Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?

Choices:
A. a polar bear that has dark-colored fur
B. a deer with long legs
C. a rabbit that can run fast
D. a hummingbird with a long beak

Prompt:
Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?
A. a polar bear that has dark-colored fur
B. a deer with long legs
C. a rabbit that can run fast
D. a hummingbird with a long beak
Answer:

Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?

Choices:
A. a rabbit that can run fast
B. a deer with long legs
C. a polar bear that has dark-colored fur
D. a hummingbird with a long beak

Prompt:
Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?
A. a rabbit that can run fast
B. a deer with long legs
C. a polar bear that has dark-colored fur
D. a hummingbird with a long beak
Answer:

Answer: 2

Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?

Choices:
1. a polar bear that has dark-colored fur
2. a deer with long legs
3. a rabbit that can run fast
4. a hummingbird with a long beak

Prompt:
Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?
1. a polar bear that has dark-colored fur
2. a deer with long legs
3. a rabbit that can run fast
4. a hummingbird with a long beak
Answer:

Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?

Choices:
Z. a polar bear that has dark-colored fur
P. a deer with long legs
Q. a rabbit that can run fast
G. a hummingbird with a long beak

Prompt:
Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?
Z. a polar bear that has dark-colored fur
P. a deer with long legs
Q. a rabbit that can run fast
G. a hummingbird with a long beak
Answer:

Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?

Choices:
Z. a rabbit that can run fast
P. a deer with long legs
Q. a polar bear that has dark-colored fur
G. a hummingbird with a long beak

Prompt:
Question: Some animals have advantages and disadvantages because they are different. Which of the following has a disadvantage compared to other animals in its population?
Z. a rabbit that can run fast
P. a deer with long legs
Q. a polar bear that has dark-colored fur
G. a hummingbird with a long beak
Answer:

Answer: 2


Question: Which is a characteristic of both plants and animals?

Choices:
A. life cycles
B. learned behaviors
C. produce their own food
D. reproduce using seeds

Prompt:
Question: Which is a characteristic of both plants and animals?
A. life cycles
B. learned behaviors
C. produce their own food
D. reproduce using seeds
Answer:

Question: Which is a characteristic of both plants and animals?

Choices:
A. reproduce using seeds
B. life cycles
C. produce their own food
D. learned behaviors

Prompt:
Question: Which is a characteristic of both plants and animals?
A. reproduce using seeds
B. life cycles
C. produce their own food
D. learned behaviors
Answer:

Answer: 1

Question: Which is a characteristic of both plants and animals?

Choices:
1. life cycles
2. learned behaviors
3. produce their own food
4. reproduce using seeds

Prompt:
Question: Which is a characteristic of both plants and animals?
1. life cycles
2. learned behaviors
3. produce their own food
4. reproduce using seeds
Answer:

Question: Which is a characteristic of both plants and animals?

Choices:
P. life cycles
N. learned behaviors
A. produce their own food
C. reproduce using seeds

Prompt:
Question: Which is a characteristic of both plants and animals?
P. life cycles
N. learned behaviors
A. produce their own food
C. reproduce using seeds
Answer:

Question: Which is a characteristic of both plants and animals?

Choices:
P. reproduce using seeds
N. life cycles
A. produce their own food
C. learned behaviors

Prompt:
Question: Which is a characteristic of both plants and animals?
P. reproduce using seeds
N. life cycles
A. produce their own food
C. learned behaviors
Answer:

Answer: 1


Question: What is the main difference between planets and moons in our solar system?

Choices:
A. All planets can support life; moons cannot.
B. All planets have atmospheres; moons do not.
C. All planets orbit the Sun; all moons orbit planets.
D. All planets are larger than all moons.

Prompt:
Question: What is the main difference between planets and moons in our solar system?
A. All planets can support life; moons cannot.
B. All planets have atmospheres; moons do not.
C. All planets orbit the Sun; all moons orbit planets.
D. All planets are larger than all moons.
Answer:

Answer: 2

Question: What is the main difference between planets and moons in our solar system?

Choices:
A. All planets are larger than all moons.
B. All planets orbit the Sun; all moons orbit planets.
C. All planets can support life; moons cannot.
D. All planets have atmospheres; moons do not.

Prompt:
Question: What is the main difference between planets and moons in our solar system?
A. All planets are larger than all moons.
B. All planets orbit the Sun; all moons orbit planets.
C. All planets can support life; moons cannot.
D. All planets have atmospheres; moons do not.
Answer:

Answer: 1

Question: What is the main difference between planets and moons in our solar system?

Choices:
1. All planets can support life; moons cannot.
2. All planets have atmospheres; moons do not.
3. All planets orbit the Sun; all moons orbit planets.
4. All planets are larger than all moons.

Prompt:
Question: What is the main difference between planets and moons in our solar system?
1. All planets can support life; moons cannot.
2. All planets have atmospheres; moons do not.
3. All planets orbit the Sun; all moons orbit planets.
4. All planets are larger than all moons.
Answer:

Answer: 2

Question: What is the main difference between planets and moons in our solar system?

Choices:
E. All planets can support life; moons cannot.
J. All planets have atmospheres; moons do not.
Y. All planets orbit the Sun; all moons orbit planets.
X. All planets are larger than all moons.

Prompt:
Question: What is the main difference between planets and moons in our solar system?
E. All planets can support life; moons cannot.
J. All planets have atmospheres; moons do not.
Y. All planets orbit the Sun; all moons orbit planets.
X. All planets are larger than all moons.
Answer:

Answer: 2

Question: What is the main difference between planets and moons in our solar system?

Choices:
E. All planets are larger than all moons.
J. All planets orbit the Sun; all moons orbit planets.
Y. All planets can support life; moons cannot.
X. All planets have atmospheres; moons do not.

Prompt:
Question: What is the main difference between planets and moons in our solar system?
E. All planets are larger than all moons.
J. All planets orbit the Sun; all moons orbit planets.
Y. All planets can support life; moons cannot.
X. All planets have atmospheres; moons do not.
Answer:

Answer: 1


Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?

Choices:
A. shivering in cold temperatures
B. eating due to appetite
C. slapping at biting insects
D. pulling away from hot objects

Prompt:
Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?
A. shivering in cold temperatures
B. eating due to appetite
C. slapping at biting insects
D. pulling away from hot objects
Answer:

Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?

Choices:
A. pulling away from hot objects
B. eating due to appetite
C. slapping at biting insects
D. shivering in cold temperatures

Prompt:
Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?
A. pulling away from hot objects
B. eating due to appetite
C. slapping at biting insects
D. shivering in cold temperatures
Answer:

Answer: 3

Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?

Choices:
1. shivering in cold temperatures
2. eating due to appetite
3. slapping at biting insects
4. pulling away from hot objects

Prompt:
Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?
1. shivering in cold temperatures
2. eating due to appetite
3. slapping at biting insects
4. pulling away from hot objects
Answer:

Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?

Choices:
F. shivering in cold temperatures
K. eating due to appetite
C. slapping at biting insects
M. pulling away from hot objects

Prompt:
Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?
F. shivering in cold temperatures
K. eating due to appetite
C. slapping at biting insects
M. pulling away from hot objects
Answer:

Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?

Choices:
F. pulling away from hot objects
K. eating due to appetite
C. slapping at biting insects
M. shivering in cold temperatures

Prompt:
Question: Which is a response of the autonomic nervous system that helps maintain equilibrium in the body?
F. pulling away from hot objects
K. eating due to appetite
C. slapping at biting insects
M. shivering in cold temperatures
Answer:

Answer: 3


Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?

Choices:
A. biology
B. chemistry
C. geology
D. astronomy

Prompt:
Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?
A. biology
B. chemistry
C. geology
D. astronomy
Answer:

Answer: 3

Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?

Choices:
A. geology
B. astronomy
C. chemistry
D. biology

Prompt:
Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?
A. geology
B. astronomy
C. chemistry
D. biology
Answer:

Answer: 1

Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?

Choices:
1. biology
2. chemistry
3. geology
4. astronomy

Prompt:
Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?
1. biology
2. chemistry
3. geology
4. astronomy
Answer:

Answer: 3

Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?

Choices:
P. biology
F. chemistry
Y. geology
B. astronomy

Prompt:
Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?
P. biology
F. chemistry
Y. geology
B. astronomy
Answer:

Answer: 3

Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?

Choices:
P. geology
F. astronomy
Y. chemistry
B. biology

Prompt:
Question: Maria Mitchell discovered a comet in 1847 that was later named after her. Maria Mitchell's discovery contributed to which branch of science?
P. geology
F. astronomy
Y. chemistry
B. biology
Answer:

Answer: 1


Question: When a lightbulb is lit, electrical energy is changed into light energy and

Choices:
A. chemical energy
B. magnetic energy
C. heat energy
D. mechanical energy

Prompt:
Question: When a lightbulb is lit, electrical energy is changed into light energy and
A. chemical energy
B. magnetic energy
C. heat energy
D. mechanical energy
Answer:

Answer: 2

Question: When a lightbulb is lit, electrical energy is changed into light energy and

Choices:
A. heat energy
B. mechanical energy
C. chemical energy
D. magnetic energy

Prompt:
Question: When a lightbulb is lit, electrical energy is changed into light energy and
A. heat energy
B. mechanical energy
C. chemical energy
D. magnetic energy
Answer:

Question: When a lightbulb is lit, electrical energy is changed into light energy and

Choices:
1. chemical energy
2. magnetic energy
3. heat energy
4. mechanical energy

Prompt:
Question: When a lightbulb is lit, electrical energy is changed into light energy and
1. chemical energy
2. magnetic energy
3. heat energy
4. mechanical energy
Answer:

Answer: 2

Question: When a lightbulb is lit, electrical energy is changed into light energy and

Choices:
D. chemical energy
E. magnetic energy
B. heat energy
C. mechanical energy

Prompt:
Question: When a lightbulb is lit, electrical energy is changed into light energy and
D. chemical energy
E. magnetic energy
B. heat energy
C. mechanical energy
Answer:

Answer: 2

Question: When a lightbulb is lit, electrical energy is changed into light energy and

Choices:
D. heat energy
E. mechanical energy
B. chemical energy
C. magnetic energy

Prompt:
Question: When a lightbulb is lit, electrical energy is changed into light energy and
D. heat energy
E. mechanical energy
B. chemical energy
C. magnetic energy
Answer:


Question: Water moves directly from a lake to the air by which of the following processes?

Choices:
A. condensation
B. evaporation
C. precipitation
D. sedimentation

Prompt:
Question: Water moves directly from a lake to the air by which of the following processes?
A. condensation
B. evaporation
C. precipitation
D. sedimentation
Answer:

Answer: 1

Question: Water moves directly from a lake to the air by which of the following processes?

Choices:
A. condensation
B. sedimentation
C. evaporation
D. precipitation

Prompt:
Question: Water moves directly from a lake to the air by which of the following processes?
A. condensation
B. sedimentation
C. evaporation
D. precipitation
Answer:

Answer: 2

Question: Water moves directly from a lake to the air by which of the following processes?

Choices:
1. condensation
2. evaporation
3. precipitation
4. sedimentation

Prompt:
Question: Water moves directly from a lake to the air by which of the following processes?
1. condensation
2. evaporation
3. precipitation
4. sedimentation
Answer:

Answer: 1

Question: Water moves directly from a lake to the air by which of the following processes?

Choices:
M. condensation
G. evaporation
E. precipitation
W. sedimentation

Prompt:
Question: Water moves directly from a lake to the air by which of the following processes?
M. condensation
G. evaporation
E. precipitation
W. sedimentation
Answer:

Answer: 1

Question: Water moves directly from a lake to the air by which of the following processes?

Choices:
M. condensation
G. sedimentation
E. evaporation
W. precipitation

Prompt:
Question: Water moves directly from a lake to the air by which of the following processes?
M. condensation
G. sedimentation
E. evaporation
W. precipitation
Answer:

Answer: 2


Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of

Choices:
A. combustion.
B. fixed proportions.
C. conservation of mass.
D. conservation of energy.

Prompt:
Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of
A. combustion.
B. fixed proportions.
C. conservation of mass.
D. conservation of energy.
Answer:

Answer: 2

Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of

Choices:
A. conservation of energy.
B. conservation of mass.
C. combustion.
D. fixed proportions.

Prompt:
Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of
A. conservation of energy.
B. conservation of mass.
C. combustion.
D. fixed proportions.
Answer:

Answer: 1

Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of

Choices:
1. combustion.
2. fixed proportions.
3. conservation of mass.
4. conservation of energy.

Prompt:
Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of
1. combustion.
2. fixed proportions.
3. conservation of mass.
4. conservation of energy.
Answer:

Answer: 2

Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of

Choices:
H. combustion.
A. fixed proportions.
U. conservation of mass.
I. conservation of energy.

Prompt:
Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of
H. combustion.
A. fixed proportions.
U. conservation of mass.
I. conservation of energy.
Answer:

Answer: 2

Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of

Choices:
H. conservation of energy.
A. conservation of mass.
U. combustion.
I. fixed proportions.

Prompt:
Question: In the late 1700s, Antoine Lavoisier performed a series of experiments to find out what happened when a substance burned. In each experiment, he observed that the weight of a container and its contents was the same at the end of the experiment as it had been in the beginning. These observations led him to propose the law of
H. conservation of energy.
A. conservation of mass.
U. combustion.
I. fixed proportions.
Answer:

Answer: 1


Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by

Choices:
A. shining a light on the mineral.
B. soaking the mineral in water.
C. rubbing a penny against the mineral.
D. breaking off a piece of the mineral.

Prompt:
Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by
A. shining a light on the mineral.
B. soaking the mineral in water.
C. rubbing a penny against the mineral.
D. breaking off a piece of the mineral.
Answer:

Answer: 3

Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by

Choices:
A. breaking off a piece of the mineral.
B. soaking the mineral in water.
C. rubbing a penny against the mineral.
D. shining a light on the mineral.

Prompt:
Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by
A. breaking off a piece of the mineral.
B. soaking the mineral in water.
C. rubbing a penny against the mineral.
D. shining a light on the mineral.
Answer:

Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by

Choices:
1. shining a light on the mineral.
2. soaking the mineral in water.
3. rubbing a penny against the mineral.
4. breaking off a piece of the mineral.

Prompt:
Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by
1. shining a light on the mineral.
2. soaking the mineral in water.
3. rubbing a penny against the mineral.
4. breaking off a piece of the mineral.
Answer:

Answer: 3

Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by

Choices:
O. shining a light on the mineral.
M. soaking the mineral in water.
H. rubbing a penny against the mineral.
Q. breaking off a piece of the mineral.

Prompt:
Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by
O. shining a light on the mineral.
M. soaking the mineral in water.
H. rubbing a penny against the mineral.
Q. breaking off a piece of the mineral.
Answer:

Answer: 3

Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by

Choices:
O. breaking off a piece of the mineral.
M. soaking the mineral in water.
H. rubbing a penny against the mineral.
Q. shining a light on the mineral.

Prompt:
Question: A student has a mineral sample. He wonders if the sample is the mineral mica. He knows the cleavage pattern of mica is a smooth, flat sheet. The student can best find out the cleavage pattern of the sample by
O. breaking off a piece of the mineral.
M. soaking the mineral in water.
H. rubbing a penny against the mineral.
Q. shining a light on the mineral.
Answer:


Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?

Choices:
A. June 7
B. June 15
C. July 1
D. July 7

Prompt:
Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?
A. June 7
B. June 15
C. July 1
D. July 7
Answer:

Answer: 2

Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?

Choices:
A. June 7
B. July 1
C. July 7
D. June 15

Prompt:
Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?
A. June 7
B. July 1
C. July 7
D. June 15
Answer:

Answer: 1

Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?

Choices:
1. June 7
2. June 15
3. July 1
4. July 7

Prompt:
Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?
1. June 7
2. June 15
3. July 1
4. July 7
Answer:

Answer: 2

Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?

Choices:
M. June 7
L. June 15
G. July 1
Y. July 7

Prompt:
Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?
M. June 7
L. June 15
G. July 1
Y. July 7
Answer:

Answer: 2

Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?

Choices:
M. June 7
L. July 1
G. July 7
Y. June 15

Prompt:
Question: A full Moon is observed in Buffalo, New York, on June 1. Approximately when will the next full Moon be observed in Buffalo?
M. June 7
L. July 1
G. July 7
Y. June 15
Answer:

Answer: 1


Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?

Choices:
A. decomposers recycling dead insects
B. annual variation in oxygen availability
C. activities of predators preying on insects
D. variation in barometric pressure

Prompt:
Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?
A. decomposers recycling dead insects
B. annual variation in oxygen availability
C. activities of predators preying on insects
D. variation in barometric pressure
Answer:

Answer: 2

Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?

Choices:
A. activities of predators preying on insects
B. annual variation in oxygen availability
C. variation in barometric pressure
D. decomposers recycling dead insects

Prompt:
Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?
A. activities of predators preying on insects
B. annual variation in oxygen availability
C. variation in barometric pressure
D. decomposers recycling dead insects
Answer:

Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?

Choices:
1. decomposers recycling dead insects
2. annual variation in oxygen availability
3. activities of predators preying on insects
4. variation in barometric pressure

Prompt:
Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?
1. decomposers recycling dead insects
2. annual variation in oxygen availability
3. activities of predators preying on insects
4. variation in barometric pressure
Answer:

Answer: 2

Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?

Choices:
N. decomposers recycling dead insects
E. annual variation in oxygen availability
Z. activities of predators preying on insects
I. variation in barometric pressure

Prompt:
Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?
N. decomposers recycling dead insects
E. annual variation in oxygen availability
Z. activities of predators preying on insects
I. variation in barometric pressure
Answer:

Answer: 2

Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?

Choices:
N. activities of predators preying on insects
E. annual variation in oxygen availability
Z. variation in barometric pressure
I. decomposers recycling dead insects

Prompt:
Question: A computer model of an insect population takes into account the following parameters: * available food resources * annual temperature variation * timing of insect reproductive cycles Which additional parameter would most significantly improve the model's accuracy when predicting the insect population size?
N. activities of predators preying on insects
E. annual variation in oxygen availability
Z. variation in barometric pressure
I. decomposers recycling dead insects
Answer:


Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?

Choices:
A. egg, nymph, pupa, adult
B. egg, larva, nymph, adult
C. egg, nymph 1, nymph 2, adult
D. egg, larva, pupa, adult

Prompt:
Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?
A. egg, nymph, pupa, adult
B. egg, larva, nymph, adult
C. egg, nymph 1, nymph 2, adult
D. egg, larva, pupa, adult
Answer:

Answer: 3

Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?

Choices:
A. egg, larva, nymph, adult
B. egg, larva, pupa, adult
C. egg, nymph, pupa, adult
D. egg, nymph 1, nymph 2, adult

Prompt:
Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?
A. egg, larva, nymph, adult
B. egg, larva, pupa, adult
C. egg, nymph, pupa, adult
D. egg, nymph 1, nymph 2, adult
Answer:

Answer: 1

Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?

Choices:
1. egg, nymph, pupa, adult
2. egg, larva, nymph, adult
3. egg, nymph 1, nymph 2, adult
4. egg, larva, pupa, adult

Prompt:
Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?
1. egg, nymph, pupa, adult
2. egg, larva, nymph, adult
3. egg, nymph 1, nymph 2, adult
4. egg, larva, pupa, adult
Answer:

Answer: 3

Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?

Choices:
Q. egg, nymph, pupa, adult
K. egg, larva, nymph, adult
H. egg, nymph 1, nymph 2, adult
W. egg, larva, pupa, adult

Prompt:
Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?
Q. egg, nymph, pupa, adult
K. egg, larva, nymph, adult
H. egg, nymph 1, nymph 2, adult
W. egg, larva, pupa, adult
Answer:

Answer: 3

Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?

Choices:
Q. egg, larva, nymph, adult
K. egg, larva, pupa, adult
H. egg, nymph, pupa, adult
W. egg, nymph 1, nymph 2, adult

Prompt:
Question: Many insects go through metamorphosis. Which series shows the stages of complete metamorphosis correctly?
Q. egg, larva, nymph, adult
K. egg, larva, pupa, adult
H. egg, nymph, pupa, adult
W. egg, nymph 1, nymph 2, adult
Answer:

Answer: 1


Question: Which of these describes rotation?

Choices:
A. Mercury goes around the Sun every 88 days.
B. The Moon goes around Earth every 28 days.
C. Earth orbits the Sun about every 365 days.
D. Earth makes one turn on its axis every 24 hours.

Prompt:
Question: Which of these describes rotation?
A. Mercury goes around the Sun every 88 days.
B. The Moon goes around Earth every 28 days.
C. Earth orbits the Sun about every 365 days.
D. Earth makes one turn on its axis every 24 hours.
Answer:

Answer: 3

Question: Which of these describes rotation?

Choices:
A. The Moon goes around Earth every 28 days.
B. Earth orbits the Sun about every 365 days.
C. Earth makes one turn on its axis every 24 hours.
D. Mercury goes around the Sun every 88 days.

Prompt:
Question: Which of these describes rotation?
A. The Moon goes around Earth every 28 days.
B. Earth orbits the Sun about every 365 days.
C. Earth makes one turn on its axis every 24 hours.
D. Mercury goes around the Sun every 88 days.
Answer:

Answer: 2

Question: Which of these describes rotation?

Choices:
1. Mercury goes around the Sun every 88 days.
2. The Moon goes around Earth every 28 days.
3. Earth orbits the Sun about every 365 days.
4. Earth makes one turn on its axis every 24 hours.

Prompt:
Question: Which of these describes rotation?
1. Mercury goes around the Sun every 88 days.
2. The Moon goes around Earth every 28 days.
3. Earth orbits the Sun about every 365 days.
4. Earth makes one turn on its axis every 24 hours.
Answer:

Answer: 3

Question: Which of these describes rotation?

Choices:
X. Mercury goes around the Sun every 88 days.
T. The Moon goes around Earth every 28 days.
L. Earth orbits the Sun about every 365 days.
P. Earth makes one turn on its axis every 24 hours.

Prompt:
Question: Which of these describes rotation?
X. Mercury goes around the Sun every 88 days.
T. The Moon goes around Earth every 28 days.
L. Earth orbits the Sun about every 365 days.
P. Earth makes one turn on its axis every 24 hours.
Answer:

Answer: 3

Question: Which of these describes rotation?

Choices:
X. The Moon goes around Earth every 28 days.
T. Earth orbits the Sun about every 365 days.
L. Earth makes one turn on its axis every 24 hours.
P. Mercury goes around the Sun every 88 days.

Prompt:
Question: Which of these describes rotation?
X. The Moon goes around Earth every 28 days.
T. Earth orbits the Sun about every 365 days.
L. Earth makes one turn on its axis every 24 hours.
P. Mercury goes around the Sun every 88 days.
Answer:

Answer: 2


Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?

Choices:
A. reflection
B. refraction
C. diffraction
D. absorption

Prompt:
Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?
A. reflection
B. refraction
C. diffraction
D. absorption
Answer:

Answer: 1

Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?

Choices:
A. diffraction
B. absorption
C. reflection
D. refraction

Prompt:
Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?
A. diffraction
B. absorption
C. reflection
D. refraction
Answer:

Answer: 3

Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?

Choices:
1. reflection
2. refraction
3. diffraction
4. absorption

Prompt:
Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?
1. reflection
2. refraction
3. diffraction
4. absorption
Answer:

Answer: 1

Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?

Choices:
Q. reflection
Y. refraction
P. diffraction
K. absorption

Prompt:
Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?
Q. reflection
Y. refraction
P. diffraction
K. absorption
Answer:

Answer: 1

Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?

Choices:
Q. diffraction
Y. absorption
P. reflection
K. refraction

Prompt:
Question: Sam looks into a fish pond and points at a goldfish. Sam's grandfather looks where Sam is pointing and tells Sam that the fish is actually in a different location. Which property of light explains why Sam's grandfather is correct?
Q. diffraction
Y. absorption
P. reflection
K. refraction
Answer:

Answer: 3


Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?

Choices:
A. The heat from the fire travels through the ground and heats the ground around the people.
B. The heat from the fire is conducted through air molecules to the people.
C. The heat from the fire rises in the air and then settles around the people.
D. The heat from the fire radiates from the fire to the people.

Prompt:
Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?
A. The heat from the fire travels through the ground and heats the ground around the people.
B. The heat from the fire is conducted through air molecules to the people.
C. The heat from the fire rises in the air and then settles around the people.
D. The heat from the fire radiates from the fire to the people.
Answer:

Answer: 3

Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?

Choices:
A. The heat from the fire radiates from the fire to the people.
B. The heat from the fire rises in the air and then settles around the people.
C. The heat from the fire is conducted through air molecules to the people.
D. The heat from the fire travels through the ground and heats the ground around the people.

Prompt:
Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?
A. The heat from the fire radiates from the fire to the people.
B. The heat from the fire rises in the air and then settles around the people.
C. The heat from the fire is conducted through air molecules to the people.
D. The heat from the fire travels through the ground and heats the ground around the people.
Answer:

Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?

Choices:
1. The heat from the fire travels through the ground and heats the ground around the people.
2. The heat from the fire is conducted through air molecules to the people.
3. The heat from the fire rises in the air and then settles around the people.
4. The heat from the fire radiates from the fire to the people.

Prompt:
Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?
1. The heat from the fire travels through the ground and heats the ground around the people.
2. The heat from the fire is conducted through air molecules to the people.
3. The heat from the fire rises in the air and then settles around the people.
4. The heat from the fire radiates from the fire to the people.
Answer:

Answer: 3

Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?

Choices:
P. The heat from the fire travels through the ground and heats the ground around the people.
M. The heat from the fire is conducted through air molecules to the people.
N. The heat from the fire rises in the air and then settles around the people.
U. The heat from the fire radiates from the fire to the people.

Prompt:
Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?
P. The heat from the fire travels through the ground and heats the ground around the people.
M. The heat from the fire is conducted through air molecules to the people.
N. The heat from the fire rises in the air and then settles around the people.
U. The heat from the fire radiates from the fire to the people.
Answer:

Answer: 3

Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?

Choices:
P. The heat from the fire radiates from the fire to the people.
M. The heat from the fire rises in the air and then settles around the people.
N. The heat from the fire is conducted through air molecules to the people.
U. The heat from the fire travels through the ground and heats the ground around the people.

Prompt:
Question: People sitting around a campfire are able to feel the heat from the fire. How are the people able to feel the heat from the fire without touching the fire?
P. The heat from the fire radiates from the fire to the people.
M. The heat from the fire rises in the air and then settles around the people.
N. The heat from the fire is conducted through air molecules to the people.
U. The heat from the fire travels through the ground and heats the ground around the people.
Answer:


Question: In which case does a physical change occur?

Choices:
A. Ice melts into water.
B. Bread burns in a toaster.
C. A cake bakes in an oven.
D. Two chemicals form a new substance.

Prompt:
Question: In which case does a physical change occur?
A. Ice melts into water.
B. Bread burns in a toaster.
C. A cake bakes in an oven.
D. Two chemicals form a new substance.
Answer:

Question: In which case does a physical change occur?

Choices:
A. Bread burns in a toaster.
B. Ice melts into water.
C. A cake bakes in an oven.
D. Two chemicals form a new substance.

Prompt:
Question: In which case does a physical change occur?
A. Bread burns in a toaster.
B. Ice melts into water.
C. A cake bakes in an oven.
D. Two chemicals form a new substance.
Answer:

Answer: 1

Question: In which case does a physical change occur?

Choices:
1. Ice melts into water.
2. Bread burns in a toaster.
3. A cake bakes in an oven.
4. Two chemicals form a new substance.

Prompt:
Question: In which case does a physical change occur?
1. Ice melts into water.
2. Bread burns in a toaster.
3. A cake bakes in an oven.
4. Two chemicals form a new substance.
Answer:

Question: In which case does a physical change occur?

Choices:
M. Ice melts into water.
S. Bread burns in a toaster.
X. A cake bakes in an oven.
O. Two chemicals form a new substance.

Prompt:
Question: In which case does a physical change occur?
M. Ice melts into water.
S. Bread burns in a toaster.
X. A cake bakes in an oven.
O. Two chemicals form a new substance.
Answer:

Question: In which case does a physical change occur?

Choices:
M. Bread burns in a toaster.
S. Ice melts into water.
X. A cake bakes in an oven.
O. Two chemicals form a new substance.

Prompt:
Question: In which case does a physical change occur?
M. Bread burns in a toaster.
S. Ice melts into water.
X. A cake bakes in an oven.
O. Two chemicals form a new substance.
Answer:

Answer: 1


Question: Which energy source could involve a dam?

Choices:
A. biomass
B. solar power
C. geothermal energy
D. hydroelectric power

Prompt:
Question: Which energy source could involve a dam?
A. biomass
B. solar power
C. geothermal energy
D. hydroelectric power
Answer:

Answer: 3

Question: Which energy source could involve a dam?

Choices:
A. solar power
B. biomass
C. hydroelectric power
D. geothermal energy

Prompt:
Question: Which energy source could involve a dam?
A. solar power
B. biomass
C. hydroelectric power
D. geothermal energy
Answer:

Answer: 2

Question: Which energy source could involve a dam?

Choices:
1. biomass
2. solar power
3. geothermal energy
4. hydroelectric power

Prompt:
Question: Which energy source could involve a dam?
1. biomass
2. solar power
3. geothermal energy
4. hydroelectric power
Answer:

Answer: 3

Question: Which energy source could involve a dam?

Choices:
T. biomass
P. solar power
Z. geothermal energy
E. hydroelectric power

Prompt:
Question: Which energy source could involve a dam?
T. biomass
P. solar power
Z. geothermal energy
E. hydroelectric power
Answer:

Answer: 3

Question: Which energy source could involve a dam?

Choices:
T. solar power
P. biomass
Z. hydroelectric power
E. geothermal energy

Prompt:
Question: Which energy source could involve a dam?
T. solar power
P. biomass
Z. hydroelectric power
E. geothermal energy
Answer:

Answer: 2


Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?

Choices:
A. a nucleus
B. a cell membrane
C. a circular chromosome
D. a mitochondrion

Prompt:
Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?
A. a nucleus
B. a cell membrane
C. a circular chromosome
D. a mitochondrion
Answer:

Answer: 1

Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?

Choices:
A. a cell membrane
B. a nucleus
C. a circular chromosome
D. a mitochondrion

Prompt:
Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?
A. a cell membrane
B. a nucleus
C. a circular chromosome
D. a mitochondrion
Answer:

Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?

Choices:
1. a nucleus
2. a cell membrane
3. a circular chromosome
4. a mitochondrion

Prompt:
Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?
1. a nucleus
2. a cell membrane
3. a circular chromosome
4. a mitochondrion
Answer:

Answer: 1

Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?

Choices:
B. a nucleus
N. a cell membrane
S. a circular chromosome
W. a mitochondrion

Prompt:
Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?
B. a nucleus
N. a cell membrane
S. a circular chromosome
W. a mitochondrion
Answer:

Answer: 1

Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?

Choices:
B. a cell membrane
N. a nucleus
S. a circular chromosome
W. a mitochondrion

Prompt:
Question: Which cellular structure do organisms in the kingdoms Eubacteria, Archaebacteria, and Protista have in common?
B. a cell membrane
N. a nucleus
S. a circular chromosome
W. a mitochondrion
Answer:


Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?

Choices:
A. There may not be enough drinking water.
B. There may not be enough water in the water cycle.
C. There may not be enough oxygen for humans to breathe.

Prompt:
Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?
A. There may not be enough drinking water.
B. There may not be enough water in the water cycle.
C. There may not be enough oxygen for humans to breathe.
Answer:

Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?

Choices:
A. There may not be enough water in the water cycle.
B. There may not be enough drinking water.
C. There may not be enough oxygen for humans to breathe.

Prompt:
Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?
A. There may not be enough water in the water cycle.
B. There may not be enough drinking water.
C. There may not be enough oxygen for humans to breathe.
Answer:

Answer: 1

Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?

Choices:
1. There may not be enough drinking water.
2. There may not be enough water in the water cycle.
3. There may not be enough oxygen for humans to breathe.

Prompt:
Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?
1. There may not be enough drinking water.
2. There may not be enough water in the water cycle.
3. There may not be enough oxygen for humans to breathe.
Answer:

Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?

Choices:
C. There may not be enough drinking water.
Y. There may not be enough water in the water cycle.
F. There may not be enough oxygen for humans to breathe.

Prompt:
Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?
C. There may not be enough drinking water.
Y. There may not be enough water in the water cycle.
F. There may not be enough oxygen for humans to breathe.
Answer:

Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?

Choices:
C. There may not be enough water in the water cycle.
Y. There may not be enough drinking water.
F. There may not be enough oxygen for humans to breathe.

Prompt:
Question: Sheri went on a field trip with her class and saw a stream with floating garbage. How could this pollution affect humans?
C. There may not be enough water in the water cycle.
Y. There may not be enough drinking water.
F. There may not be enough oxygen for humans to breathe.
Answer:

Answer: 1


Question: Which information would probably be most helpful to someone trying to identify a mineral sample?

Choices:
A. location and mass of the sample
B. shape and texture of the sample
C. hardness and streak of the sample
D. color and size of the sample

Prompt:
Question: Which information would probably be most helpful to someone trying to identify a mineral sample?
A. location and mass of the sample
B. shape and texture of the sample
C. hardness and streak of the sample
D. color and size of the sample
Answer:

Answer: 2

Question: Which information would probably be most helpful to someone trying to identify a mineral sample?

Choices:
A. hardness and streak of the sample
B. location and mass of the sample
C. shape and texture of the sample
D. color and size of the sample

Prompt:
Question: Which information would probably be most helpful to someone trying to identify a mineral sample?
A. hardness and streak of the sample
B. location and mass of the sample
C. shape and texture of the sample
D. color and size of the sample
Answer:

Question: Which information would probably be most helpful to someone trying to identify a mineral sample?

Choices:
1. location and mass of the sample
2. shape and texture of the sample
3. hardness and streak of the sample
4. color and size of the sample

Prompt:
Question: Which information would probably be most helpful to someone trying to identify a mineral sample?
1. location and mass of the sample
2. shape and texture of the sample
3. hardness and streak of the sample
4. color and size of the sample
Answer:

Answer: 2

Question: Which information would probably be most helpful to someone trying to identify a mineral sample?

Choices:
W. location and mass of the sample
K. shape and texture of the sample
A. hardness and streak of the sample
L. color and size of the sample

Prompt:
Question: Which information would probably be most helpful to someone trying to identify a mineral sample?
W. location and mass of the sample
K. shape and texture of the sample
A. hardness and streak of the sample
L. color and size of the sample
Answer:

Answer: 2

Question: Which information would probably be most helpful to someone trying to identify a mineral sample?

Choices:
W. hardness and streak of the sample
K. location and mass of the sample
A. shape and texture of the sample
L. color and size of the sample

Prompt:
Question: Which information would probably be most helpful to someone trying to identify a mineral sample?
W. hardness and streak of the sample
K. location and mass of the sample
A. shape and texture of the sample
L. color and size of the sample
Answer:


Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?

Choices:
A. a reduction in the ozone layer
B. a reduction in photosynthesis
C. an increase in radioactive wastes
D. an increase in the greenhouse effect

Prompt:
Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?
A. a reduction in the ozone layer
B. a reduction in photosynthesis
C. an increase in radioactive wastes
D. an increase in the greenhouse effect
Answer:

Answer: 3

Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?

Choices:
A. an increase in the greenhouse effect
B. an increase in radioactive wastes
C. a reduction in the ozone layer
D. a reduction in photosynthesis

Prompt:
Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?
A. an increase in the greenhouse effect
B. an increase in radioactive wastes
C. a reduction in the ozone layer
D. a reduction in photosynthesis
Answer:

Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?

Choices:
1. a reduction in the ozone layer
2. a reduction in photosynthesis
3. an increase in radioactive wastes
4. an increase in the greenhouse effect

Prompt:
Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?
1. a reduction in the ozone layer
2. a reduction in photosynthesis
3. an increase in radioactive wastes
4. an increase in the greenhouse effect
Answer:

Answer: 3

Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?

Choices:
J. a reduction in the ozone layer
N. a reduction in photosynthesis
O. an increase in radioactive wastes
P. an increase in the greenhouse effect

Prompt:
Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?
J. a reduction in the ozone layer
N. a reduction in photosynthesis
O. an increase in radioactive wastes
P. an increase in the greenhouse effect
Answer:

Answer: 3

Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?

Choices:
J. an increase in the greenhouse effect
N. an increase in radioactive wastes
O. a reduction in the ozone layer
P. a reduction in photosynthesis

Prompt:
Question: Which of these is most likely an effect of releasing carbon dioxide pollution into the atmosphere?
J. an increase in the greenhouse effect
N. an increase in radioactive wastes
O. a reduction in the ozone layer
P. a reduction in photosynthesis
Answer:


Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover

Choices:
A. metal.
B. wood.
C. solids.
D. liquids.

Prompt:
Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover
A. metal.
B. wood.
C. solids.
D. liquids.
Answer:

Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover

Choices:
A. wood.
B. metal.
C. solids.
D. liquids.

Prompt:
Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover
A. wood.
B. metal.
C. solids.
D. liquids.
Answer:

Answer: 1

Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover

Choices:
1. metal.
2. wood.
3. solids.
4. liquids.

Prompt:
Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover
1. metal.
2. wood.
3. solids.
4. liquids.
Answer:

Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover

Choices:
U. metal.
V. wood.
L. solids.
N. liquids.

Prompt:
Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover
U. metal.
V. wood.
L. solids.
N. liquids.
Answer:

Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover

Choices:
U. wood.
V. metal.
L. solids.
N. liquids.

Prompt:
Question: Plastic conducts very little thermal energy or electricity. Because of this property, plastic would most likely be used to cover
U. wood.
V. metal.
L. solids.
N. liquids.
Answer:

Answer: 1


Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?

Choices:
A. meter
B. light-year
C. kilometer
D. astronomical unit

Prompt:
Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?
A. meter
B. light-year
C. kilometer
D. astronomical unit
Answer:

Answer: 1

Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?

Choices:
A. light-year
B. kilometer
C. astronomical unit
D. meter

Prompt:
Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?
A. light-year
B. kilometer
C. astronomical unit
D. meter
Answer:

Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?

Choices:
1. meter
2. light-year
3. kilometer
4. astronomical unit

Prompt:
Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?
1. meter
2. light-year
3. kilometer
4. astronomical unit
Answer:

Answer: 1

Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?

Choices:
G. meter
Q. light-year
C. kilometer
D. astronomical unit

Prompt:
Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?
G. meter
Q. light-year
C. kilometer
D. astronomical unit
Answer:

Answer: 1

Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?

Choices:
G. light-year
Q. kilometer
C. astronomical unit
D. meter

Prompt:
Question: Which unit of measurement do astronomers use when measuring the distance between two stars found in the Milky Way?
G. light-year
Q. kilometer
C. astronomical unit
D. meter
Answer:


Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?

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

Prompt:
Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?
A. circulatory
B. digestive
C. nervous
D. skeletal
Answer:

Answer: 1

Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?

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

Prompt:
Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?
A. digestive
B. circulatory
C. skeletal
D. nervous
Answer:

Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?

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

Prompt:
Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?
1. circulatory
2. digestive
3. nervous
4. skeletal
Answer:

Answer: 1

Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?

Choices:
Y. circulatory
G. digestive
M. nervous
W. skeletal

Prompt:
Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?
Y. circulatory
G. digestive
M. nervous
W. skeletal
Answer:

Answer: 1

Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?

Choices:
Y. digestive
G. circulatory
M. skeletal
W. nervous

Prompt:
Question: The human body is made up of several systems. The mouth, esophagus, and stomach are all parts of which system?
Y. digestive
G. circulatory
M. skeletal
W. nervous
Answer:


Question: Which term describes the path the Moon travels around Earth?

Choices:
A. rotation
B. day
C. orbit
D. phase

Prompt:
Question: Which term describes the path the Moon travels around Earth?
A. rotation
B. day
C. orbit
D. phase
Answer:

Answer: 2

Question: Which term describes the path the Moon travels around Earth?

Choices:
A. day
B. phase
C. rotation
D. orbit

Prompt:
Question: Which term describes the path the Moon travels around Earth?
A. day
B. phase
C. rotation
D. orbit
Answer:

Answer: 3

Question: Which term describes the path the Moon travels around Earth?

Choices:
1. rotation
2. day
3. orbit
4. phase

Prompt:
Question: Which term describes the path the Moon travels around Earth?
1. rotation
2. day
3. orbit
4. phase
Answer:

Answer: 2

Question: Which term describes the path the Moon travels around Earth?

Choices:
B. rotation
W. day
T. orbit
Z. phase

Prompt:
Question: Which term describes the path the Moon travels around Earth?
B. rotation
W. day
T. orbit
Z. phase
Answer:

Answer: 2

Question: Which term describes the path the Moon travels around Earth?

Choices:
B. day
W. phase
T. rotation
Z. orbit

Prompt:
Question: Which term describes the path the Moon travels around Earth?
B. day
W. phase
T. rotation
Z. orbit
Answer:

Answer: 3


Question: Which best describes an exothermic reaction?

Choices:
A. a physical change occurs
B. equal amounts of products are produced
C. energy is required
D. energy is released

Prompt:
Question: Which best describes an exothermic reaction?
A. a physical change occurs
B. equal amounts of products are produced
C. energy is required
D. energy is released
Answer:

Answer: 3

Question: Which best describes an exothermic reaction?

Choices:
A. energy is required
B. energy is released
C. a physical change occurs
D. equal amounts of products are produced

Prompt:
Question: Which best describes an exothermic reaction?
A. energy is required
B. energy is released
C. a physical change occurs
D. equal amounts of products are produced
Answer:

Answer: 1

Question: Which best describes an exothermic reaction?

Choices:
1. a physical change occurs
2. equal amounts of products are produced
3. energy is required
4. energy is released

Prompt:
Question: Which best describes an exothermic reaction?
1. a physical change occurs
2. equal amounts of products are produced
3. energy is required
4. energy is released
Answer:

Answer: 3

Question: Which best describes an exothermic reaction?

Choices:
R. a physical change occurs
C. equal amounts of products are produced
E. energy is required
S. energy is released

Prompt:
Question: Which best describes an exothermic reaction?
R. a physical change occurs
C. equal amounts of products are produced
E. energy is required
S. energy is released
Answer:

Answer: 3

Question: Which best describes an exothermic reaction?

Choices:
R. energy is required
C. energy is released
E. a physical change occurs
S. equal amounts of products are produced

Prompt:
Question: Which best describes an exothermic reaction?
R. energy is required
C. energy is released
E. a physical change occurs
S. equal amounts of products are produced
Answer:

Answer: 1


Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?

Choices:
A. boiling only
B. melting only
C. melting and freezing but not boiling
D. melting and boiling but not freezing

Prompt:
Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?
A. boiling only
B. melting only
C. melting and freezing but not boiling
D. melting and boiling but not freezing
Answer:

Answer: 3

Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?

Choices:
A. melting and boiling but not freezing
B. melting only
C. melting and freezing but not boiling
D. boiling only

Prompt:
Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?
A. melting and boiling but not freezing
B. melting only
C. melting and freezing but not boiling
D. boiling only
Answer:

Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?

Choices:
1. boiling only
2. melting only
3. melting and freezing but not boiling
4. melting and boiling but not freezing

Prompt:
Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?
1. boiling only
2. melting only
3. melting and freezing but not boiling
4. melting and boiling but not freezing
Answer:

Answer: 3

Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?

Choices:
Q. boiling only
R. melting only
K. melting and freezing but not boiling
M. melting and boiling but not freezing

Prompt:
Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?
Q. boiling only
R. melting only
K. melting and freezing but not boiling
M. melting and boiling but not freezing
Answer:

Answer: 3

Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?

Choices:
Q. melting and boiling but not freezing
R. melting only
K. melting and freezing but not boiling
M. boiling only

Prompt:
Question: During freezing, melting, and boiling, water changes from one state to another state. Heat needs to be supplied for which of these to take place?
Q. melting and boiling but not freezing
R. melting only
K. melting and freezing but not boiling
M. boiling only
Answer:


Question: Which of the following is a first-level consumer?

Choices:
A. wolf
B. hawk
C. carrot
D. rabbit

Prompt:
Question: Which of the following is a first-level consumer?
A. wolf
B. hawk
C. carrot
D. rabbit
Answer:

Answer: 3

Question: Which of the following is a first-level consumer?

Choices:
A. rabbit
B. carrot
C. wolf
D. hawk

Prompt:
Question: Which of the following is a first-level consumer?
A. rabbit
B. carrot
C. wolf
D. hawk
Answer:

Question: Which of the following is a first-level consumer?

Choices:
1. wolf
2. hawk
3. carrot
4. rabbit

Prompt:
Question: Which of the following is a first-level consumer?
1. wolf
2. hawk
3. carrot
4. rabbit
Answer:

Answer: 3

Question: Which of the following is a first-level consumer?

Choices:
P. wolf
V. hawk
Z. carrot
F. rabbit

Prompt:
Question: Which of the following is a first-level consumer?
P. wolf
V. hawk
Z. carrot
F. rabbit
Answer:

Answer: 3

Question: Which of the following is a first-level consumer?

Choices:
P. rabbit
V. carrot
Z. wolf
F. hawk

Prompt:
Question: Which of the following is a first-level consumer?
P. rabbit
V. carrot
Z. wolf
F. hawk
Answer:


Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?

Choices:
A. reduce the mass of the box
B. increase the mass of the box
C. make the surfaces of the box smooth
D. make the surface of the floor smooth

Prompt:
Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?
A. reduce the mass of the box
B. increase the mass of the box
C. make the surfaces of the box smooth
D. make the surface of the floor smooth
Answer:

Answer: 1

Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?

Choices:
A. make the surface of the floor smooth
B. reduce the mass of the box
C. increase the mass of the box
D. make the surfaces of the box smooth

Prompt:
Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?
A. make the surface of the floor smooth
B. reduce the mass of the box
C. increase the mass of the box
D. make the surfaces of the box smooth
Answer:

Answer: 2

Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?

Choices:
1. reduce the mass of the box
2. increase the mass of the box
3. make the surfaces of the box smooth
4. make the surface of the floor smooth

Prompt:
Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?
1. reduce the mass of the box
2. increase the mass of the box
3. make the surfaces of the box smooth
4. make the surface of the floor smooth
Answer:

Answer: 1

Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?

Choices:
T. reduce the mass of the box
N. increase the mass of the box
Q. make the surfaces of the box smooth
Z. make the surface of the floor smooth

Prompt:
Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?
T. reduce the mass of the box
N. increase the mass of the box
Q. make the surfaces of the box smooth
Z. make the surface of the floor smooth
Answer:

Answer: 1

Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?

Choices:
T. make the surface of the floor smooth
N. reduce the mass of the box
Q. increase the mass of the box
Z. make the surfaces of the box smooth

Prompt:
Question: A force of 5 N is required to increase the speed of a box from a rate of 1.0 m/s to 3.0 m/s within 5 s along a level surface. What change would most likely require additional force to produce the same results?
T. make the surface of the floor smooth
N. reduce the mass of the box
Q. increase the mass of the box
Z. make the surfaces of the box smooth
Answer:

Answer: 2


Question: What is the MAJOR reason Earth has seasons?

Choices:
A. Earth has a moon
B. Earth has a tilted axis
C. Earth has a magnetic field
D. Earth has an elliptical orbit

Prompt:
Question: What is the MAJOR reason Earth has seasons?
A. Earth has a moon
B. Earth has a tilted axis
C. Earth has a magnetic field
D. Earth has an elliptical orbit
Answer:

Answer: 1

Question: What is the MAJOR reason Earth has seasons?

Choices:
A. Earth has a moon
B. Earth has a magnetic field
C. Earth has a tilted axis
D. Earth has an elliptical orbit

Prompt:
Question: What is the MAJOR reason Earth has seasons?
A. Earth has a moon
B. Earth has a magnetic field
C. Earth has a tilted axis
D. Earth has an elliptical orbit
Answer:

Answer: 2

Question: What is the MAJOR reason Earth has seasons?

Choices:
1. Earth has a moon
2. Earth has a tilted axis
3. Earth has a magnetic field
4. Earth has an elliptical orbit

Prompt:
Question: What is the MAJOR reason Earth has seasons?
1. Earth has a moon
2. Earth has a tilted axis
3. Earth has a magnetic field
4. Earth has an elliptical orbit
Answer:

Answer: 1

Question: What is the MAJOR reason Earth has seasons?

Choices:
C. Earth has a moon
G. Earth has a tilted axis
H. Earth has a magnetic field
M. Earth has an elliptical orbit

Prompt:
Question: What is the MAJOR reason Earth has seasons?
C. Earth has a moon
G. Earth has a tilted axis
H. Earth has a magnetic field
M. Earth has an elliptical orbit
Answer:

Answer: 1

Question: What is the MAJOR reason Earth has seasons?

Choices:
C. Earth has a moon
G. Earth has a magnetic field
H. Earth has a tilted axis
M. Earth has an elliptical orbit

Prompt:
Question: What is the MAJOR reason Earth has seasons?
C. Earth has a moon
G. Earth has a magnetic field
H. Earth has a tilted axis
M. Earth has an elliptical orbit
Answer:

Answer: 2


Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?

Choices:
A. development of claws
B. increase in leg strength
C. increase in visual acuity
D. development of webbed feet

Prompt:
Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?
A. development of claws
B. increase in leg strength
C. increase in visual acuity
D. development of webbed feet
Answer:

Answer: 3

Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?

Choices:
A. increase in visual acuity
B. development of claws
C. development of webbed feet
D. increase in leg strength

Prompt:
Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?
A. increase in visual acuity
B. development of claws
C. development of webbed feet
D. increase in leg strength
Answer:

Answer: 2

Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?

Choices:
1. development of claws
2. increase in leg strength
3. increase in visual acuity
4. development of webbed feet

Prompt:
Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?
1. development of claws
2. increase in leg strength
3. increase in visual acuity
4. development of webbed feet
Answer:

Answer: 3

Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?

Choices:
D. development of claws
G. increase in leg strength
N. increase in visual acuity
V. development of webbed feet

Prompt:
Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?
D. development of claws
G. increase in leg strength
N. increase in visual acuity
V. development of webbed feet
Answer:

Answer: 3

Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?

Choices:
D. increase in visual acuity
G. development of claws
N. development of webbed feet
V. increase in leg strength

Prompt:
Question: In a particular habitat, Animal X has two sources of food. One source is found in the water and the other source is found on land. If the main predator of Animal X is found only on land, what is the most likely structural adaptation that will be selected for in the population of Animal X?
D. increase in visual acuity
G. development of claws
N. development of webbed feet
V. increase in leg strength
Answer:

Answer: 2


Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?

Choices:
A. noise levels
B. intensity of light
C. relative humidity
D. types of thermal energy

Prompt:
Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?
A. noise levels
B. intensity of light
C. relative humidity
D. types of thermal energy
Answer:

Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?

Choices:
A. relative humidity
B. noise levels
C. intensity of light
D. types of thermal energy

Prompt:
Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?
A. relative humidity
B. noise levels
C. intensity of light
D. types of thermal energy
Answer:

Answer: 1

Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?

Choices:
1. noise levels
2. intensity of light
3. relative humidity
4. types of thermal energy

Prompt:
Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?
1. noise levels
2. intensity of light
3. relative humidity
4. types of thermal energy
Answer:

Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?

Choices:
W. noise levels
G. intensity of light
U. relative humidity
X. types of thermal energy

Prompt:
Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?
W. noise levels
G. intensity of light
U. relative humidity
X. types of thermal energy
Answer:

Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?

Choices:
W. relative humidity
G. noise levels
U. intensity of light
X. types of thermal energy

Prompt:
Question: A teacher uses an instrument that records decibel levels. What is the teacher measuring?
W. relative humidity
G. noise levels
U. intensity of light
X. types of thermal energy
Answer:

Answer: 1


Question: Which best explains how nutrients get into soil?

Choices:
A. through exposure to air
B. by absorbing sunlight
C. through decaying matter
D. by rocks eroding

Prompt:
Question: Which best explains how nutrients get into soil?
A. through exposure to air
B. by absorbing sunlight
C. through decaying matter
D. by rocks eroding
Answer:

Answer: 2

Question: Which best explains how nutrients get into soil?

Choices:
A. through decaying matter
B. through exposure to air
C. by absorbing sunlight
D. by rocks eroding

Prompt:
Question: Which best explains how nutrients get into soil?
A. through decaying matter
B. through exposure to air
C. by absorbing sunlight
D. by rocks eroding
Answer:

Question: Which best explains how nutrients get into soil?

Choices:
1. through exposure to air
2. by absorbing sunlight
3. through decaying matter
4. by rocks eroding

Prompt:
Question: Which best explains how nutrients get into soil?
1. through exposure to air
2. by absorbing sunlight
3. through decaying matter
4. by rocks eroding
Answer:

Answer: 2

Question: Which best explains how nutrients get into soil?

Choices:
U. through exposure to air
I. by absorbing sunlight
G. through decaying matter
P. by rocks eroding

Prompt:
Question: Which best explains how nutrients get into soil?
U. through exposure to air
I. by absorbing sunlight
G. through decaying matter
P. by rocks eroding
Answer:

Answer: 2

Question: Which best explains how nutrients get into soil?

Choices:
U. through decaying matter
I. through exposure to air
G. by absorbing sunlight
P. by rocks eroding

Prompt:
Question: Which best explains how nutrients get into soil?
U. through decaying matter
I. through exposure to air
G. by absorbing sunlight
P. by rocks eroding
Answer:


Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?

Choices:
A. erosion
B. fertilizer
C. chemical weathering
D. mechanical weathering

Prompt:
Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?
A. erosion
B. fertilizer
C. chemical weathering
D. mechanical weathering
Answer:

Answer: 2

Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?

Choices:
A. erosion
B. fertilizer
C. mechanical weathering
D. chemical weathering

Prompt:
Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?
A. erosion
B. fertilizer
C. mechanical weathering
D. chemical weathering
Answer:

Answer: 3

Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?

Choices:
1. erosion
2. fertilizer
3. chemical weathering
4. mechanical weathering

Prompt:
Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?
1. erosion
2. fertilizer
3. chemical weathering
4. mechanical weathering
Answer:

Answer: 2

Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?

Choices:
E. erosion
W. fertilizer
N. chemical weathering
Y. mechanical weathering

Prompt:
Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?
E. erosion
W. fertilizer
N. chemical weathering
Y. mechanical weathering
Answer:

Answer: 2

Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?

Choices:
E. erosion
W. fertilizer
N. mechanical weathering
Y. chemical weathering

Prompt:
Question: Lichens grow on rocks and produce an acid that reacts with part of the rock, forming soil. Which best describes the action of lichens on the rocks?
E. erosion
W. fertilizer
N. mechanical weathering
Y. chemical weathering
Answer:

Answer: 3


Question: Why do the Sun and Moon appear to move across the sky?

Choices:
A. The rotation of the solar system makes the Sun and Moon seem to move.
B. The rotation of Earth makes the Sun and Moon seem to move.
C. The Sun and Moon revolve around Earth.
D. Earth revolves around the Sun and the Moon.

Prompt:
Question: Why do the Sun and Moon appear to move across the sky?
A. The rotation of the solar system makes the Sun and Moon seem to move.
B. The rotation of Earth makes the Sun and Moon seem to move.
C. The Sun and Moon revolve around Earth.
D. Earth revolves around the Sun and the Moon.
Answer:

Answer: 1

Question: Why do the Sun and Moon appear to move across the sky?

Choices:
A. The Sun and Moon revolve around Earth.
B. Earth revolves around the Sun and the Moon.
C. The rotation of the solar system makes the Sun and Moon seem to move.
D. The rotation of Earth makes the Sun and Moon seem to move.

Prompt:
Question: Why do the Sun and Moon appear to move across the sky?
A. The Sun and Moon revolve around Earth.
B. Earth revolves around the Sun and the Moon.
C. The rotation of the solar system makes the Sun and Moon seem to move.
D. The rotation of Earth makes the Sun and Moon seem to move.
Answer:

Answer: 3

Question: Why do the Sun and Moon appear to move across the sky?

Choices:
1. The rotation of the solar system makes the Sun and Moon seem to move.
2. The rotation of Earth makes the Sun and Moon seem to move.
3. The Sun and Moon revolve around Earth.
4. Earth revolves around the Sun and the Moon.

Prompt:
Question: Why do the Sun and Moon appear to move across the sky?
1. The rotation of the solar system makes the Sun and Moon seem to move.
2. The rotation of Earth makes the Sun and Moon seem to move.
3. The Sun and Moon revolve around Earth.
4. Earth revolves around the Sun and the Moon.
Answer:

Answer: 1

Question: Why do the Sun and Moon appear to move across the sky?

Choices:
T. The rotation of the solar system makes the Sun and Moon seem to move.
K. The rotation of Earth makes the Sun and Moon seem to move.
D. The Sun and Moon revolve around Earth.
B. Earth revolves around the Sun and the Moon.

Prompt:
Question: Why do the Sun and Moon appear to move across the sky?
T. The rotation of the solar system makes the Sun and Moon seem to move.
K. The rotation of Earth makes the Sun and Moon seem to move.
D. The Sun and Moon revolve around Earth.
B. Earth revolves around the Sun and the Moon.
Answer:

Answer: 1

Question: Why do the Sun and Moon appear to move across the sky?

Choices:
T. The Sun and Moon revolve around Earth.
K. Earth revolves around the Sun and the Moon.
D. The rotation of the solar system makes the Sun and Moon seem to move.
B. The rotation of Earth makes the Sun and Moon seem to move.

Prompt:
Question: Why do the Sun and Moon appear to move across the sky?
T. The Sun and Moon revolve around Earth.
K. Earth revolves around the Sun and the Moon.
D. The rotation of the solar system makes the Sun and Moon seem to move.
B. The rotation of Earth makes the Sun and Moon seem to move.
Answer:

Answer: 3


Question: Which human activity would have the greatest positive impact on the water quality of a stream?

Choices:
A. releasing warm water into the stream
B. driving cars through the stream
C. reducing use of fertilizers near the stream
D. increasing use of chemicals near the stream

Prompt:
Question: Which human activity would have the greatest positive impact on the water quality of a stream?
A. releasing warm water into the stream
B. driving cars through the stream
C. reducing use of fertilizers near the stream
D. increasing use of chemicals near the stream
Answer:

Answer: 2

Question: Which human activity would have the greatest positive impact on the water quality of a stream?

Choices:
A. releasing warm water into the stream
B. reducing use of fertilizers near the stream
C. increasing use of chemicals near the stream
D. driving cars through the stream

Prompt:
Question: Which human activity would have the greatest positive impact on the water quality of a stream?
A. releasing warm water into the stream
B. reducing use of fertilizers near the stream
C. increasing use of chemicals near the stream
D. driving cars through the stream
Answer:

Answer: 1

Question: Which human activity would have the greatest positive impact on the water quality of a stream?

Choices:
1. releasing warm water into the stream
2. driving cars through the stream
3. reducing use of fertilizers near the stream
4. increasing use of chemicals near the stream

Prompt:
Question: Which human activity would have the greatest positive impact on the water quality of a stream?
1. releasing warm water into the stream
2. driving cars through the stream
3. reducing use of fertilizers near the stream
4. increasing use of chemicals near the stream
Answer:

Answer: 2

Question: Which human activity would have the greatest positive impact on the water quality of a stream?

Choices:
B. releasing warm water into the stream
O. driving cars through the stream
N. reducing use of fertilizers near the stream
I. increasing use of chemicals near the stream

Prompt:
Question: Which human activity would have the greatest positive impact on the water quality of a stream?
B. releasing warm water into the stream
O. driving cars through the stream
N. reducing use of fertilizers near the stream
I. increasing use of chemicals near the stream
Answer:

Answer: 2

Question: Which human activity would have the greatest positive impact on the water quality of a stream?

Choices:
B. releasing warm water into the stream
O. reducing use of fertilizers near the stream
N. increasing use of chemicals near the stream
I. driving cars through the stream

Prompt:
Question: Which human activity would have the greatest positive impact on the water quality of a stream?
B. releasing warm water into the stream
O. reducing use of fertilizers near the stream
N. increasing use of chemicals near the stream
I. driving cars through the stream
Answer:

Answer: 1


Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from

Choices:
A. solid to gas
B. solid to liquid
C. liquid to solid
D. liquid to gas

Prompt:
Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from
A. solid to gas
B. solid to liquid
C. liquid to solid
D. liquid to gas
Answer:

Answer: 2

Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from

Choices:
A. liquid to gas
B. solid to gas
C. solid to liquid
D. liquid to solid

Prompt:
Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from
A. liquid to gas
B. solid to gas
C. solid to liquid
D. liquid to solid
Answer:

Answer: 3

Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from

Choices:
1. solid to gas
2. solid to liquid
3. liquid to solid
4. liquid to gas

Prompt:
Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from
1. solid to gas
2. solid to liquid
3. liquid to solid
4. liquid to gas
Answer:

Answer: 2

Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from

Choices:
X. solid to gas
V. solid to liquid
O. liquid to solid
F. liquid to gas

Prompt:
Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from
X. solid to gas
V. solid to liquid
O. liquid to solid
F. liquid to gas
Answer:

Answer: 2

Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from

Choices:
X. liquid to gas
V. solid to gas
O. solid to liquid
F. liquid to solid

Prompt:
Question: A student pours water into a cup and places the cup in a freezer. After many hours, the water will change from
X. liquid to gas
V. solid to gas
O. solid to liquid
F. liquid to solid
Answer:

Answer: 3


Question: Which gas is given off by a plant during photosynthesis?

Choices:
A. oxygen
B. nitrogen
C. hydrogen
D. carbon dioxide

Prompt:
Question: Which gas is given off by a plant during photosynthesis?
A. oxygen
B. nitrogen
C. hydrogen
D. carbon dioxide
Answer:

Question: Which gas is given off by a plant during photosynthesis?

Choices:
A. hydrogen
B. nitrogen
C. carbon dioxide
D. oxygen

Prompt:
Question: Which gas is given off by a plant during photosynthesis?
A. hydrogen
B. nitrogen
C. carbon dioxide
D. oxygen
Answer:

Answer: 3

Question: Which gas is given off by a plant during photosynthesis?

Choices:
1. oxygen
2. nitrogen
3. hydrogen
4. carbon dioxide

Prompt:
Question: Which gas is given off by a plant during photosynthesis?
1. oxygen
2. nitrogen
3. hydrogen
4. carbon dioxide
Answer:

Question: Which gas is given off by a plant during photosynthesis?

Choices:
B. oxygen
R. nitrogen
P. hydrogen
V. carbon dioxide

Prompt:
Question: Which gas is given off by a plant during photosynthesis?
B. oxygen
R. nitrogen
P. hydrogen
V. carbon dioxide
Answer:

Question: Which gas is given off by a plant during photosynthesis?

Choices:
B. hydrogen
R. nitrogen
P. carbon dioxide
V. oxygen

Prompt:
Question: Which gas is given off by a plant during photosynthesis?
B. hydrogen
R. nitrogen
P. carbon dioxide
V. oxygen
Answer:

Answer: 3


Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?

Choices:
A. metamorphosis
B. photosynthesis
C. pollination
D. reproduction

Prompt:
Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?
A. metamorphosis
B. photosynthesis
C. pollination
D. reproduction
Answer:

Answer: 1

Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?

Choices:
A. pollination
B. metamorphosis
C. photosynthesis
D. reproduction

Prompt:
Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?
A. pollination
B. metamorphosis
C. photosynthesis
D. reproduction
Answer:

Answer: 2

Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?

Choices:
1. metamorphosis
2. photosynthesis
3. pollination
4. reproduction

Prompt:
Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?
1. metamorphosis
2. photosynthesis
3. pollination
4. reproduction
Answer:

Answer: 1

Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?

Choices:
M. metamorphosis
D. photosynthesis
R. pollination
K. reproduction

Prompt:
Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?
M. metamorphosis
D. photosynthesis
R. pollination
K. reproduction
Answer:

Answer: 1

Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?

Choices:
M. pollination
D. metamorphosis
R. photosynthesis
K. reproduction

Prompt:
Question: Which of the following processes makes it possible for plants to use energy from sunlight to produce their own food?
M. pollination
D. metamorphosis
R. photosynthesis
K. reproduction
Answer:

Answer: 2