Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has

Choices:
A. the same weight and the same mass.
B. a larger weight, but smaller mass.
C. a smaller mass and larger weight.
D. a smaller weight and the same mass.

Prompt:
Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has
A. the same weight and the same mass.
B. a larger weight, but smaller mass.
C. a smaller mass and larger weight.
D. a smaller weight and the same mass.
Answer:

Answer: 3

Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has

Choices:
A. the same weight and the same mass.
B. a larger weight, but smaller mass.
C. a smaller weight and the same mass.
D. a smaller mass and larger weight.

Prompt:
Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has
A. the same weight and the same mass.
B. a larger weight, but smaller mass.
C. a smaller weight and the same mass.
D. a smaller mass and larger weight.
Answer:

Answer: 2

Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has

Choices:
1. the same weight and the same mass.
2. a larger weight, but smaller mass.
3. a smaller mass and larger weight.
4. a smaller weight and the same mass.

Prompt:
Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has
1. the same weight and the same mass.
2. a larger weight, but smaller mass.
3. a smaller mass and larger weight.
4. a smaller weight and the same mass.
Answer:

Answer: 3

Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has

Choices:
J. the same weight and the same mass.
M. a larger weight, but smaller mass.
H. a smaller mass and larger weight.
F. a smaller weight and the same mass.

Prompt:
Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has
J. the same weight and the same mass.
M. a larger weight, but smaller mass.
H. a smaller mass and larger weight.
F. a smaller weight and the same mass.
Answer:

Answer: 3

Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has

Choices:
J. the same weight and the same mass.
M. a larger weight, but smaller mass.
H. a smaller weight and the same mass.
F. a smaller mass and larger weight.

Prompt:
Question: The rover Spirit is a robotic probe that NASA has placed on Mars. The gravitational attraction of Mars is approximately 62% less than that of Earth. Compared to its measurements on Earth, on Mars the probe has
J. the same weight and the same mass.
M. a larger weight, but smaller mass.
H. a smaller weight and the same mass.
F. a smaller mass and larger weight.
Answer:

Answer: 2


Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?

Choices:
A. key
B. scale
C. legend
D. compass

Prompt:
Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?
A. key
B. scale
C. legend
D. compass
Answer:

Answer: 1

Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?

Choices:
A. legend
B. compass
C. scale
D. key

Prompt:
Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?
A. legend
B. compass
C. scale
D. key
Answer:

Answer: 2

Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?

Choices:
1. key
2. scale
3. legend
4. compass

Prompt:
Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?
1. key
2. scale
3. legend
4. compass
Answer:

Answer: 1

Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?

Choices:
B. key
F. scale
K. legend
T. compass

Prompt:
Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?
B. key
F. scale
K. legend
T. compass
Answer:

Answer: 1

Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?

Choices:
B. legend
F. compass
K. scale
T. key

Prompt:
Question: Sal is looking at a map of Massachusetts. He has measured the distance, in inches, from Boston to Salem on the map. He wants to know how many actual miles the inches represent. What feature of the map should he look for?
B. legend
F. compass
K. scale
T. key
Answer:

Answer: 2


Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are

Choices:
A. moving at different rates.
B. made of different materials.
C. used for different purposes.
D. picked up in different ways.

Prompt:
Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are
A. moving at different rates.
B. made of different materials.
C. used for different purposes.
D. picked up in different ways.
Answer:

Answer: 1

Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are

Choices:
A. made of different materials.
B. moving at different rates.
C. picked up in different ways.
D. used for different purposes.

Prompt:
Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are
A. made of different materials.
B. moving at different rates.
C. picked up in different ways.
D. used for different purposes.
Answer:

Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are

Choices:
1. moving at different rates.
2. made of different materials.
3. used for different purposes.
4. picked up in different ways.

Prompt:
Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are
1. moving at different rates.
2. made of different materials.
3. used for different purposes.
4. picked up in different ways.
Answer:

Answer: 1

Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are

Choices:
M. moving at different rates.
E. made of different materials.
D. used for different purposes.
S. picked up in different ways.

Prompt:
Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are
M. moving at different rates.
E. made of different materials.
D. used for different purposes.
S. picked up in different ways.
Answer:

Answer: 1

Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are

Choices:
M. made of different materials.
E. moving at different rates.
D. picked up in different ways.
S. used for different purposes.

Prompt:
Question: A hammer and a screwdriver are next to each other in the sunlight. After one hour, the hammer is hotter than the screwdriver. The shape and mass of each object may affect the amount of heat each object gains. Another explanation for the difference in temperature may be that the hammer and screwdriver are
M. made of different materials.
E. moving at different rates.
D. picked up in different ways.
S. used for different purposes.
Answer:


Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?

Choices:
A. because Earth rotates
B. because Earth tilts on its axis
C. because gravity pulls Earth toward the Sun
D. because the Moon reflects sunlight onto Earth

Prompt:
Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?
A. because Earth rotates
B. because Earth tilts on its axis
C. because gravity pulls Earth toward the Sun
D. because the Moon reflects sunlight onto Earth
Answer:

Answer: 1

Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?

Choices:
A. because the Moon reflects sunlight onto Earth
B. because gravity pulls Earth toward the Sun
C. because Earth rotates
D. because Earth tilts on its axis

Prompt:
Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?
A. because the Moon reflects sunlight onto Earth
B. because gravity pulls Earth toward the Sun
C. because Earth rotates
D. because Earth tilts on its axis
Answer:

Answer: 3

Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?

Choices:
1. because Earth rotates
2. because Earth tilts on its axis
3. because gravity pulls Earth toward the Sun
4. because the Moon reflects sunlight onto Earth

Prompt:
Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?
1. because Earth rotates
2. because Earth tilts on its axis
3. because gravity pulls Earth toward the Sun
4. because the Moon reflects sunlight onto Earth
Answer:

Answer: 1

Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?

Choices:
R. because Earth rotates
G. because Earth tilts on its axis
F. because gravity pulls Earth toward the Sun
P. because the Moon reflects sunlight onto Earth

Prompt:
Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?
R. because Earth rotates
G. because Earth tilts on its axis
F. because gravity pulls Earth toward the Sun
P. because the Moon reflects sunlight onto Earth
Answer:

Answer: 1

Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?

Choices:
R. because the Moon reflects sunlight onto Earth
G. because gravity pulls Earth toward the Sun
F. because Earth rotates
P. because Earth tilts on its axis

Prompt:
Question: On January 15th, there were 10 hours and 24 minutes of daylight in Jacksonville, Florida. On the same day, there were only 9 hours and 37 minutes of daylight in New York City. Why did New York have fewer hours of daylight than Florida?
R. because the Moon reflects sunlight onto Earth
G. because gravity pulls Earth toward the Sun
F. because Earth rotates
P. because Earth tilts on its axis
Answer:

Answer: 3


Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?

Choices:
A. obtain food
B. defend the cell
C. attach to a surface
D. perform conjugation

Prompt:
Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?
A. obtain food
B. defend the cell
C. attach to a surface
D. perform conjugation
Answer:

Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?

Choices:
A. attach to a surface
B. perform conjugation
C. defend the cell
D. obtain food

Prompt:
Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?
A. attach to a surface
B. perform conjugation
C. defend the cell
D. obtain food
Answer:

Answer: 3

Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?

Choices:
1. obtain food
2. defend the cell
3. attach to a surface
4. perform conjugation

Prompt:
Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?
1. obtain food
2. defend the cell
3. attach to a surface
4. perform conjugation
Answer:

Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?

Choices:
H. obtain food
G. defend the cell
O. attach to a surface
U. perform conjugation

Prompt:
Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?
H. obtain food
G. defend the cell
O. attach to a surface
U. perform conjugation
Answer:

Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?

Choices:
H. attach to a surface
G. perform conjugation
O. defend the cell
U. obtain food

Prompt:
Question: A euglena has a flagellum and a paramecium has cilia. Both types of organelles help these organisms move through the water. However, a paramecium can also use its cilia to perform another task. What is this task?
H. attach to a surface
G. perform conjugation
O. defend the cell
U. obtain food
Answer:

Answer: 3


Question: Which characteristic of wolves is most likely learned?

Choices:
A. fur color
B. eyesight
C. litter size
D. social behavior

Prompt:
Question: Which characteristic of wolves is most likely learned?
A. fur color
B. eyesight
C. litter size
D. social behavior
Answer:

Answer: 3

Question: Which characteristic of wolves is most likely learned?

Choices:
A. social behavior
B. litter size
C. eyesight
D. fur color

Prompt:
Question: Which characteristic of wolves is most likely learned?
A. social behavior
B. litter size
C. eyesight
D. fur color
Answer:

Question: Which characteristic of wolves is most likely learned?

Choices:
1. fur color
2. eyesight
3. litter size
4. social behavior

Prompt:
Question: Which characteristic of wolves is most likely learned?
1. fur color
2. eyesight
3. litter size
4. social behavior
Answer:

Answer: 3

Question: Which characteristic of wolves is most likely learned?

Choices:
B. fur color
P. eyesight
Z. litter size
C. social behavior

Prompt:
Question: Which characteristic of wolves is most likely learned?
B. fur color
P. eyesight
Z. litter size
C. social behavior
Answer:

Answer: 3

Question: Which characteristic of wolves is most likely learned?

Choices:
B. social behavior
P. litter size
Z. eyesight
C. fur color

Prompt:
Question: Which characteristic of wolves is most likely learned?
B. social behavior
P. litter size
Z. eyesight
C. fur color
Answer:


Question: Which would most help pollinators find flowers that are pollinated at night?

Choices:
A. shape
B. color
C. size
D. fragrance

Prompt:
Question: Which would most help pollinators find flowers that are pollinated at night?
A. shape
B. color
C. size
D. fragrance
Answer:

Answer: 3

Question: Which would most help pollinators find flowers that are pollinated at night?

Choices:
A. fragrance
B. shape
C. color
D. size

Prompt:
Question: Which would most help pollinators find flowers that are pollinated at night?
A. fragrance
B. shape
C. color
D. size
Answer:

Question: Which would most help pollinators find flowers that are pollinated at night?

Choices:
1. shape
2. color
3. size
4. fragrance

Prompt:
Question: Which would most help pollinators find flowers that are pollinated at night?
1. shape
2. color
3. size
4. fragrance
Answer:

Answer: 3

Question: Which would most help pollinators find flowers that are pollinated at night?

Choices:
H. shape
Q. color
A. size
U. fragrance

Prompt:
Question: Which would most help pollinators find flowers that are pollinated at night?
H. shape
Q. color
A. size
U. fragrance
Answer:

Answer: 3

Question: Which would most help pollinators find flowers that are pollinated at night?

Choices:
H. fragrance
Q. shape
A. color
U. size

Prompt:
Question: Which would most help pollinators find flowers that are pollinated at night?
H. fragrance
Q. shape
A. color
U. size
Answer:


Question: A solar eclipse occurs when

Choices:
A. the Moon blocks the Earth from the Sun.
B. the first four planets in the solar system are aligned.
C. Earth blocks the Moon from the Sun.
D. Earth's shadow falls on the Sun.

Prompt:
Question: A solar eclipse occurs when
A. the Moon blocks the Earth from the Sun.
B. the first four planets in the solar system are aligned.
C. Earth blocks the Moon from the Sun.
D. Earth's shadow falls on the Sun.
Answer:

Question: A solar eclipse occurs when

Choices:
A. the first four planets in the solar system are aligned.
B. the Moon blocks the Earth from the Sun.
C. Earth's shadow falls on the Sun.
D. Earth blocks the Moon from the Sun.

Prompt:
Question: A solar eclipse occurs when
A. the first four planets in the solar system are aligned.
B. the Moon blocks the Earth from the Sun.
C. Earth's shadow falls on the Sun.
D. Earth blocks the Moon from the Sun.
Answer:

Answer: 1

Question: A solar eclipse occurs when

Choices:
1. the Moon blocks the Earth from the Sun.
2. the first four planets in the solar system are aligned.
3. Earth blocks the Moon from the Sun.
4. Earth's shadow falls on the Sun.

Prompt:
Question: A solar eclipse occurs when
1. the Moon blocks the Earth from the Sun.
2. the first four planets in the solar system are aligned.
3. Earth blocks the Moon from the Sun.
4. Earth's shadow falls on the Sun.
Answer:

Question: A solar eclipse occurs when

Choices:
E. the Moon blocks the Earth from the Sun.
O. the first four planets in the solar system are aligned.
Q. Earth blocks the Moon from the Sun.
R. Earth's shadow falls on the Sun.

Prompt:
Question: A solar eclipse occurs when
E. the Moon blocks the Earth from the Sun.
O. the first four planets in the solar system are aligned.
Q. Earth blocks the Moon from the Sun.
R. Earth's shadow falls on the Sun.
Answer:

Question: A solar eclipse occurs when

Choices:
E. the first four planets in the solar system are aligned.
O. the Moon blocks the Earth from the Sun.
Q. Earth's shadow falls on the Sun.
R. Earth blocks the Moon from the Sun.

Prompt:
Question: A solar eclipse occurs when
E. the first four planets in the solar system are aligned.
O. the Moon blocks the Earth from the Sun.
Q. Earth's shadow falls on the Sun.
R. Earth blocks the Moon from the Sun.
Answer:

Answer: 1


Question: Which process turns a large rock into a pile of smaller stones?

Choices:
A. deposition
B. sedimentation
C. fossilizing
D. weathering

Prompt:
Question: Which process turns a large rock into a pile of smaller stones?
A. deposition
B. sedimentation
C. fossilizing
D. weathering
Answer:

Answer: 3

Question: Which process turns a large rock into a pile of smaller stones?

Choices:
A. weathering
B. deposition
C. fossilizing
D. sedimentation

Prompt:
Question: Which process turns a large rock into a pile of smaller stones?
A. weathering
B. deposition
C. fossilizing
D. sedimentation
Answer:

Question: Which process turns a large rock into a pile of smaller stones?

Choices:
1. deposition
2. sedimentation
3. fossilizing
4. weathering

Prompt:
Question: Which process turns a large rock into a pile of smaller stones?
1. deposition
2. sedimentation
3. fossilizing
4. weathering
Answer:

Answer: 3

Question: Which process turns a large rock into a pile of smaller stones?

Choices:
K. deposition
U. sedimentation
A. fossilizing
L. weathering

Prompt:
Question: Which process turns a large rock into a pile of smaller stones?
K. deposition
U. sedimentation
A. fossilizing
L. weathering
Answer:

Answer: 3

Question: Which process turns a large rock into a pile of smaller stones?

Choices:
K. weathering
U. deposition
A. fossilizing
L. sedimentation

Prompt:
Question: Which process turns a large rock into a pile of smaller stones?
K. weathering
U. deposition
A. fossilizing
L. sedimentation
Answer:


Question: Where are the active volcanoes most likely to be found?

Choices:
A. where rivers form
B. where tectonic plates meet
C. where oceans are deepest
D. where land and water meet

Prompt:
Question: Where are the active volcanoes most likely to be found?
A. where rivers form
B. where tectonic plates meet
C. where oceans are deepest
D. where land and water meet
Answer:

Answer: 1

Question: Where are the active volcanoes most likely to be found?

Choices:
A. where land and water meet
B. where rivers form
C. where oceans are deepest
D. where tectonic plates meet

Prompt:
Question: Where are the active volcanoes most likely to be found?
A. where land and water meet
B. where rivers form
C. where oceans are deepest
D. where tectonic plates meet
Answer:

Answer: 3

Question: Where are the active volcanoes most likely to be found?

Choices:
1. where rivers form
2. where tectonic plates meet
3. where oceans are deepest
4. where land and water meet

Prompt:
Question: Where are the active volcanoes most likely to be found?
1. where rivers form
2. where tectonic plates meet
3. where oceans are deepest
4. where land and water meet
Answer:

Answer: 1

Question: Where are the active volcanoes most likely to be found?

Choices:
C. where rivers form
D. where tectonic plates meet
Q. where oceans are deepest
K. where land and water meet

Prompt:
Question: Where are the active volcanoes most likely to be found?
C. where rivers form
D. where tectonic plates meet
Q. where oceans are deepest
K. where land and water meet
Answer:

Answer: 1

Question: Where are the active volcanoes most likely to be found?

Choices:
C. where land and water meet
D. where rivers form
Q. where oceans are deepest
K. where tectonic plates meet

Prompt:
Question: Where are the active volcanoes most likely to be found?
C. where land and water meet
D. where rivers form
Q. where oceans are deepest
K. where tectonic plates meet
Answer:

Answer: 3


Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?

Choices:
A. red giant
B. red dwarf
C. white dwarf
D. main sequence

Prompt:
Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?
A. red giant
B. red dwarf
C. white dwarf
D. main sequence
Answer:

Answer: 3

Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?

Choices:
A. main sequence
B. white dwarf
C. red dwarf
D. red giant

Prompt:
Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?
A. main sequence
B. white dwarf
C. red dwarf
D. red giant
Answer:

Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?

Choices:
1. red giant
2. red dwarf
3. white dwarf
4. main sequence

Prompt:
Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?
1. red giant
2. red dwarf
3. white dwarf
4. main sequence
Answer:

Answer: 3

Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?

Choices:
P. red giant
G. red dwarf
H. white dwarf
D. main sequence

Prompt:
Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?
P. red giant
G. red dwarf
H. white dwarf
D. main sequence
Answer:

Answer: 3

Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?

Choices:
P. main sequence
G. white dwarf
H. red dwarf
D. red giant

Prompt:
Question: During its lifetime, a star will evolve through several stages. In which stage does a star spend most of its life?
P. main sequence
G. white dwarf
H. red dwarf
D. red giant
Answer:


Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?

Choices:
A. sodium [Na]
B. lithium [Li]
C. sulfur [S]
D. carbon [C]

Prompt:
Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?
A. sodium [Na]
B. lithium [Li]
C. sulfur [S]
D. carbon [C]
Answer:

Answer: 3

Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?

Choices:
A. lithium [Li]
B. sodium [Na]
C. carbon [C]
D. sulfur [S]

Prompt:
Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?
A. lithium [Li]
B. sodium [Na]
C. carbon [C]
D. sulfur [S]
Answer:

Answer: 2

Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?

Choices:
1. sodium [Na]
2. lithium [Li]
3. sulfur [S]
4. carbon [C]

Prompt:
Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?
1. sodium [Na]
2. lithium [Li]
3. sulfur [S]
4. carbon [C]
Answer:

Answer: 3

Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?

Choices:
A. sodium [Na]
G. lithium [Li]
D. sulfur [S]
R. carbon [C]

Prompt:
Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?
A. sodium [Na]
G. lithium [Li]
D. sulfur [S]
R. carbon [C]
Answer:

Answer: 3

Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?

Choices:
A. lithium [Li]
G. sodium [Na]
D. carbon [C]
R. sulfur [S]

Prompt:
Question: Which of the following elements is best able to combine with itself and hydrogen [H] to form large molecules?
A. lithium [Li]
G. sodium [Na]
D. carbon [C]
R. sulfur [S]
Answer:

Answer: 2


Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?

Choices:
A. a portable radio
B. a television screen
C. a computer monitor
D. a mercury thermometer

Prompt:
Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?
A. a portable radio
B. a television screen
C. a computer monitor
D. a mercury thermometer
Answer:

Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?

Choices:
A. a television screen
B. a computer monitor
C. a portable radio
D. a mercury thermometer

Prompt:
Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?
A. a television screen
B. a computer monitor
C. a portable radio
D. a mercury thermometer
Answer:

Answer: 2

Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?

Choices:
1. a portable radio
2. a television screen
3. a computer monitor
4. a mercury thermometer

Prompt:
Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?
1. a portable radio
2. a television screen
3. a computer monitor
4. a mercury thermometer
Answer:

Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?

Choices:
X. a portable radio
E. a television screen
A. a computer monitor
S. a mercury thermometer

Prompt:
Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?
X. a portable radio
E. a television screen
A. a computer monitor
S. a mercury thermometer
Answer:

Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?

Choices:
X. a television screen
E. a computer monitor
A. a portable radio
S. a mercury thermometer

Prompt:
Question: Which of the following is designed to transform an electromagnetic wave into a mechanical wave?
X. a television screen
E. a computer monitor
A. a portable radio
S. a mercury thermometer
Answer:

Answer: 2


Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?

Choices:
A. We can pick the longest magnet.
B. We can pick the heaviest magnet.
C. We can measure the strength of the magnets.
D. We can vote for the magnet that we think is the strongest.

Prompt:
Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?
A. We can pick the longest magnet.
B. We can pick the heaviest magnet.
C. We can measure the strength of the magnets.
D. We can vote for the magnet that we think is the strongest.
Answer:

Answer: 2

Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?

Choices:
A. We can measure the strength of the magnets.
B. We can vote for the magnet that we think is the strongest.
C. We can pick the heaviest magnet.
D. We can pick the longest magnet.

Prompt:
Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?
A. We can measure the strength of the magnets.
B. We can vote for the magnet that we think is the strongest.
C. We can pick the heaviest magnet.
D. We can pick the longest magnet.
Answer:

Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?

Choices:
1. We can pick the longest magnet.
2. We can pick the heaviest magnet.
3. We can measure the strength of the magnets.
4. We can vote for the magnet that we think is the strongest.

Prompt:
Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?
1. We can pick the longest magnet.
2. We can pick the heaviest magnet.
3. We can measure the strength of the magnets.
4. We can vote for the magnet that we think is the strongest.
Answer:

Answer: 2

Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?

Choices:
V. We can pick the longest magnet.
Z. We can pick the heaviest magnet.
B. We can measure the strength of the magnets.
G. We can vote for the magnet that we think is the strongest.

Prompt:
Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?
V. We can pick the longest magnet.
Z. We can pick the heaviest magnet.
B. We can measure the strength of the magnets.
G. We can vote for the magnet that we think is the strongest.
Answer:

Answer: 2

Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?

Choices:
V. We can measure the strength of the magnets.
Z. We can vote for the magnet that we think is the strongest.
B. We can pick the heaviest magnet.
G. We can pick the longest magnet.

Prompt:
Question: Four students tried to find out which magnet was the strongest. They each shared one idea. Which idea shows scientific thinking?
V. We can measure the strength of the magnets.
Z. We can vote for the magnet that we think is the strongest.
B. We can pick the heaviest magnet.
G. We can pick the longest magnet.
Answer:


Question: Energy is transferred in an electrical circuit through

Choices:
A. static protons.
B. moving protons.
C. static electrons.
D. moving electrons.

Prompt:
Question: Energy is transferred in an electrical circuit through
A. static protons.
B. moving protons.
C. static electrons.
D. moving electrons.
Answer:

Answer: 3

Question: Energy is transferred in an electrical circuit through

Choices:
A. moving protons.
B. static electrons.
C. moving electrons.
D. static protons.

Prompt:
Question: Energy is transferred in an electrical circuit through
A. moving protons.
B. static electrons.
C. moving electrons.
D. static protons.
Answer:

Answer: 2

Question: Energy is transferred in an electrical circuit through

Choices:
1. static protons.
2. moving protons.
3. static electrons.
4. moving electrons.

Prompt:
Question: Energy is transferred in an electrical circuit through
1. static protons.
2. moving protons.
3. static electrons.
4. moving electrons.
Answer:

Answer: 3

Question: Energy is transferred in an electrical circuit through

Choices:
O. static protons.
G. moving protons.
X. static electrons.
K. moving electrons.

Prompt:
Question: Energy is transferred in an electrical circuit through
O. static protons.
G. moving protons.
X. static electrons.
K. moving electrons.
Answer:

Answer: 3

Question: Energy is transferred in an electrical circuit through

Choices:
O. moving protons.
G. static electrons.
X. moving electrons.
K. static protons.

Prompt:
Question: Energy is transferred in an electrical circuit through
O. moving protons.
G. static electrons.
X. moving electrons.
K. static protons.
Answer:

Answer: 2


Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?

Choices:
A. from fusion in red giants
B. in molecular clouds of gas
C. in radiation from black holes
D. from large fragments of antimatter

Prompt:
Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?
A. from fusion in red giants
B. in molecular clouds of gas
C. in radiation from black holes
D. from large fragments of antimatter
Answer:

Answer: 1

Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?

Choices:
A. in radiation from black holes
B. from large fragments of antimatter
C. from fusion in red giants
D. in molecular clouds of gas

Prompt:
Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?
A. in radiation from black holes
B. from large fragments of antimatter
C. from fusion in red giants
D. in molecular clouds of gas
Answer:

Answer: 3

Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?

Choices:
1. from fusion in red giants
2. in molecular clouds of gas
3. in radiation from black holes
4. from large fragments of antimatter

Prompt:
Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?
1. from fusion in red giants
2. in molecular clouds of gas
3. in radiation from black holes
4. from large fragments of antimatter
Answer:

Answer: 1

Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?

Choices:
Q. from fusion in red giants
S. in molecular clouds of gas
F. in radiation from black holes
D. from large fragments of antimatter

Prompt:
Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?
Q. from fusion in red giants
S. in molecular clouds of gas
F. in radiation from black holes
D. from large fragments of antimatter
Answer:

Answer: 1

Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?

Choices:
Q. in radiation from black holes
S. from large fragments of antimatter
F. from fusion in red giants
D. in molecular clouds of gas

Prompt:
Question: The life cycle of a star includes formation, life, and death. In the Universe, where do new stars originate?
Q. in radiation from black holes
S. from large fragments of antimatter
F. from fusion in red giants
D. in molecular clouds of gas
Answer:

Answer: 3


Question: What would be the initial result if a DNA molecule did not replicate accurately?

Choices:
A. infertility of the organism
B. incorrect protein synthesis
C. increase in reproduction rate
D. immediate death of the organism

Prompt:
Question: What would be the initial result if a DNA molecule did not replicate accurately?
A. infertility of the organism
B. incorrect protein synthesis
C. increase in reproduction rate
D. immediate death of the organism
Answer:

Answer: 1

Question: What would be the initial result if a DNA molecule did not replicate accurately?

Choices:
A. immediate death of the organism
B. increase in reproduction rate
C. infertility of the organism
D. incorrect protein synthesis

Prompt:
Question: What would be the initial result if a DNA molecule did not replicate accurately?
A. immediate death of the organism
B. increase in reproduction rate
C. infertility of the organism
D. incorrect protein synthesis
Answer:

Answer: 3

Question: What would be the initial result if a DNA molecule did not replicate accurately?

Choices:
1. infertility of the organism
2. incorrect protein synthesis
3. increase in reproduction rate
4. immediate death of the organism

Prompt:
Question: What would be the initial result if a DNA molecule did not replicate accurately?
1. infertility of the organism
2. incorrect protein synthesis
3. increase in reproduction rate
4. immediate death of the organism
Answer:

Answer: 1

Question: What would be the initial result if a DNA molecule did not replicate accurately?

Choices:
B. infertility of the organism
Z. incorrect protein synthesis
D. increase in reproduction rate
J. immediate death of the organism

Prompt:
Question: What would be the initial result if a DNA molecule did not replicate accurately?
B. infertility of the organism
Z. incorrect protein synthesis
D. increase in reproduction rate
J. immediate death of the organism
Answer:

Answer: 1

Question: What would be the initial result if a DNA molecule did not replicate accurately?

Choices:
B. immediate death of the organism
Z. increase in reproduction rate
D. infertility of the organism
J. incorrect protein synthesis

Prompt:
Question: What would be the initial result if a DNA molecule did not replicate accurately?
B. immediate death of the organism
Z. increase in reproduction rate
D. infertility of the organism
J. incorrect protein synthesis
Answer:

Answer: 3


Question: Photosynthesis and respiration are both parts of which cycle?

Choices:
A. carbon cycle
B. nitrogen cycle
C. phosphorous cycle
D. rock cycle

Prompt:
Question: Photosynthesis and respiration are both parts of which cycle?
A. carbon cycle
B. nitrogen cycle
C. phosphorous cycle
D. rock cycle
Answer:

Question: Photosynthesis and respiration are both parts of which cycle?

Choices:
A. rock cycle
B. carbon cycle
C. phosphorous cycle
D. nitrogen cycle

Prompt:
Question: Photosynthesis and respiration are both parts of which cycle?
A. rock cycle
B. carbon cycle
C. phosphorous cycle
D. nitrogen cycle
Answer:

Answer: 1

Question: Photosynthesis and respiration are both parts of which cycle?

Choices:
1. carbon cycle
2. nitrogen cycle
3. phosphorous cycle
4. rock cycle

Prompt:
Question: Photosynthesis and respiration are both parts of which cycle?
1. carbon cycle
2. nitrogen cycle
3. phosphorous cycle
4. rock cycle
Answer:

Question: Photosynthesis and respiration are both parts of which cycle?

Choices:
R. carbon cycle
V. nitrogen cycle
B. phosphorous cycle
M. rock cycle

Prompt:
Question: Photosynthesis and respiration are both parts of which cycle?
R. carbon cycle
V. nitrogen cycle
B. phosphorous cycle
M. rock cycle
Answer:

Question: Photosynthesis and respiration are both parts of which cycle?

Choices:
R. rock cycle
V. carbon cycle
B. phosphorous cycle
M. nitrogen cycle

Prompt:
Question: Photosynthesis and respiration are both parts of which cycle?
R. rock cycle
V. carbon cycle
B. phosphorous cycle
M. nitrogen cycle
Answer:

Answer: 1


Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?

Choices:
A. seasons
B. climate
C. weather
D. quarters

Prompt:
Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?
A. seasons
B. climate
C. weather
D. quarters
Answer:

Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?

Choices:
A. climate
B. seasons
C. quarters
D. weather

Prompt:
Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?
A. climate
B. seasons
C. quarters
D. weather
Answer:

Answer: 1

Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?

Choices:
1. seasons
2. climate
3. weather
4. quarters

Prompt:
Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?
1. seasons
2. climate
3. weather
4. quarters
Answer:

Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?

Choices:
O. seasons
J. climate
L. weather
C. quarters

Prompt:
Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?
O. seasons
J. climate
L. weather
C. quarters
Answer:

Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?

Choices:
O. climate
J. seasons
L. quarters
C. weather

Prompt:
Question: Earth is tilted as it travels around the Sun. The tilt changes the amount of energy each area gets from the Sun, which makes some months of the year warmer than others. What are the four main temperature changes in a year called?
O. climate
J. seasons
L. quarters
C. weather
Answer:

Answer: 1


Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by

Choices:
A. insulation.
B. magnetism.
C. friction.
D. conduction.

Prompt:
Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by
A. insulation.
B. magnetism.
C. friction.
D. conduction.
Answer:

Answer: 2

Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by

Choices:
A. insulation.
B. conduction.
C. magnetism.
D. friction.

Prompt:
Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by
A. insulation.
B. conduction.
C. magnetism.
D. friction.
Answer:

Answer: 3

Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by

Choices:
1. insulation.
2. magnetism.
3. friction.
4. conduction.

Prompt:
Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by
1. insulation.
2. magnetism.
3. friction.
4. conduction.
Answer:

Answer: 2

Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by

Choices:
Z. insulation.
X. magnetism.
D. friction.
J. conduction.

Prompt:
Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by
Z. insulation.
X. magnetism.
D. friction.
J. conduction.
Answer:

Answer: 2

Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by

Choices:
Z. insulation.
X. conduction.
D. magnetism.
J. friction.

Prompt:
Question: If your hands are cold, you can warm them by rubbing them together. The heat energy that you produce is caused by
Z. insulation.
X. conduction.
D. magnetism.
J. friction.
Answer:

Answer: 3


Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?

Choices:
A. They are broken down by ultraviolet light from the Sun.
B. They are converted into nitrogen and oxygen.
C. They rise through the atmosphere and go into outer space.
D. They remain in the atmosphere for long periods of time.

Prompt:
Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?
A. They are broken down by ultraviolet light from the Sun.
B. They are converted into nitrogen and oxygen.
C. They rise through the atmosphere and go into outer space.
D. They remain in the atmosphere for long periods of time.
Answer:

Answer: 3

Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?

Choices:
A. They are broken down by ultraviolet light from the Sun.
B. They rise through the atmosphere and go into outer space.
C. They remain in the atmosphere for long periods of time.
D. They are converted into nitrogen and oxygen.

Prompt:
Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?
A. They are broken down by ultraviolet light from the Sun.
B. They rise through the atmosphere and go into outer space.
C. They remain in the atmosphere for long periods of time.
D. They are converted into nitrogen and oxygen.
Answer:

Answer: 2

Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?

Choices:
1. They are broken down by ultraviolet light from the Sun.
2. They are converted into nitrogen and oxygen.
3. They rise through the atmosphere and go into outer space.
4. They remain in the atmosphere for long periods of time.

Prompt:
Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?
1. They are broken down by ultraviolet light from the Sun.
2. They are converted into nitrogen and oxygen.
3. They rise through the atmosphere and go into outer space.
4. They remain in the atmosphere for long periods of time.
Answer:

Answer: 3

Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?

Choices:
K. They are broken down by ultraviolet light from the Sun.
Y. They are converted into nitrogen and oxygen.
S. They rise through the atmosphere and go into outer space.
H. They remain in the atmosphere for long periods of time.

Prompt:
Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?
K. They are broken down by ultraviolet light from the Sun.
Y. They are converted into nitrogen and oxygen.
S. They rise through the atmosphere and go into outer space.
H. They remain in the atmosphere for long periods of time.
Answer:

Answer: 3

Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?

Choices:
K. They are broken down by ultraviolet light from the Sun.
Y. They rise through the atmosphere and go into outer space.
S. They remain in the atmosphere for long periods of time.
H. They are converted into nitrogen and oxygen.

Prompt:
Question: Large amounts of industrial gases are released into the atmosphere every day. What happens to those gases?
K. They are broken down by ultraviolet light from the Sun.
Y. They rise through the atmosphere and go into outer space.
S. They remain in the atmosphere for long periods of time.
H. They are converted into nitrogen and oxygen.
Answer:

Answer: 2


Question: In which way is a prokaryotic cell different from a eukaryotic cell?

Choices:
A. A prokaryotic cell is larger.
B. A prokaryotic cell has no nucleus.
C. A prokaryotic cell can reproduce itself.
D. A prokaryotic cell has a cell membrane.

Prompt:
Question: In which way is a prokaryotic cell different from a eukaryotic cell?
A. A prokaryotic cell is larger.
B. A prokaryotic cell has no nucleus.
C. A prokaryotic cell can reproduce itself.
D. A prokaryotic cell has a cell membrane.
Answer:

Answer: 1

Question: In which way is a prokaryotic cell different from a eukaryotic cell?

Choices:
A. A prokaryotic cell has no nucleus.
B. A prokaryotic cell has a cell membrane.
C. A prokaryotic cell can reproduce itself.
D. A prokaryotic cell is larger.

Prompt:
Question: In which way is a prokaryotic cell different from a eukaryotic cell?
A. A prokaryotic cell has no nucleus.
B. A prokaryotic cell has a cell membrane.
C. A prokaryotic cell can reproduce itself.
D. A prokaryotic cell is larger.
Answer:

Question: In which way is a prokaryotic cell different from a eukaryotic cell?

Choices:
1. A prokaryotic cell is larger.
2. A prokaryotic cell has no nucleus.
3. A prokaryotic cell can reproduce itself.
4. A prokaryotic cell has a cell membrane.

Prompt:
Question: In which way is a prokaryotic cell different from a eukaryotic cell?
1. A prokaryotic cell is larger.
2. A prokaryotic cell has no nucleus.
3. A prokaryotic cell can reproduce itself.
4. A prokaryotic cell has a cell membrane.
Answer:

Answer: 1

Question: In which way is a prokaryotic cell different from a eukaryotic cell?

Choices:
C. A prokaryotic cell is larger.
I. A prokaryotic cell has no nucleus.
S. A prokaryotic cell can reproduce itself.
Z. A prokaryotic cell has a cell membrane.

Prompt:
Question: In which way is a prokaryotic cell different from a eukaryotic cell?
C. A prokaryotic cell is larger.
I. A prokaryotic cell has no nucleus.
S. A prokaryotic cell can reproduce itself.
Z. A prokaryotic cell has a cell membrane.
Answer:

Answer: 1

Question: In which way is a prokaryotic cell different from a eukaryotic cell?

Choices:
C. A prokaryotic cell has no nucleus.
I. A prokaryotic cell has a cell membrane.
S. A prokaryotic cell can reproduce itself.
Z. A prokaryotic cell is larger.

Prompt:
Question: In which way is a prokaryotic cell different from a eukaryotic cell?
C. A prokaryotic cell has no nucleus.
I. A prokaryotic cell has a cell membrane.
S. A prokaryotic cell can reproduce itself.
Z. A prokaryotic cell is larger.
Answer:


Question: What is a primary role of decomposers in an ecosystem?

Choices:
A. They eliminate matter by taking nitrogen from the ecosystem.
B. They eliminate matter by taking phosphorus from the ecosystem.
C. They cycle matter by returning carbon and other matter to the ecosystem.
D. They cycle matter by returning oxygen and other matter to the ecosystem.

Prompt:
Question: What is a primary role of decomposers in an ecosystem?
A. They eliminate matter by taking nitrogen from the ecosystem.
B. They eliminate matter by taking phosphorus from the ecosystem.
C. They cycle matter by returning carbon and other matter to the ecosystem.
D. They cycle matter by returning oxygen and other matter to the ecosystem.
Answer:

Answer: 2

Question: What is a primary role of decomposers in an ecosystem?

Choices:
A. They eliminate matter by taking phosphorus from the ecosystem.
B. They eliminate matter by taking nitrogen from the ecosystem.
C. They cycle matter by returning oxygen and other matter to the ecosystem.
D. They cycle matter by returning carbon and other matter to the ecosystem.

Prompt:
Question: What is a primary role of decomposers in an ecosystem?
A. They eliminate matter by taking phosphorus from the ecosystem.
B. They eliminate matter by taking nitrogen from the ecosystem.
C. They cycle matter by returning oxygen and other matter to the ecosystem.
D. They cycle matter by returning carbon and other matter to the ecosystem.
Answer:

Answer: 3

Question: What is a primary role of decomposers in an ecosystem?

Choices:
1. They eliminate matter by taking nitrogen from the ecosystem.
2. They eliminate matter by taking phosphorus from the ecosystem.
3. They cycle matter by returning carbon and other matter to the ecosystem.
4. They cycle matter by returning oxygen and other matter to the ecosystem.

Prompt:
Question: What is a primary role of decomposers in an ecosystem?
1. They eliminate matter by taking nitrogen from the ecosystem.
2. They eliminate matter by taking phosphorus from the ecosystem.
3. They cycle matter by returning carbon and other matter to the ecosystem.
4. They cycle matter by returning oxygen and other matter to the ecosystem.
Answer:

Answer: 2

Question: What is a primary role of decomposers in an ecosystem?

Choices:
X. They eliminate matter by taking nitrogen from the ecosystem.
V. They eliminate matter by taking phosphorus from the ecosystem.
K. They cycle matter by returning carbon and other matter to the ecosystem.
D. They cycle matter by returning oxygen and other matter to the ecosystem.

Prompt:
Question: What is a primary role of decomposers in an ecosystem?
X. They eliminate matter by taking nitrogen from the ecosystem.
V. They eliminate matter by taking phosphorus from the ecosystem.
K. They cycle matter by returning carbon and other matter to the ecosystem.
D. They cycle matter by returning oxygen and other matter to the ecosystem.
Answer:

Answer: 2

Question: What is a primary role of decomposers in an ecosystem?

Choices:
X. They eliminate matter by taking phosphorus from the ecosystem.
V. They eliminate matter by taking nitrogen from the ecosystem.
K. They cycle matter by returning oxygen and other matter to the ecosystem.
D. They cycle matter by returning carbon and other matter to the ecosystem.

Prompt:
Question: What is a primary role of decomposers in an ecosystem?
X. They eliminate matter by taking phosphorus from the ecosystem.
V. They eliminate matter by taking nitrogen from the ecosystem.
K. They cycle matter by returning oxygen and other matter to the ecosystem.
D. They cycle matter by returning carbon and other matter to the ecosystem.
Answer:

Answer: 3


Question: What chemical symbol represents the element copper?

Choices:
A. C
B. Co
C. Cp
D. Cu

Prompt:
Question: What chemical symbol represents the element copper?
A. C
B. Co
C. Cp
D. Cu
Answer:

Answer: 3

Question: What chemical symbol represents the element copper?

Choices:
A. C
B. Cu
C. Co
D. Cp

Prompt:
Question: What chemical symbol represents the element copper?
A. C
B. Cu
C. Co
D. Cp
Answer:

Answer: 1

Question: What chemical symbol represents the element copper?

Choices:
1. C
2. Co
3. Cp
4. Cu

Prompt:
Question: What chemical symbol represents the element copper?
1. C
2. Co
3. Cp
4. Cu
Answer:

Answer: 3

Question: What chemical symbol represents the element copper?

Choices:
Y. C
H. Co
D. Cp
P. Cu

Prompt:
Question: What chemical symbol represents the element copper?
Y. C
H. Co
D. Cp
P. Cu
Answer:

Answer: 3

Question: What chemical symbol represents the element copper?

Choices:
Y. C
H. Cu
D. Co
P. Cp

Prompt:
Question: What chemical symbol represents the element copper?
Y. C
H. Cu
D. Co
P. Cp
Answer:

Answer: 1


Question: Meteorologists study weather. Which of the following should meteorologists know about?

Choices:
A. types of fronts
B. types of fossils
C. types of circuits
D. types of adaptations

Prompt:
Question: Meteorologists study weather. Which of the following should meteorologists know about?
A. types of fronts
B. types of fossils
C. types of circuits
D. types of adaptations
Answer:

Question: Meteorologists study weather. Which of the following should meteorologists know about?

Choices:
A. types of adaptations
B. types of circuits
C. types of fronts
D. types of fossils

Prompt:
Question: Meteorologists study weather. Which of the following should meteorologists know about?
A. types of adaptations
B. types of circuits
C. types of fronts
D. types of fossils
Answer:

Answer: 2

Question: Meteorologists study weather. Which of the following should meteorologists know about?

Choices:
1. types of fronts
2. types of fossils
3. types of circuits
4. types of adaptations

Prompt:
Question: Meteorologists study weather. Which of the following should meteorologists know about?
1. types of fronts
2. types of fossils
3. types of circuits
4. types of adaptations
Answer:

Question: Meteorologists study weather. Which of the following should meteorologists know about?

Choices:
R. types of fronts
U. types of fossils
H. types of circuits
E. types of adaptations

Prompt:
Question: Meteorologists study weather. Which of the following should meteorologists know about?
R. types of fronts
U. types of fossils
H. types of circuits
E. types of adaptations
Answer:

Question: Meteorologists study weather. Which of the following should meteorologists know about?

Choices:
R. types of adaptations
U. types of circuits
H. types of fronts
E. types of fossils

Prompt:
Question: Meteorologists study weather. Which of the following should meteorologists know about?
R. types of adaptations
U. types of circuits
H. types of fronts
E. types of fossils
Answer:

Answer: 2


Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?

Choices:
A. The sound is reflected more in space.
B. The pressure is too high inside the spaceships.
C. The spaceships are traveling faster than sound.
D. There is no air in space for the sound to travel through.

Prompt:
Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?
A. The sound is reflected more in space.
B. The pressure is too high inside the spaceships.
C. The spaceships are traveling faster than sound.
D. There is no air in space for the sound to travel through.
Answer:

Answer: 3

Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?

Choices:
A. The sound is reflected more in space.
B. There is no air in space for the sound to travel through.
C. The spaceships are traveling faster than sound.
D. The pressure is too high inside the spaceships.

Prompt:
Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?
A. The sound is reflected more in space.
B. There is no air in space for the sound to travel through.
C. The spaceships are traveling faster than sound.
D. The pressure is too high inside the spaceships.
Answer:

Answer: 1

Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?

Choices:
1. The sound is reflected more in space.
2. The pressure is too high inside the spaceships.
3. The spaceships are traveling faster than sound.
4. There is no air in space for the sound to travel through.

Prompt:
Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?
1. The sound is reflected more in space.
2. The pressure is too high inside the spaceships.
3. The spaceships are traveling faster than sound.
4. There is no air in space for the sound to travel through.
Answer:

Answer: 3

Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?

Choices:
U. The sound is reflected more in space.
B. The pressure is too high inside the spaceships.
M. The spaceships are traveling faster than sound.
L. There is no air in space for the sound to travel through.

Prompt:
Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?
U. The sound is reflected more in space.
B. The pressure is too high inside the spaceships.
M. The spaceships are traveling faster than sound.
L. There is no air in space for the sound to travel through.
Answer:

Answer: 3

Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?

Choices:
U. The sound is reflected more in space.
B. There is no air in space for the sound to travel through.
M. The spaceships are traveling faster than sound.
L. The pressure is too high inside the spaceships.

Prompt:
Question: The crews of two boats at sea can communicate with each other by shouting. Why is it impossible for the crews of two spaceships a similar distance apart in space to do this?
U. The sound is reflected more in space.
B. There is no air in space for the sound to travel through.
M. The spaceships are traveling faster than sound.
L. The pressure is too high inside the spaceships.
Answer:

Answer: 1


Question: Which liquid most likely contains a dissolved gas?

Choices:
A. whole milk
B. house paint
C. mud puddle
D. carbonated soda

Prompt:
Question: Which liquid most likely contains a dissolved gas?
A. whole milk
B. house paint
C. mud puddle
D. carbonated soda
Answer:

Answer: 3

Question: Which liquid most likely contains a dissolved gas?

Choices:
A. carbonated soda
B. whole milk
C. house paint
D. mud puddle

Prompt:
Question: Which liquid most likely contains a dissolved gas?
A. carbonated soda
B. whole milk
C. house paint
D. mud puddle
Answer:

Question: Which liquid most likely contains a dissolved gas?

Choices:
1. whole milk
2. house paint
3. mud puddle
4. carbonated soda

Prompt:
Question: Which liquid most likely contains a dissolved gas?
1. whole milk
2. house paint
3. mud puddle
4. carbonated soda
Answer:

Answer: 3

Question: Which liquid most likely contains a dissolved gas?

Choices:
A. whole milk
P. house paint
L. mud puddle
C. carbonated soda

Prompt:
Question: Which liquid most likely contains a dissolved gas?
A. whole milk
P. house paint
L. mud puddle
C. carbonated soda
Answer:

Answer: 3

Question: Which liquid most likely contains a dissolved gas?

Choices:
A. carbonated soda
P. whole milk
L. house paint
C. mud puddle

Prompt:
Question: Which liquid most likely contains a dissolved gas?
A. carbonated soda
P. whole milk
L. house paint
C. mud puddle
Answer:


Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?

Choices:
A. tar
B. glass
C. plastic
D. electricity

Prompt:
Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?
A. tar
B. glass
C. plastic
D. electricity
Answer:

Answer: 1

Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?

Choices:
A. glass
B. electricity
C. plastic
D. tar

Prompt:
Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?
A. glass
B. electricity
C. plastic
D. tar
Answer:

Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?

Choices:
1. tar
2. glass
3. plastic
4. electricity

Prompt:
Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?
1. tar
2. glass
3. plastic
4. electricity
Answer:

Answer: 1

Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?

Choices:
Q. tar
O. glass
A. plastic
H. electricity

Prompt:
Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?
Q. tar
O. glass
A. plastic
H. electricity
Answer:

Answer: 1

Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?

Choices:
Q. glass
O. electricity
A. plastic
H. tar

Prompt:
Question: Silica sand is a resource used in large volume in Nevada. This resource is used to make which product?
Q. glass
O. electricity
A. plastic
H. tar
Answer:


Question: Which of these best describes the function of the skeletal system?

Choices:
A. transports oxygen and nutrients throughout the body
B. supports and protects tissues and organs
C. removes harmful wastes from the cells of the body
D. breaks down food into a form that cells can use

Prompt:
Question: Which of these best describes the function of the skeletal system?
A. transports oxygen and nutrients throughout the body
B. supports and protects tissues and organs
C. removes harmful wastes from the cells of the body
D. breaks down food into a form that cells can use
Answer:

Answer: 1

Question: Which of these best describes the function of the skeletal system?

Choices:
A. removes harmful wastes from the cells of the body
B. transports oxygen and nutrients throughout the body
C. breaks down food into a form that cells can use
D. supports and protects tissues and organs

Prompt:
Question: Which of these best describes the function of the skeletal system?
A. removes harmful wastes from the cells of the body
B. transports oxygen and nutrients throughout the body
C. breaks down food into a form that cells can use
D. supports and protects tissues and organs
Answer:

Answer: 3

Question: Which of these best describes the function of the skeletal system?

Choices:
1. transports oxygen and nutrients throughout the body
2. supports and protects tissues and organs
3. removes harmful wastes from the cells of the body
4. breaks down food into a form that cells can use

Prompt:
Question: Which of these best describes the function of the skeletal system?
1. transports oxygen and nutrients throughout the body
2. supports and protects tissues and organs
3. removes harmful wastes from the cells of the body
4. breaks down food into a form that cells can use
Answer:

Answer: 1

Question: Which of these best describes the function of the skeletal system?

Choices:
T. transports oxygen and nutrients throughout the body
R. supports and protects tissues and organs
K. removes harmful wastes from the cells of the body
G. breaks down food into a form that cells can use

Prompt:
Question: Which of these best describes the function of the skeletal system?
T. transports oxygen and nutrients throughout the body
R. supports and protects tissues and organs
K. removes harmful wastes from the cells of the body
G. breaks down food into a form that cells can use
Answer:

Answer: 1

Question: Which of these best describes the function of the skeletal system?

Choices:
T. removes harmful wastes from the cells of the body
R. transports oxygen and nutrients throughout the body
K. breaks down food into a form that cells can use
G. supports and protects tissues and organs

Prompt:
Question: Which of these best describes the function of the skeletal system?
T. removes harmful wastes from the cells of the body
R. transports oxygen and nutrients throughout the body
K. breaks down food into a form that cells can use
G. supports and protects tissues and organs
Answer:

Answer: 3


Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.

Choices:
A. binoculars
B. goggles
C. a microscope
D. a hand lens

Prompt:
Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.
A. binoculars
B. goggles
C. a microscope
D. a hand lens
Answer:

Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.

Choices:
A. goggles
B. a microscope
C. a hand lens
D. binoculars

Prompt:
Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.
A. goggles
B. a microscope
C. a hand lens
D. binoculars
Answer:

Answer: 3

Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.

Choices:
1. binoculars
2. goggles
3. a microscope
4. a hand lens

Prompt:
Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.
1. binoculars
2. goggles
3. a microscope
4. a hand lens
Answer:

Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.

Choices:
X. binoculars
B. goggles
J. a microscope
Z. a hand lens

Prompt:
Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.
X. binoculars
B. goggles
J. a microscope
Z. a hand lens
Answer:

Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.

Choices:
X. goggles
B. a microscope
J. a hand lens
Z. binoculars

Prompt:
Question: A student wants to find out how many different kinds of birds are found in a park. In addition to a bird identification book, the student should use ___.
X. goggles
B. a microscope
J. a hand lens
Z. binoculars
Answer:

Answer: 3


Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?

Choices:
A. zinc
B. copper
C. gold
D. lead

Prompt:
Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?
A. zinc
B. copper
C. gold
D. lead
Answer:

Answer: 2

Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?

Choices:
A. zinc
B. lead
C. copper
D. gold

Prompt:
Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?
A. zinc
B. lead
C. copper
D. gold
Answer:

Answer: 3

Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?

Choices:
1. zinc
2. copper
3. gold
4. lead

Prompt:
Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?
1. zinc
2. copper
3. gold
4. lead
Answer:

Answer: 2

Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?

Choices:
I. zinc
J. copper
S. gold
P. lead

Prompt:
Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?
I. zinc
J. copper
S. gold
P. lead
Answer:

Answer: 2

Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?

Choices:
I. zinc
J. lead
S. copper
P. gold

Prompt:
Question: Nevada mines produce greater quantities of a particular resource than any other state. What resource is produced from these mines?
I. zinc
J. lead
S. copper
P. gold
Answer:

Answer: 3


Question: A student throws a ball. Which of these best describes the moving ball?

Choices:
A. The ball has light energy.
B. The ball has kinetic energy.
C. The ball is transferring sound energy to the air.
D. The ball is transferring light energy to the air.

Prompt:
Question: A student throws a ball. Which of these best describes the moving ball?
A. The ball has light energy.
B. The ball has kinetic energy.
C. The ball is transferring sound energy to the air.
D. The ball is transferring light energy to the air.
Answer:

Answer: 1

Question: A student throws a ball. Which of these best describes the moving ball?

Choices:
A. The ball has kinetic energy.
B. The ball is transferring light energy to the air.
C. The ball has light energy.
D. The ball is transferring sound energy to the air.

Prompt:
Question: A student throws a ball. Which of these best describes the moving ball?
A. The ball has kinetic energy.
B. The ball is transferring light energy to the air.
C. The ball has light energy.
D. The ball is transferring sound energy to the air.
Answer:

Question: A student throws a ball. Which of these best describes the moving ball?

Choices:
1. The ball has light energy.
2. The ball has kinetic energy.
3. The ball is transferring sound energy to the air.
4. The ball is transferring light energy to the air.

Prompt:
Question: A student throws a ball. Which of these best describes the moving ball?
1. The ball has light energy.
2. The ball has kinetic energy.
3. The ball is transferring sound energy to the air.
4. The ball is transferring light energy to the air.
Answer:

Answer: 1

Question: A student throws a ball. Which of these best describes the moving ball?

Choices:
U. The ball has light energy.
M. The ball has kinetic energy.
G. The ball is transferring sound energy to the air.
H. The ball is transferring light energy to the air.

Prompt:
Question: A student throws a ball. Which of these best describes the moving ball?
U. The ball has light energy.
M. The ball has kinetic energy.
G. The ball is transferring sound energy to the air.
H. The ball is transferring light energy to the air.
Answer:

Answer: 1

Question: A student throws a ball. Which of these best describes the moving ball?

Choices:
U. The ball has kinetic energy.
M. The ball is transferring light energy to the air.
G. The ball has light energy.
H. The ball is transferring sound energy to the air.

Prompt:
Question: A student throws a ball. Which of these best describes the moving ball?
U. The ball has kinetic energy.
M. The ball is transferring light energy to the air.
G. The ball has light energy.
H. The ball is transferring sound energy to the air.
Answer:


Question: During which process does genetic material come from two parents?

Choices:
A. asexual reproduction
B. photosynthesis
C. respiration
D. sexual reproduction

Prompt:
Question: During which process does genetic material come from two parents?
A. asexual reproduction
B. photosynthesis
C. respiration
D. sexual reproduction
Answer:

Answer: 3

Question: During which process does genetic material come from two parents?

Choices:
A. respiration
B. sexual reproduction
C. photosynthesis
D. asexual reproduction

Prompt:
Question: During which process does genetic material come from two parents?
A. respiration
B. sexual reproduction
C. photosynthesis
D. asexual reproduction
Answer:

Answer: 1

Question: During which process does genetic material come from two parents?

Choices:
1. asexual reproduction
2. photosynthesis
3. respiration
4. sexual reproduction

Prompt:
Question: During which process does genetic material come from two parents?
1. asexual reproduction
2. photosynthesis
3. respiration
4. sexual reproduction
Answer:

Answer: 3

Question: During which process does genetic material come from two parents?

Choices:
I. asexual reproduction
N. photosynthesis
F. respiration
T. sexual reproduction

Prompt:
Question: During which process does genetic material come from two parents?
I. asexual reproduction
N. photosynthesis
F. respiration
T. sexual reproduction
Answer:

Answer: 3

Question: During which process does genetic material come from two parents?

Choices:
I. respiration
N. sexual reproduction
F. photosynthesis
T. asexual reproduction

Prompt:
Question: During which process does genetic material come from two parents?
I. respiration
N. sexual reproduction
F. photosynthesis
T. asexual reproduction
Answer:

Answer: 1


Question: Which of these is a threat to the survival of an ecosystem?

Choices:
A. predator-prey population cycles
B. less biomass at higher levels of the food web
C. a shrinking variety of animal and plant species
D. competition among some consumer populations

Prompt:
Question: Which of these is a threat to the survival of an ecosystem?
A. predator-prey population cycles
B. less biomass at higher levels of the food web
C. a shrinking variety of animal and plant species
D. competition among some consumer populations
Answer:

Answer: 2

Question: Which of these is a threat to the survival of an ecosystem?

Choices:
A. competition among some consumer populations
B. predator-prey population cycles
C. less biomass at higher levels of the food web
D. a shrinking variety of animal and plant species

Prompt:
Question: Which of these is a threat to the survival of an ecosystem?
A. competition among some consumer populations
B. predator-prey population cycles
C. less biomass at higher levels of the food web
D. a shrinking variety of animal and plant species
Answer:

Answer: 3

Question: Which of these is a threat to the survival of an ecosystem?

Choices:
1. predator-prey population cycles
2. less biomass at higher levels of the food web
3. a shrinking variety of animal and plant species
4. competition among some consumer populations

Prompt:
Question: Which of these is a threat to the survival of an ecosystem?
1. predator-prey population cycles
2. less biomass at higher levels of the food web
3. a shrinking variety of animal and plant species
4. competition among some consumer populations
Answer:

Answer: 2

Question: Which of these is a threat to the survival of an ecosystem?

Choices:
G. predator-prey population cycles
E. less biomass at higher levels of the food web
N. a shrinking variety of animal and plant species
T. competition among some consumer populations

Prompt:
Question: Which of these is a threat to the survival of an ecosystem?
G. predator-prey population cycles
E. less biomass at higher levels of the food web
N. a shrinking variety of animal and plant species
T. competition among some consumer populations
Answer:

Answer: 2

Question: Which of these is a threat to the survival of an ecosystem?

Choices:
G. competition among some consumer populations
E. predator-prey population cycles
N. less biomass at higher levels of the food web
T. a shrinking variety of animal and plant species

Prompt:
Question: Which of these is a threat to the survival of an ecosystem?
G. competition among some consumer populations
E. predator-prey population cycles
N. less biomass at higher levels of the food web
T. a shrinking variety of animal and plant species
Answer:

Answer: 3


Question: Which human organ system produces most of the hormones that regulate body functions?

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

Prompt:
Question: Which human organ system produces most of the hormones that regulate body functions?
A. digestive
B. nervous
C. muscular
D. endocrine
Answer:

Answer: 3

Question: Which human organ system produces most of the hormones that regulate body functions?

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

Prompt:
Question: Which human organ system produces most of the hormones that regulate body functions?
A. muscular
B. nervous
C. endocrine
D. digestive
Answer:

Answer: 2

Question: Which human organ system produces most of the hormones that regulate body functions?

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

Prompt:
Question: Which human organ system produces most of the hormones that regulate body functions?
1. digestive
2. nervous
3. muscular
4. endocrine
Answer:

Answer: 3

Question: Which human organ system produces most of the hormones that regulate body functions?

Choices:
W. digestive
T. nervous
Q. muscular
V. endocrine

Prompt:
Question: Which human organ system produces most of the hormones that regulate body functions?
W. digestive
T. nervous
Q. muscular
V. endocrine
Answer:

Answer: 3

Question: Which human organ system produces most of the hormones that regulate body functions?

Choices:
W. muscular
T. nervous
Q. endocrine
V. digestive

Prompt:
Question: Which human organ system produces most of the hormones that regulate body functions?
W. muscular
T. nervous
Q. endocrine
V. digestive
Answer:

Answer: 2


Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by

Choices:
A. hydrogen bonds.
B. covalent bonds.
C. Brownian motion.
D. magnetic fields.

Prompt:
Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by
A. hydrogen bonds.
B. covalent bonds.
C. Brownian motion.
D. magnetic fields.
Answer:

Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by

Choices:
A. magnetic fields.
B. covalent bonds.
C. hydrogen bonds.
D. Brownian motion.

Prompt:
Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by
A. magnetic fields.
B. covalent bonds.
C. hydrogen bonds.
D. Brownian motion.
Answer:

Answer: 2

Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by

Choices:
1. hydrogen bonds.
2. covalent bonds.
3. Brownian motion.
4. magnetic fields.

Prompt:
Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by
1. hydrogen bonds.
2. covalent bonds.
3. Brownian motion.
4. magnetic fields.
Answer:

Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by

Choices:
I. hydrogen bonds.
G. covalent bonds.
M. Brownian motion.
O. magnetic fields.

Prompt:
Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by
I. hydrogen bonds.
G. covalent bonds.
M. Brownian motion.
O. magnetic fields.
Answer:

Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by

Choices:
I. magnetic fields.
G. covalent bonds.
M. hydrogen bonds.
O. Brownian motion.

Prompt:
Question: The complex, three-dimensional structure of a protein is sensitive to heat because the structure is maintained by
I. magnetic fields.
G. covalent bonds.
M. hydrogen bonds.
O. Brownian motion.
Answer:

Answer: 2


Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?

Choices:
A. the types of nests they build
B. the lengths of their tails
C. the shapes of their beaks
D. the colors of their feathers

Prompt:
Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?
A. the types of nests they build
B. the lengths of their tails
C. the shapes of their beaks
D. the colors of their feathers
Answer:

Answer: 2

Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?

Choices:
A. the shapes of their beaks
B. the types of nests they build
C. the lengths of their tails
D. the colors of their feathers

Prompt:
Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?
A. the shapes of their beaks
B. the types of nests they build
C. the lengths of their tails
D. the colors of their feathers
Answer:

Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?

Choices:
1. the types of nests they build
2. the lengths of their tails
3. the shapes of their beaks
4. the colors of their feathers

Prompt:
Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?
1. the types of nests they build
2. the lengths of their tails
3. the shapes of their beaks
4. the colors of their feathers
Answer:

Answer: 2

Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?

Choices:
N. the types of nests they build
U. the lengths of their tails
W. the shapes of their beaks
B. the colors of their feathers

Prompt:
Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?
N. the types of nests they build
U. the lengths of their tails
W. the shapes of their beaks
B. the colors of their feathers
Answer:

Answer: 2

Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?

Choices:
N. the shapes of their beaks
U. the types of nests they build
W. the lengths of their tails
B. the colors of their feathers

Prompt:
Question: A few types of birds live in the same ecosystem. Which of these characteristics would most likely affect how they compete with each other for food?
N. the shapes of their beaks
U. the types of nests they build
W. the lengths of their tails
B. the colors of their feathers
Answer:


Question: Most of the United States is a part of which tectonic plate?

Choices:
A. Pacific Plate
B. Eurasian Plate
C. North American Plate
D. South American Plate

Prompt:
Question: Most of the United States is a part of which tectonic plate?
A. Pacific Plate
B. Eurasian Plate
C. North American Plate
D. South American Plate
Answer:

Answer: 2

Question: Most of the United States is a part of which tectonic plate?

Choices:
A. Pacific Plate
B. North American Plate
C. South American Plate
D. Eurasian Plate

Prompt:
Question: Most of the United States is a part of which tectonic plate?
A. Pacific Plate
B. North American Plate
C. South American Plate
D. Eurasian Plate
Answer:

Answer: 1

Question: Most of the United States is a part of which tectonic plate?

Choices:
1. Pacific Plate
2. Eurasian Plate
3. North American Plate
4. South American Plate

Prompt:
Question: Most of the United States is a part of which tectonic plate?
1. Pacific Plate
2. Eurasian Plate
3. North American Plate
4. South American Plate
Answer:

Answer: 2

Question: Most of the United States is a part of which tectonic plate?

Choices:
Y. Pacific Plate
E. Eurasian Plate
V. North American Plate
M. South American Plate

Prompt:
Question: Most of the United States is a part of which tectonic plate?
Y. Pacific Plate
E. Eurasian Plate
V. North American Plate
M. South American Plate
Answer:

Answer: 2

Question: Most of the United States is a part of which tectonic plate?

Choices:
Y. Pacific Plate
E. North American Plate
V. South American Plate
M. Eurasian Plate

Prompt:
Question: Most of the United States is a part of which tectonic plate?
Y. Pacific Plate
E. North American Plate
V. South American Plate
M. Eurasian Plate
Answer:

Answer: 1


Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through

Choices:
A. changes in popular belief.
B. evidence from experiments.
C. information published in books.
D. advances in the scientific method.

Prompt:
Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through
A. changes in popular belief.
B. evidence from experiments.
C. information published in books.
D. advances in the scientific method.
Answer:

Answer: 1

Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through

Choices:
A. changes in popular belief.
B. information published in books.
C. advances in the scientific method.
D. evidence from experiments.

Prompt:
Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through
A. changes in popular belief.
B. information published in books.
C. advances in the scientific method.
D. evidence from experiments.
Answer:

Answer: 3

Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through

Choices:
1. changes in popular belief.
2. evidence from experiments.
3. information published in books.
4. advances in the scientific method.

Prompt:
Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through
1. changes in popular belief.
2. evidence from experiments.
3. information published in books.
4. advances in the scientific method.
Answer:

Answer: 1

Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through

Choices:
X. changes in popular belief.
A. evidence from experiments.
H. information published in books.
Y. advances in the scientific method.

Prompt:
Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through
X. changes in popular belief.
A. evidence from experiments.
H. information published in books.
Y. advances in the scientific method.
Answer:

Answer: 1

Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through

Choices:
X. changes in popular belief.
A. information published in books.
H. advances in the scientific method.
Y. evidence from experiments.

Prompt:
Question: At one time, scientists believed that living organisms came from nonliving objects. This theory was revised through
X. changes in popular belief.
A. information published in books.
H. advances in the scientific method.
Y. evidence from experiments.
Answer:

Answer: 3


Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?

Choices:
A. to digest food
B. to help in defense
C. to eliminate waste
D. to enable movement

Prompt:
Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?
A. to digest food
B. to help in defense
C. to eliminate waste
D. to enable movement
Answer:

Answer: 2

Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?

Choices:
A. to digest food
B. to eliminate waste
C. to enable movement
D. to help in defense

Prompt:
Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?
A. to digest food
B. to eliminate waste
C. to enable movement
D. to help in defense
Answer:

Answer: 1

Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?

Choices:
1. to digest food
2. to help in defense
3. to eliminate waste
4. to enable movement

Prompt:
Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?
1. to digest food
2. to help in defense
3. to eliminate waste
4. to enable movement
Answer:

Answer: 2

Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?

Choices:
F. to digest food
H. to help in defense
B. to eliminate waste
Y. to enable movement

Prompt:
Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?
F. to digest food
H. to help in defense
B. to eliminate waste
Y. to enable movement
Answer:

Answer: 2

Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?

Choices:
F. to digest food
H. to eliminate waste
B. to enable movement
Y. to help in defense

Prompt:
Question: The human body is composed of different systems made of specialized cells, tissues, and organs. Each of these structures has a specific function that aids in the survival of the human species. What is the primary function of the excretory system?
F. to digest food
H. to eliminate waste
B. to enable movement
Y. to help in defense
Answer:

Answer: 1