which is considered a property of soil?

Choices:
1. streak
2. fracture
3. texture
4. luster

Prompt:
Question: Which is considered a property of soil?
1. streak
2. fracture
3. texture
4. luster
Answer:

Answer: 2

Question: Which is considered a property of soil?

Choices:
N. streak
E. fracture
P. texture
O. luster

Prompt:
Question: Which is considered a property of soil?
N. streak
E. fracture
P. texture
O. luster
Answer:

Answer: 2

Question: Which is considered a property of soil?

Choices:
N. texture
E. fracture
P. luster
O. streak

Prompt:
Question: Which is considered a property of soil?
N. texture
E. fracture
P. luster
O. streak
Answer:


Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?

Choices:
A. tidal forces
B. wind erosion
C. plate tectonics
D. global warming

Prompt:
Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?
A. tidal forces
B. wind erosion
C. plate tectonics
D. global warming
Answer:

Answer: 2

Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?

Choices:
A. global warming
B. plate tectonics
C. tidal forces
D. wind erosion

Prompt:
Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?
A. global warming
B. plate tectonics
C. tidal forces
D. wind erosion
Answer:

Answer: 1

Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?

Choices:
1. tidal forces
2. wind erosion
3. plate tectonics
4. global warming

Prompt:
Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?
1. tidal forces
2. wind erosion
3. plate tectonics
4. global warming
Answer:

Answer: 2

Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?

Choices:
B. tidal forces
X. wind erosion
U. plate tectonics
Q. global warming

Prompt:
Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?
B. tidal forces
X. wind erosion
U. plate tectonics
Q. global warming
Answer:

Answer: 2

Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?

Choices:
B. global warming
X. plate tectonics
U. tidal forces
Q. wind erosion

Prompt:
Question: Which of these had the greatest impact on the current shape of Nevada's basin and range landscape?
B. global warming
X. plate tectonics
U. tidal forces
Q. wind erosion
Answer:

Answer: 1


Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?

Choices:
A. They insulate against cold air.
B. They optimize solar heating.
C. They reduce radiant cooling.
D. They act as a windbreak.

Prompt:
Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?
A. They insulate against cold air.
B. They optimize solar heating.
C. They reduce radiant cooling.
D. They act as a windbreak.
Answer:

Answer: 3

Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?

Choices:
A. They optimize solar heating.
B. They act as a windbreak.
C. They insulate against cold air.
D. They reduce radiant cooling.

Prompt:
Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?
A. They optimize solar heating.
B. They act as a windbreak.
C. They insulate against cold air.
D. They reduce radiant cooling.
Answer:

Answer: 1

Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?

Choices:
1. They insulate against cold air.
2. They optimize solar heating.
3. They reduce radiant cooling.
4. They act as a windbreak.

Prompt:
Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?
1. They insulate against cold air.
2. They optimize solar heating.
3. They reduce radiant cooling.
4. They act as a windbreak.
Answer:

Answer: 3

Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?

Choices:
N. They insulate against cold air.
R. They optimize solar heating.
Z. They reduce radiant cooling.
P. They act as a windbreak.

Prompt:
Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?
N. They insulate against cold air.
R. They optimize solar heating.
Z. They reduce radiant cooling.
P. They act as a windbreak.
Answer:

Answer: 3

Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?

Choices:
N. They optimize solar heating.
R. They act as a windbreak.
Z. They insulate against cold air.
P. They reduce radiant cooling.

Prompt:
Question: Which of the following is the primary way that evergreen trees planted on the north and west sides of residences in Massachusetts help reduce winter heating costs?
N. They optimize solar heating.
R. They act as a windbreak.
Z. They insulate against cold air.
P. They reduce radiant cooling.
Answer:

Answer: 1


Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as

Choices:
A. a compound.
B. an element.
C. a mixture.
D. a molecule.

Prompt:
Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as
A. a compound.
B. an element.
C. a mixture.
D. a molecule.
Answer:

Answer: 2

Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as

Choices:
A. a mixture.
B. an element.
C. a compound.
D. a molecule.

Prompt:
Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as
A. a mixture.
B. an element.
C. a compound.
D. a molecule.
Answer:

Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as

Choices:
1. a compound.
2. an element.
3. a mixture.
4. a molecule.

Prompt:
Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as
1. a compound.
2. an element.
3. a mixture.
4. a molecule.
Answer:

Answer: 2

Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as

Choices:
C. a compound.
H. an element.
V. a mixture.
B. a molecule.

Prompt:
Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as
C. a compound.
H. an element.
V. a mixture.
B. a molecule.
Answer:

Answer: 2

Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as

Choices:
C. a mixture.
H. an element.
V. a compound.
B. a molecule.

Prompt:
Question: Air is composed of nitrogen, oxygen, and other gases. Based on that information, air can be described as
C. a mixture.
H. an element.
V. a compound.
B. a molecule.
Answer:


Question: Which action should be taken in order to identify the streak of a mineral during an investigation?

Choices:
A. Weigh the mineral
B. Dip the mineral in acid
C. Heat the mineral until it melts
D. Drag an edge of the mineral across a tile

Prompt:
Question: Which action should be taken in order to identify the streak of a mineral during an investigation?
A. Weigh the mineral
B. Dip the mineral in acid
C. Heat the mineral until it melts
D. Drag an edge of the mineral across a tile
Answer:

Answer: 3

Question: Which action should be taken in order to identify the streak of a mineral during an investigation?

Choices:
A. Dip the mineral in acid
B. Drag an edge of the mineral across a tile
C. Heat the mineral until it melts
D. Weigh the mineral

Prompt:
Question: Which action should be taken in order to identify the streak of a mineral during an investigation?
A. Dip the mineral in acid
B. Drag an edge of the mineral across a tile
C. Heat the mineral until it melts
D. Weigh the mineral
Answer:

Answer: 1

Question: Which action should be taken in order to identify the streak of a mineral during an investigation?

Choices:
1. Weigh the mineral
2. Dip the mineral in acid
3. Heat the mineral until it melts
4. Drag an edge of the mineral across a tile

Prompt:
Question: Which action should be taken in order to identify the streak of a mineral during an investigation?
1. Weigh the mineral
2. Dip the mineral in acid
3. Heat the mineral until it melts
4. Drag an edge of the mineral across a tile
Answer:

Answer: 3

Question: Which action should be taken in order to identify the streak of a mineral during an investigation?

Choices:
E. Weigh the mineral
N. Dip the mineral in acid
S. Heat the mineral until it melts
C. Drag an edge of the mineral across a tile

Prompt:
Question: Which action should be taken in order to identify the streak of a mineral during an investigation?
E. Weigh the mineral
N. Dip the mineral in acid
S. Heat the mineral until it melts
C. Drag an edge of the mineral across a tile
Answer:

Answer: 3

Question: Which action should be taken in order to identify the streak of a mineral during an investigation?

Choices:
E. Dip the mineral in acid
N. Drag an edge of the mineral across a tile
S. Heat the mineral until it melts
C. Weigh the mineral

Prompt:
Question: Which action should be taken in order to identify the streak of a mineral during an investigation?
E. Dip the mineral in acid
N. Drag an edge of the mineral across a tile
S. Heat the mineral until it melts
C. Weigh the mineral
Answer:

Answer: 1


Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?

Choices:
A. extreme thirst and weight loss
B. intense aches and spasms
C. severe loss of hearing and vision
D. excessive loss of coordination and memory

Prompt:
Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?
A. extreme thirst and weight loss
B. intense aches and spasms
C. severe loss of hearing and vision
D. excessive loss of coordination and memory
Answer:

Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?

Choices:
A. excessive loss of coordination and memory
B. intense aches and spasms
C. extreme thirst and weight loss
D. severe loss of hearing and vision

Prompt:
Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?
A. excessive loss of coordination and memory
B. intense aches and spasms
C. extreme thirst and weight loss
D. severe loss of hearing and vision
Answer:

Answer: 2

Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?

Choices:
1. extreme thirst and weight loss
2. intense aches and spasms
3. severe loss of hearing and vision
4. excessive loss of coordination and memory

Prompt:
Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?
1. extreme thirst and weight loss
2. intense aches and spasms
3. severe loss of hearing and vision
4. excessive loss of coordination and memory
Answer:

Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?

Choices:
C. extreme thirst and weight loss
K. intense aches and spasms
U. severe loss of hearing and vision
B. excessive loss of coordination and memory

Prompt:
Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?
C. extreme thirst and weight loss
K. intense aches and spasms
U. severe loss of hearing and vision
B. excessive loss of coordination and memory
Answer:

Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?

Choices:
C. excessive loss of coordination and memory
K. intense aches and spasms
U. extreme thirst and weight loss
B. severe loss of hearing and vision

Prompt:
Question: In Type 1 diabetes, the immune system attacks the pancreatic cells that produce insulin. Without insulin, people that have Type 1 diabetes are unable to regulate blood glucose levels. What two symptoms are most likely associated with Type 1 diabetes?
C. excessive loss of coordination and memory
K. intense aches and spasms
U. extreme thirst and weight loss
B. severe loss of hearing and vision
Answer:

Answer: 2


Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?

Choices:
A. heat
B. current
C. wave motion
D. magnetic force

Prompt:
Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?
A. heat
B. current
C. wave motion
D. magnetic force
Answer:

Answer: 2

Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?

Choices:
A. current
B. wave motion
C. heat
D. magnetic force

Prompt:
Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?
A. current
B. wave motion
C. heat
D. magnetic force
Answer:

Answer: 1

Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?

Choices:
1. heat
2. current
3. wave motion
4. magnetic force

Prompt:
Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?
1. heat
2. current
3. wave motion
4. magnetic force
Answer:

Answer: 2

Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?

Choices:
F. heat
E. current
K. wave motion
O. magnetic force

Prompt:
Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?
F. heat
E. current
K. wave motion
O. magnetic force
Answer:

Answer: 2

Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?

Choices:
F. current
E. wave motion
K. heat
O. magnetic force

Prompt:
Question: When the cardboard cone of a radio speaker vibrates, it produces a sound in the air around it. The cone produces this sound by transferring which of the following to the air around it?
F. current
E. wave motion
K. heat
O. magnetic force
Answer:

Answer: 1


Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?

Choices:
A. The gas is more dense than the air.
B. The gas is more visible than the air.
C. The gas smells different from the air.
D. The gas evaporates faster than the air.

Prompt:
Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?
A. The gas is more dense than the air.
B. The gas is more visible than the air.
C. The gas smells different from the air.
D. The gas evaporates faster than the air.
Answer:

Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?

Choices:
A. The gas is more visible than the air.
B. The gas is more dense than the air.
C. The gas smells different from the air.
D. The gas evaporates faster than the air.

Prompt:
Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?
A. The gas is more visible than the air.
B. The gas is more dense than the air.
C. The gas smells different from the air.
D. The gas evaporates faster than the air.
Answer:

Answer: 1

Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?

Choices:
1. The gas is more dense than the air.
2. The gas is more visible than the air.
3. The gas smells different from the air.
4. The gas evaporates faster than the air.

Prompt:
Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?
1. The gas is more dense than the air.
2. The gas is more visible than the air.
3. The gas smells different from the air.
4. The gas evaporates faster than the air.
Answer:

Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?

Choices:
X. The gas is more dense than the air.
I. The gas is more visible than the air.
U. The gas smells different from the air.
S. The gas evaporates faster than the air.

Prompt:
Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?
X. The gas is more dense than the air.
I. The gas is more visible than the air.
U. The gas smells different from the air.
S. The gas evaporates faster than the air.
Answer:

Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?

Choices:
X. The gas is more visible than the air.
I. The gas is more dense than the air.
U. The gas smells different from the air.
S. The gas evaporates faster than the air.

Prompt:
Question: During a demonstration, a teacher pours CO_{2} gas over a candle, putting out the flame. Which physical property allows the teacher to pour the CO_{2} gas?
X. The gas is more visible than the air.
I. The gas is more dense than the air.
U. The gas smells different from the air.
S. The gas evaporates faster than the air.
Answer:

Answer: 1


Question: Atoms of the same element can have different atomic masses because they can have different numbers of

Choices:
A. neutrons.
B. protons.
C. electrons.
D. neutrinos.

Prompt:
Question: Atoms of the same element can have different atomic masses because they can have different numbers of
A. neutrons.
B. protons.
C. electrons.
D. neutrinos.
Answer:

Question: Atoms of the same element can have different atomic masses because they can have different numbers of

Choices:
A. electrons.
B. protons.
C. neutrons.
D. neutrinos.

Prompt:
Question: Atoms of the same element can have different atomic masses because they can have different numbers of
A. electrons.
B. protons.
C. neutrons.
D. neutrinos.
Answer:

Answer: 2

Question: Atoms of the same element can have different atomic masses because they can have different numbers of

Choices:
1. neutrons.
2. protons.
3. electrons.
4. neutrinos.

Prompt:
Question: Atoms of the same element can have different atomic masses because they can have different numbers of
1. neutrons.
2. protons.
3. electrons.
4. neutrinos.
Answer:

Question: Atoms of the same element can have different atomic masses because they can have different numbers of

Choices:
L. neutrons.
V. protons.
H. electrons.
M. neutrinos.

Prompt:
Question: Atoms of the same element can have different atomic masses because they can have different numbers of
L. neutrons.
V. protons.
H. electrons.
M. neutrinos.
Answer:

Question: Atoms of the same element can have different atomic masses because they can have different numbers of

Choices:
L. electrons.
V. protons.
H. neutrons.
M. neutrinos.

Prompt:
Question: Atoms of the same element can have different atomic masses because they can have different numbers of
L. electrons.
V. protons.
H. neutrons.
M. neutrinos.
Answer:

Answer: 2


Question: Which would be the best conductor of electricity?

Choices:
A. air
B. cork
C. water
D. silver

Prompt:
Question: Which would be the best conductor of electricity?
A. air
B. cork
C. water
D. silver
Answer:

Answer: 3

Question: Which would be the best conductor of electricity?

Choices:
A. water
B. silver
C. cork
D. air

Prompt:
Question: Which would be the best conductor of electricity?
A. water
B. silver
C. cork
D. air
Answer:

Answer: 1

Question: Which would be the best conductor of electricity?

Choices:
1. air
2. cork
3. water
4. silver

Prompt:
Question: Which would be the best conductor of electricity?
1. air
2. cork
3. water
4. silver
Answer:

Answer: 3

Question: Which would be the best conductor of electricity?

Choices:
Q. air
M. cork
Z. water
P. silver

Prompt:
Question: Which would be the best conductor of electricity?
Q. air
M. cork
Z. water
P. silver
Answer:

Answer: 3

Question: Which would be the best conductor of electricity?

Choices:
Q. water
M. silver
Z. cork
P. air

Prompt:
Question: Which would be the best conductor of electricity?
Q. water
M. silver
Z. cork
P. air
Answer:

Answer: 1


Question: Part of a scientific method involves collecting data in order to

Choices:
A. change a theory.
B. test a hypothesis.
C. write a procedure.
D. make an observation.

Prompt:
Question: Part of a scientific method involves collecting data in order to
A. change a theory.
B. test a hypothesis.
C. write a procedure.
D. make an observation.
Answer:

Answer: 1

Question: Part of a scientific method involves collecting data in order to

Choices:
A. test a hypothesis.
B. write a procedure.
C. change a theory.
D. make an observation.

Prompt:
Question: Part of a scientific method involves collecting data in order to
A. test a hypothesis.
B. write a procedure.
C. change a theory.
D. make an observation.
Answer:

Question: Part of a scientific method involves collecting data in order to

Choices:
1. change a theory.
2. test a hypothesis.
3. write a procedure.
4. make an observation.

Prompt:
Question: Part of a scientific method involves collecting data in order to
1. change a theory.
2. test a hypothesis.
3. write a procedure.
4. make an observation.
Answer:

Answer: 1

Question: Part of a scientific method involves collecting data in order to

Choices:
W. change a theory.
Q. test a hypothesis.
A. write a procedure.
E. make an observation.

Prompt:
Question: Part of a scientific method involves collecting data in order to
W. change a theory.
Q. test a hypothesis.
A. write a procedure.
E. make an observation.
Answer:

Answer: 1

Question: Part of a scientific method involves collecting data in order to

Choices:
W. test a hypothesis.
Q. write a procedure.
A. change a theory.
E. make an observation.

Prompt:
Question: Part of a scientific method involves collecting data in order to
W. test a hypothesis.
Q. write a procedure.
A. change a theory.
E. make an observation.
Answer:


Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?

Choices:
A. friction
B. mass
C. tension
D. weight

Prompt:
Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?
A. friction
B. mass
C. tension
D. weight
Answer:

Answer: 1

Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?

Choices:
A. tension
B. friction
C. weight
D. mass

Prompt:
Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?
A. tension
B. friction
C. weight
D. mass
Answer:

Answer: 3

Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?

Choices:
1. friction
2. mass
3. tension
4. weight

Prompt:
Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?
1. friction
2. mass
3. tension
4. weight
Answer:

Answer: 1

Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?

Choices:
H. friction
Y. mass
K. tension
J. weight

Prompt:
Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?
H. friction
Y. mass
K. tension
J. weight
Answer:

Answer: 1

Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?

Choices:
H. tension
Y. friction
K. weight
J. mass

Prompt:
Question: Gravity is a measurable force of attraction which acts upon objects. Which characteristic determines the gravity of an object?
H. tension
Y. friction
K. weight
J. mass
Answer:

Answer: 3


Question: Which is NOT an example of a chemical change?

Choices:
A. Melting ice
B. corroding silver
C. Burning match
D. Rotting vegetation

Prompt:
Question: Which is NOT an example of a chemical change?
A. Melting ice
B. corroding silver
C. Burning match
D. Rotting vegetation
Answer:

Question: Which is NOT an example of a chemical change?

Choices:
A. corroding silver
B. Melting ice
C. Rotting vegetation
D. Burning match

Prompt:
Question: Which is NOT an example of a chemical change?
A. corroding silver
B. Melting ice
C. Rotting vegetation
D. Burning match
Answer:

Answer: 1

Question: Which is NOT an example of a chemical change?

Choices:
1. Melting ice
2. corroding silver
3. Burning match
4. Rotting vegetation

Prompt:
Question: Which is NOT an example of a chemical change?
1. Melting ice
2. corroding silver
3. Burning match
4. Rotting vegetation
Answer:

Question: Which is NOT an example of a chemical change?

Choices:
U. Melting ice
T. corroding silver
D. Burning match
W. Rotting vegetation

Prompt:
Question: Which is NOT an example of a chemical change?
U. Melting ice
T. corroding silver
D. Burning match
W. Rotting vegetation
Answer:

Question: Which is NOT an example of a chemical change?

Choices:
U. corroding silver
T. Melting ice
D. Rotting vegetation
W. Burning match

Prompt:
Question: Which is NOT an example of a chemical change?
U. corroding silver
T. Melting ice
D. Rotting vegetation
W. Burning match
Answer:

Answer: 1


Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?

Choices:
A. the tilt of Earth on its axis
B. the rate of rotation of Earth
C. the effects of solar flare activity
D. the relative distance between Earth and the Sun

Prompt:
Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?
A. the tilt of Earth on its axis
B. the rate of rotation of Earth
C. the effects of solar flare activity
D. the relative distance between Earth and the Sun
Answer:

Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?

Choices:
A. the effects of solar flare activity
B. the rate of rotation of Earth
C. the tilt of Earth on its axis
D. the relative distance between Earth and the Sun

Prompt:
Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?
A. the effects of solar flare activity
B. the rate of rotation of Earth
C. the tilt of Earth on its axis
D. the relative distance between Earth and the Sun
Answer:

Answer: 2

Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?

Choices:
1. the tilt of Earth on its axis
2. the rate of rotation of Earth
3. the effects of solar flare activity
4. the relative distance between Earth and the Sun

Prompt:
Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?
1. the tilt of Earth on its axis
2. the rate of rotation of Earth
3. the effects of solar flare activity
4. the relative distance between Earth and the Sun
Answer:

Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?

Choices:
A. the tilt of Earth on its axis
X. the rate of rotation of Earth
B. the effects of solar flare activity
K. the relative distance between Earth and the Sun

Prompt:
Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?
A. the tilt of Earth on its axis
X. the rate of rotation of Earth
B. the effects of solar flare activity
K. the relative distance between Earth and the Sun
Answer:

Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?

Choices:
A. the effects of solar flare activity
X. the rate of rotation of Earth
B. the tilt of Earth on its axis
K. the relative distance between Earth and the Sun

Prompt:
Question: Seasons in Alaska are primarily caused by which factor as Earth revolves around the Sun?
A. the effects of solar flare activity
X. the rate of rotation of Earth
B. the tilt of Earth on its axis
K. the relative distance between Earth and the Sun
Answer:

Answer: 2


Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?

Choices:
A. test tube
B. meter stick
C. balance scale
D. graduated cylinder

Prompt:
Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?
A. test tube
B. meter stick
C. balance scale
D. graduated cylinder
Answer:

Answer: 3

Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?

Choices:
A. balance scale
B. graduated cylinder
C. meter stick
D. test tube

Prompt:
Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?
A. balance scale
B. graduated cylinder
C. meter stick
D. test tube
Answer:

Answer: 1

Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?

Choices:
1. test tube
2. meter stick
3. balance scale
4. graduated cylinder

Prompt:
Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?
1. test tube
2. meter stick
3. balance scale
4. graduated cylinder
Answer:

Answer: 3

Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?

Choices:
J. test tube
G. meter stick
V. balance scale
L. graduated cylinder

Prompt:
Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?
J. test tube
G. meter stick
V. balance scale
L. graduated cylinder
Answer:

Answer: 3

Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?

Choices:
J. balance scale
G. graduated cylinder
V. meter stick
L. test tube

Prompt:
Question: A student needs to measure out a precise amount of liquid. What is the best tool for the student to use?
J. balance scale
G. graduated cylinder
V. meter stick
L. test tube
Answer:

Answer: 1


Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of

Choices:
A. creating shelter
B. recycling nutrients
C. a transfer of energy
D. a defense mechanism

Prompt:
Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of
A. creating shelter
B. recycling nutrients
C. a transfer of energy
D. a defense mechanism
Answer:

Answer: 3

Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of

Choices:
A. a transfer of energy
B. a defense mechanism
C. recycling nutrients
D. creating shelter

Prompt:
Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of
A. a transfer of energy
B. a defense mechanism
C. recycling nutrients
D. creating shelter
Answer:

Answer: 1

Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of

Choices:
1. creating shelter
2. recycling nutrients
3. a transfer of energy
4. a defense mechanism

Prompt:
Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of
1. creating shelter
2. recycling nutrients
3. a transfer of energy
4. a defense mechanism
Answer:

Answer: 3

Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of

Choices:
M. creating shelter
S. recycling nutrients
T. a transfer of energy
N. a defense mechanism

Prompt:
Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of
M. creating shelter
S. recycling nutrients
T. a transfer of energy
N. a defense mechanism
Answer:

Answer: 3

Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of

Choices:
M. a transfer of energy
S. a defense mechanism
T. recycling nutrients
N. creating shelter

Prompt:
Question: An octopus squirts black ink around itself to hide from predators. This adaptation is an example of
M. a transfer of energy
S. a defense mechanism
T. recycling nutrients
N. creating shelter
Answer:

Answer: 1


Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?

Choices:
A. barometer
B. Doppler radar
C. depth scale
D. seismograph

Prompt:
Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?
A. barometer
B. Doppler radar
C. depth scale
D. seismograph
Answer:

Answer: 3

Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?

Choices:
A. Doppler radar
B. seismograph
C. barometer
D. depth scale

Prompt:
Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?
A. Doppler radar
B. seismograph
C. barometer
D. depth scale
Answer:

Answer: 1

Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?

Choices:
1. barometer
2. Doppler radar
3. depth scale
4. seismograph

Prompt:
Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?
1. barometer
2. Doppler radar
3. depth scale
4. seismograph
Answer:

Answer: 3

Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?

Choices:
H. barometer
B. Doppler radar
F. depth scale
C. seismograph

Prompt:
Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?
H. barometer
B. Doppler radar
F. depth scale
C. seismograph
Answer:

Answer: 3

Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?

Choices:
H. Doppler radar
B. seismograph
F. barometer
C. depth scale

Prompt:
Question: Earthquakes are vibrations of Earth's crust. What device is used to measure the size of an earthquake?
H. Doppler radar
B. seismograph
F. barometer
C. depth scale
Answer:

Answer: 1


Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?

Choices:
A. The eye sockets faced sideways.
B. The skull was much longer than it was wide.
C. There was a projecting ridge along the top of the skull.
D. Four of the teeth were long and pointed.
E. The jaws could move sideways as well as up and down.

Prompt:
Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?
A. The eye sockets faced sideways.
B. The skull was much longer than it was wide.
C. There was a projecting ridge along the top of the skull.
D. Four of the teeth were long and pointed.
E. The jaws could move sideways as well as up and down.
Answer:

Answer: 3

Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?

Choices:
A. The jaws could move sideways as well as up and down.
B. There was a projecting ridge along the top of the skull.
C. The eye sockets faced sideways.
D. The skull was much longer than it was wide.
E. Four of the teeth were long and pointed.

Prompt:
Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?
A. The jaws could move sideways as well as up and down.
B. There was a projecting ridge along the top of the skull.
C. The eye sockets faced sideways.
D. The skull was much longer than it was wide.
E. Four of the teeth were long and pointed.
Answer:

Answer: 4

Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?

Choices:
1. The eye sockets faced sideways.
2. The skull was much longer than it was wide.
3. There was a projecting ridge along the top of the skull.
4. Four of the teeth were long and pointed.
5. The jaws could move sideways as well as up and down.

Prompt:
Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?
1. The eye sockets faced sideways.
2. The skull was much longer than it was wide.
3. There was a projecting ridge along the top of the skull.
4. Four of the teeth were long and pointed.
5. The jaws could move sideways as well as up and down.
Answer:

Answer: 3

Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?

Choices:
A. The eye sockets faced sideways.
C. The skull was much longer than it was wide.
Q. There was a projecting ridge along the top of the skull.
M. Four of the teeth were long and pointed.
S. The jaws could move sideways as well as up and down.

Prompt:
Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?
A. The eye sockets faced sideways.
C. The skull was much longer than it was wide.
Q. There was a projecting ridge along the top of the skull.
M. Four of the teeth were long and pointed.
S. The jaws could move sideways as well as up and down.
Answer:

Answer: 3

Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?

Choices:
A. The jaws could move sideways as well as up and down.
C. There was a projecting ridge along the top of the skull.
Q. The eye sockets faced sideways.
M. The skull was much longer than it was wide.
S. Four of the teeth were long and pointed.

Prompt:
Question: A girl found the skull of an animal. She did not know what the animal was but she was sure that it preyed on other animals for its food. What clue led to this conclusion?
A. The jaws could move sideways as well as up and down.
C. There was a projecting ridge along the top of the skull.
Q. The eye sockets faced sideways.
M. The skull was much longer than it was wide.
S. Four of the teeth were long and pointed.
Answer:

Answer: 4


Question: Which one of these animals does NOT lay eggs?

Choices:
A. chickens
B. dogs
C. frogs
D. turtles

Prompt:
Question: Which one of these animals does NOT lay eggs?
A. chickens
B. dogs
C. frogs
D. turtles
Answer:

Answer: 1

Question: Which one of these animals does NOT lay eggs?

Choices:
A. dogs
B. turtles
C. frogs
D. chickens

Prompt:
Question: Which one of these animals does NOT lay eggs?
A. dogs
B. turtles
C. frogs
D. chickens
Answer:

Question: Which one of these animals does NOT lay eggs?

Choices:
1. chickens
2. dogs
3. frogs
4. turtles

Prompt:
Question: Which one of these animals does NOT lay eggs?
1. chickens
2. dogs
3. frogs
4. turtles
Answer:

Answer: 1

Question: Which one of these animals does NOT lay eggs?

Choices:
C. chickens
A. dogs
U. frogs
V. turtles

Prompt:
Question: Which one of these animals does NOT lay eggs?
C. chickens
A. dogs
U. frogs
V. turtles
Answer:

Answer: 1

Question: Which one of these animals does NOT lay eggs?

Choices:
C. dogs
A. turtles
U. frogs
V. chickens

Prompt:
Question: Which one of these animals does NOT lay eggs?
C. dogs
A. turtles
U. frogs
V. chickens
Answer:


Question: Which characteristic does a euglena share with an amoeba?

Choices:
A. They reproduce by mitosis.
B. They eat by phagocytosis.
C. They respond to light stimuli.
D. They move by changing shape.

Prompt:
Question: Which characteristic does a euglena share with an amoeba?
A. They reproduce by mitosis.
B. They eat by phagocytosis.
C. They respond to light stimuli.
D. They move by changing shape.
Answer:

Question: Which characteristic does a euglena share with an amoeba?

Choices:
A. They respond to light stimuli.
B. They reproduce by mitosis.
C. They move by changing shape.
D. They eat by phagocytosis.

Prompt:
Question: Which characteristic does a euglena share with an amoeba?
A. They respond to light stimuli.
B. They reproduce by mitosis.
C. They move by changing shape.
D. They eat by phagocytosis.
Answer:

Answer: 1

Question: Which characteristic does a euglena share with an amoeba?

Choices:
1. They reproduce by mitosis.
2. They eat by phagocytosis.
3. They respond to light stimuli.
4. They move by changing shape.

Prompt:
Question: Which characteristic does a euglena share with an amoeba?
1. They reproduce by mitosis.
2. They eat by phagocytosis.
3. They respond to light stimuli.
4. They move by changing shape.
Answer:

Question: Which characteristic does a euglena share with an amoeba?

Choices:
K. They reproduce by mitosis.
T. They eat by phagocytosis.
L. They respond to light stimuli.
X. They move by changing shape.

Prompt:
Question: Which characteristic does a euglena share with an amoeba?
K. They reproduce by mitosis.
T. They eat by phagocytosis.
L. They respond to light stimuli.
X. They move by changing shape.
Answer:

Question: Which characteristic does a euglena share with an amoeba?

Choices:
K. They respond to light stimuli.
T. They reproduce by mitosis.
L. They move by changing shape.
X. They eat by phagocytosis.

Prompt:
Question: Which characteristic does a euglena share with an amoeba?
K. They respond to light stimuli.
T. They reproduce by mitosis.
L. They move by changing shape.
X. They eat by phagocytosis.
Answer:

Answer: 1


Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?

Choices:
A. introduction of a non-native species
B. reduced daylight hours during winter
C. preventing the cutting of trees in forests
D. riverbank erosion resulting from springtime flooding

Prompt:
Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?
A. introduction of a non-native species
B. reduced daylight hours during winter
C. preventing the cutting of trees in forests
D. riverbank erosion resulting from springtime flooding
Answer:

Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?

Choices:
A. reduced daylight hours during winter
B. preventing the cutting of trees in forests
C. riverbank erosion resulting from springtime flooding
D. introduction of a non-native species

Prompt:
Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?
A. reduced daylight hours during winter
B. preventing the cutting of trees in forests
C. riverbank erosion resulting from springtime flooding
D. introduction of a non-native species
Answer:

Answer: 3

Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?

Choices:
1. introduction of a non-native species
2. reduced daylight hours during winter
3. preventing the cutting of trees in forests
4. riverbank erosion resulting from springtime flooding

Prompt:
Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?
1. introduction of a non-native species
2. reduced daylight hours during winter
3. preventing the cutting of trees in forests
4. riverbank erosion resulting from springtime flooding
Answer:

Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?

Choices:
W. introduction of a non-native species
I. reduced daylight hours during winter
J. preventing the cutting of trees in forests
U. riverbank erosion resulting from springtime flooding

Prompt:
Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?
W. introduction of a non-native species
I. reduced daylight hours during winter
J. preventing the cutting of trees in forests
U. riverbank erosion resulting from springtime flooding
Answer:

Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?

Choices:
W. reduced daylight hours during winter
I. preventing the cutting of trees in forests
J. riverbank erosion resulting from springtime flooding
U. introduction of a non-native species

Prompt:
Question: Which of the following is most likely to disrupt the natural balance in an ecosystem?
W. reduced daylight hours during winter
I. preventing the cutting of trees in forests
J. riverbank erosion resulting from springtime flooding
U. introduction of a non-native species
Answer:

Answer: 3


Question: Which of these correctly lists Earth's layers in order from the center to the surface?

Choices:
A. outer core, inner core, asthenosphere, lithosphere
B. asthenosphere, lithosphere, outer core, inner core
C. inner core, asthenosphere, lithosphere, outer core
D. inner core, outer core, asthenosphere, lithosphere

Prompt:
Question: Which of these correctly lists Earth's layers in order from the center to the surface?
A. outer core, inner core, asthenosphere, lithosphere
B. asthenosphere, lithosphere, outer core, inner core
C. inner core, asthenosphere, lithosphere, outer core
D. inner core, outer core, asthenosphere, lithosphere
Answer:

Answer: 3

Question: Which of these correctly lists Earth's layers in order from the center to the surface?

Choices:
A. inner core, outer core, asthenosphere, lithosphere
B. outer core, inner core, asthenosphere, lithosphere
C. inner core, asthenosphere, lithosphere, outer core
D. asthenosphere, lithosphere, outer core, inner core

Prompt:
Question: Which of these correctly lists Earth's layers in order from the center to the surface?
A. inner core, outer core, asthenosphere, lithosphere
B. outer core, inner core, asthenosphere, lithosphere
C. inner core, asthenosphere, lithosphere, outer core
D. asthenosphere, lithosphere, outer core, inner core
Answer:

Question: Which of these correctly lists Earth's layers in order from the center to the surface?

Choices:
1. outer core, inner core, asthenosphere, lithosphere
2. asthenosphere, lithosphere, outer core, inner core
3. inner core, asthenosphere, lithosphere, outer core
4. inner core, outer core, asthenosphere, lithosphere

Prompt:
Question: Which of these correctly lists Earth's layers in order from the center to the surface?
1. outer core, inner core, asthenosphere, lithosphere
2. asthenosphere, lithosphere, outer core, inner core
3. inner core, asthenosphere, lithosphere, outer core
4. inner core, outer core, asthenosphere, lithosphere
Answer:

Answer: 3

Question: Which of these correctly lists Earth's layers in order from the center to the surface?

Choices:
V. outer core, inner core, asthenosphere, lithosphere
T. asthenosphere, lithosphere, outer core, inner core
I. inner core, asthenosphere, lithosphere, outer core
C. inner core, outer core, asthenosphere, lithosphere

Prompt:
Question: Which of these correctly lists Earth's layers in order from the center to the surface?
V. outer core, inner core, asthenosphere, lithosphere
T. asthenosphere, lithosphere, outer core, inner core
I. inner core, asthenosphere, lithosphere, outer core
C. inner core, outer core, asthenosphere, lithosphere
Answer:

Answer: 3

Question: Which of these correctly lists Earth's layers in order from the center to the surface?

Choices:
V. inner core, outer core, asthenosphere, lithosphere
T. outer core, inner core, asthenosphere, lithosphere
I. inner core, asthenosphere, lithosphere, outer core
C. asthenosphere, lithosphere, outer core, inner core

Prompt:
Question: Which of these correctly lists Earth's layers in order from the center to the surface?
V. inner core, outer core, asthenosphere, lithosphere
T. outer core, inner core, asthenosphere, lithosphere
I. inner core, asthenosphere, lithosphere, outer core
C. asthenosphere, lithosphere, outer core, inner core
Answer:


Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?

Choices:
A. Nitrogen atoms are different sizes.
B. Nitrogen atoms are different ages.
C. Nitrogen atoms can bond to different atoms.
D. Nitrogen atoms have different amounts of energy.

Prompt:
Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?
A. Nitrogen atoms are different sizes.
B. Nitrogen atoms are different ages.
C. Nitrogen atoms can bond to different atoms.
D. Nitrogen atoms have different amounts of energy.
Answer:

Answer: 2

Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?

Choices:
A. Nitrogen atoms can bond to different atoms.
B. Nitrogen atoms are different ages.
C. Nitrogen atoms are different sizes.
D. Nitrogen atoms have different amounts of energy.

Prompt:
Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?
A. Nitrogen atoms can bond to different atoms.
B. Nitrogen atoms are different ages.
C. Nitrogen atoms are different sizes.
D. Nitrogen atoms have different amounts of energy.
Answer:

Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?

Choices:
1. Nitrogen atoms are different sizes.
2. Nitrogen atoms are different ages.
3. Nitrogen atoms can bond to different atoms.
4. Nitrogen atoms have different amounts of energy.

Prompt:
Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?
1. Nitrogen atoms are different sizes.
2. Nitrogen atoms are different ages.
3. Nitrogen atoms can bond to different atoms.
4. Nitrogen atoms have different amounts of energy.
Answer:

Answer: 2

Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?

Choices:
I. Nitrogen atoms are different sizes.
X. Nitrogen atoms are different ages.
N. Nitrogen atoms can bond to different atoms.
Y. Nitrogen atoms have different amounts of energy.

Prompt:
Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?
I. Nitrogen atoms are different sizes.
X. Nitrogen atoms are different ages.
N. Nitrogen atoms can bond to different atoms.
Y. Nitrogen atoms have different amounts of energy.
Answer:

Answer: 2

Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?

Choices:
I. Nitrogen atoms can bond to different atoms.
X. Nitrogen atoms are different ages.
N. Nitrogen atoms are different sizes.
Y. Nitrogen atoms have different amounts of energy.

Prompt:
Question: The element nitrogen can be found in simple, nonliving substances, such as air, and in complex molecules in living organisms, such as DNA. Which statement explains why nitrogen can exist in many compounds?
I. Nitrogen atoms can bond to different atoms.
X. Nitrogen atoms are different ages.
N. Nitrogen atoms are different sizes.
Y. Nitrogen atoms have different amounts of energy.
Answer:


Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?

Choices:
A. lipid
B. carbohydrate
C. nucleic acid
D. protein

Prompt:
Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?
A. lipid
B. carbohydrate
C. nucleic acid
D. protein
Answer:

Answer: 3

Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?

Choices:
A. lipid
B. protein
C. carbohydrate
D. nucleic acid

Prompt:
Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?
A. lipid
B. protein
C. carbohydrate
D. nucleic acid
Answer:

Answer: 1

Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?

Choices:
1. lipid
2. carbohydrate
3. nucleic acid
4. protein

Prompt:
Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?
1. lipid
2. carbohydrate
3. nucleic acid
4. protein
Answer:

Answer: 3

Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?

Choices:
C. lipid
U. carbohydrate
Q. nucleic acid
F. protein

Prompt:
Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?
C. lipid
U. carbohydrate
Q. nucleic acid
F. protein
Answer:

Answer: 3

Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?

Choices:
C. lipid
U. protein
Q. carbohydrate
F. nucleic acid

Prompt:
Question: An enzyme in the Golgi apparatus catalyzes the addition of phosphates to which class of molecule?
C. lipid
U. protein
Q. carbohydrate
F. nucleic acid
Answer:

Answer: 1