Question: Which type of energy is transferred by vibrational waves?

Choices:
A. nuclear
B. light
C. chemical
D. sound

Prompt:
Question: Which type of energy is transferred by vibrational waves?
A. nuclear
B. light
C. chemical
D. sound
Answer:

Answer: 3

Question: Which type of energy is transferred by vibrational waves?

Choices:
A. sound
B. light
C. chemical
D. nuclear

Prompt:
Question: Which type of energy is transferred by vibrational waves?
A. sound
B. light
C. chemical
D. nuclear
Answer:

Question: Which type of energy is transferred by vibrational waves?

Choices:
1. nuclear
2. light
3. chemical
4. sound

Prompt:
Question: Which type of energy is transferred by vibrational waves?
1. nuclear
2. light
3. chemical
4. sound
Answer:

Answer: 3

Question: Which type of energy is transferred by vibrational waves?

Choices:
X. nuclear
I. light
E. chemical
P. sound

Prompt:
Question: Which type of energy is transferred by vibrational waves?
X. nuclear
I. light
E. chemical
P. sound
Answer:

Answer: 3

Question: Which type of energy is transferred by vibrational waves?

Choices:
X. sound
I. light
E. chemical
P. nuclear

Prompt:
Question: Which type of energy is transferred by vibrational waves?
X. sound
I. light
E. chemical
P. nuclear
Answer:


Question: The process of gene regulation directly impacts

Choices:
A. how much DNA is stored.
B. how much DNA is replicated.
C. which mRNA is produced.
D. which tRNA is produced.

Prompt:
Question: The process of gene regulation directly impacts
A. how much DNA is stored.
B. how much DNA is replicated.
C. which mRNA is produced.
D. which tRNA is produced.
Answer:

Answer: 2

Question: The process of gene regulation directly impacts

Choices:
A. how much DNA is replicated.
B. how much DNA is stored.
C. which tRNA is produced.
D. which mRNA is produced.

Prompt:
Question: The process of gene regulation directly impacts
A. how much DNA is replicated.
B. how much DNA is stored.
C. which tRNA is produced.
D. which mRNA is produced.
Answer:

Answer: 3

Question: The process of gene regulation directly impacts

Choices:
1. how much DNA is stored.
2. how much DNA is replicated.
3. which mRNA is produced.
4. which tRNA is produced.

Prompt:
Question: The process of gene regulation directly impacts
1. how much DNA is stored.
2. how much DNA is replicated.
3. which mRNA is produced.
4. which tRNA is produced.
Answer:

Answer: 2

Question: The process of gene regulation directly impacts

Choices:
N. how much DNA is stored.
T. how much DNA is replicated.
Q. which mRNA is produced.
M. which tRNA is produced.

Prompt:
Question: The process of gene regulation directly impacts
N. how much DNA is stored.
T. how much DNA is replicated.
Q. which mRNA is produced.
M. which tRNA is produced.
Answer:

Answer: 2

Question: The process of gene regulation directly impacts

Choices:
N. how much DNA is replicated.
T. how much DNA is stored.
Q. which tRNA is produced.
M. which mRNA is produced.

Prompt:
Question: The process of gene regulation directly impacts
N. how much DNA is replicated.
T. how much DNA is stored.
Q. which tRNA is produced.
M. which mRNA is produced.
Answer:

Answer: 3


Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?

Choices:
A. They all hold liquids.
B. They can all be made of glass.
C. They can all be marked in milliliters.
D. They can all be used to measure the volume of a liquid.

Prompt:
Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?
A. They all hold liquids.
B. They can all be made of glass.
C. They can all be marked in milliliters.
D. They can all be used to measure the volume of a liquid.
Answer:

Answer: 3

Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?

Choices:
A. They can all be marked in milliliters.
B. They all hold liquids.
C. They can all be used to measure the volume of a liquid.
D. They can all be made of glass.

Prompt:
Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?
A. They can all be marked in milliliters.
B. They all hold liquids.
C. They can all be used to measure the volume of a liquid.
D. They can all be made of glass.
Answer:

Answer: 2

Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?

Choices:
1. They all hold liquids.
2. They can all be made of glass.
3. They can all be marked in milliliters.
4. They can all be used to measure the volume of a liquid.

Prompt:
Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?
1. They all hold liquids.
2. They can all be made of glass.
3. They can all be marked in milliliters.
4. They can all be used to measure the volume of a liquid.
Answer:

Answer: 3

Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?

Choices:
U. They all hold liquids.
M. They can all be made of glass.
Z. They can all be marked in milliliters.
Q. They can all be used to measure the volume of a liquid.

Prompt:
Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?
U. They all hold liquids.
M. They can all be made of glass.
Z. They can all be marked in milliliters.
Q. They can all be used to measure the volume of a liquid.
Answer:

Answer: 3

Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?

Choices:
U. They can all be marked in milliliters.
M. They all hold liquids.
Z. They can all be used to measure the volume of a liquid.
Q. They can all be made of glass.

Prompt:
Question: What is the most important thing a cylinder, a measuring cup, and a beaker all have in common?
U. They can all be marked in milliliters.
M. They all hold liquids.
Z. They can all be used to measure the volume of a liquid.
Q. They can all be made of glass.
Answer:

Answer: 2


Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?

Choices:
A. pollution
B. habitat loss
C. climate change
D. use of fertilizers

Prompt:
Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?
A. pollution
B. habitat loss
C. climate change
D. use of fertilizers
Answer:

Answer: 1

Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?

Choices:
A. climate change
B. pollution
C. use of fertilizers
D. habitat loss

Prompt:
Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?
A. climate change
B. pollution
C. use of fertilizers
D. habitat loss
Answer:

Answer: 3

Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?

Choices:
1. pollution
2. habitat loss
3. climate change
4. use of fertilizers

Prompt:
Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?
1. pollution
2. habitat loss
3. climate change
4. use of fertilizers
Answer:

Answer: 1

Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?

Choices:
E. pollution
V. habitat loss
N. climate change
D. use of fertilizers

Prompt:
Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?
E. pollution
V. habitat loss
N. climate change
D. use of fertilizers
Answer:

Answer: 1

Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?

Choices:
E. climate change
V. pollution
N. use of fertilizers
D. habitat loss

Prompt:
Question: Scientists have shown that clearing the forest in the Amazon for farming is causing the extinction of native species. Which is the most direct cause of extinction from clear-cutting of land?
E. climate change
V. pollution
N. use of fertilizers
D. habitat loss
Answer:

Answer: 3


Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?

Choices:
A. Plants release oxygen.
B. Plants absorb sunlight.
C. Plants produce heat energy.
D. Plants make carbon dioxide.

Prompt:
Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?
A. Plants release oxygen.
B. Plants absorb sunlight.
C. Plants produce heat energy.
D. Plants make carbon dioxide.
Answer:

Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?

Choices:
A. Plants produce heat energy.
B. Plants absorb sunlight.
C. Plants release oxygen.
D. Plants make carbon dioxide.

Prompt:
Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?
A. Plants produce heat energy.
B. Plants absorb sunlight.
C. Plants release oxygen.
D. Plants make carbon dioxide.
Answer:

Answer: 2

Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?

Choices:
1. Plants release oxygen.
2. Plants absorb sunlight.
3. Plants produce heat energy.
4. Plants make carbon dioxide.

Prompt:
Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?
1. Plants release oxygen.
2. Plants absorb sunlight.
3. Plants produce heat energy.
4. Plants make carbon dioxide.
Answer:

Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?

Choices:
V. Plants release oxygen.
W. Plants absorb sunlight.
K. Plants produce heat energy.
U. Plants make carbon dioxide.

Prompt:
Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?
V. Plants release oxygen.
W. Plants absorb sunlight.
K. Plants produce heat energy.
U. Plants make carbon dioxide.
Answer:

Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?

Choices:
V. Plants produce heat energy.
W. Plants absorb sunlight.
K. Plants release oxygen.
U. Plants make carbon dioxide.

Prompt:
Question: James read that plants benefit animals by changing the atmosphere. How do plants most likely change the atmosphere in a way that is beneficial for animals?
V. Plants produce heat energy.
W. Plants absorb sunlight.
K. Plants release oxygen.
U. Plants make carbon dioxide.
Answer:

Answer: 2


Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?

Choices:
A. pedigree chart
B. dichotomous key
C. energy pyramid
D. line graph

Prompt:
Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?
A. pedigree chart
B. dichotomous key
C. energy pyramid
D. line graph
Answer:

Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?

Choices:
A. line graph
B. pedigree chart
C. dichotomous key
D. energy pyramid

Prompt:
Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?
A. line graph
B. pedigree chart
C. dichotomous key
D. energy pyramid
Answer:

Answer: 1

Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?

Choices:
1. pedigree chart
2. dichotomous key
3. energy pyramid
4. line graph

Prompt:
Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?
1. pedigree chart
2. dichotomous key
3. energy pyramid
4. line graph
Answer:

Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?

Choices:
Z. pedigree chart
S. dichotomous key
W. energy pyramid
X. line graph

Prompt:
Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?
Z. pedigree chart
S. dichotomous key
W. energy pyramid
X. line graph
Answer:

Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?

Choices:
Z. line graph
S. pedigree chart
W. dichotomous key
X. energy pyramid

Prompt:
Question: What model is used to show the pattern of traits that are passed from one generation to the next in a family?
Z. line graph
S. pedigree chart
W. dichotomous key
X. energy pyramid
Answer:

Answer: 1


Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?

Choices:
A. hail
B. rain
C. a front
D. a cloud

Prompt:
Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?
A. hail
B. rain
C. a front
D. a cloud
Answer:

Answer: 3

Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?

Choices:
A. a front
B. rain
C. a cloud
D. hail

Prompt:
Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?
A. a front
B. rain
C. a cloud
D. hail
Answer:

Answer: 2

Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?

Choices:
1. hail
2. rain
3. a front
4. a cloud

Prompt:
Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?
1. hail
2. rain
3. a front
4. a cloud
Answer:

Answer: 3

Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?

Choices:
P. hail
I. rain
Z. a front
R. a cloud

Prompt:
Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?
P. hail
I. rain
Z. a front
R. a cloud
Answer:

Answer: 3

Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?

Choices:
P. a front
I. rain
Z. a cloud
R. hail

Prompt:
Question: Tiny droplets of water seen floating in the air can give scientists a clue about the weather. What are groups of these droplets called?
P. a front
I. rain
Z. a cloud
R. hail
Answer:

Answer: 2


Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?

Choices:
A. Non-native plants are able to mutate rapidly.
B. Non-native plants cause native animals to relocate.
C. Non-native plants are able to be used for medicine.
D. Non-native plants compete with native plants for resources.

Prompt:
Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?
A. Non-native plants are able to mutate rapidly.
B. Non-native plants cause native animals to relocate.
C. Non-native plants are able to be used for medicine.
D. Non-native plants compete with native plants for resources.
Answer:

Answer: 3

Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?

Choices:
A. Non-native plants cause native animals to relocate.
B. Non-native plants compete with native plants for resources.
C. Non-native plants are able to be used for medicine.
D. Non-native plants are able to mutate rapidly.

Prompt:
Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?
A. Non-native plants cause native animals to relocate.
B. Non-native plants compete with native plants for resources.
C. Non-native plants are able to be used for medicine.
D. Non-native plants are able to mutate rapidly.
Answer:

Answer: 1

Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?

Choices:
1. Non-native plants are able to mutate rapidly.
2. Non-native plants cause native animals to relocate.
3. Non-native plants are able to be used for medicine.
4. Non-native plants compete with native plants for resources.

Prompt:
Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?
1. Non-native plants are able to mutate rapidly.
2. Non-native plants cause native animals to relocate.
3. Non-native plants are able to be used for medicine.
4. Non-native plants compete with native plants for resources.
Answer:

Answer: 3

Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?

Choices:
J. Non-native plants are able to mutate rapidly.
N. Non-native plants cause native animals to relocate.
P. Non-native plants are able to be used for medicine.
Y. Non-native plants compete with native plants for resources.

Prompt:
Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?
J. Non-native plants are able to mutate rapidly.
N. Non-native plants cause native animals to relocate.
P. Non-native plants are able to be used for medicine.
Y. Non-native plants compete with native plants for resources.
Answer:

Answer: 3

Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?

Choices:
J. Non-native plants cause native animals to relocate.
N. Non-native plants compete with native plants for resources.
P. Non-native plants are able to be used for medicine.
Y. Non-native plants are able to mutate rapidly.

Prompt:
Question: When taken to a new habitat, non-native plants often threaten native plants of the new habitat. Why do non-native plants threaten native plants?
J. Non-native plants cause native animals to relocate.
N. Non-native plants compete with native plants for resources.
P. Non-native plants are able to be used for medicine.
Y. Non-native plants are able to mutate rapidly.
Answer:

Answer: 1


Question: Which technology enables doctors to monitor the function of the heart?

Choices:
A. dialysis machine
B. electrocardiogram
C. electroencephalogram
D. automatic external defibrillator

Prompt:
Question: Which technology enables doctors to monitor the function of the heart?
A. dialysis machine
B. electrocardiogram
C. electroencephalogram
D. automatic external defibrillator
Answer:

Answer: 1

Question: Which technology enables doctors to monitor the function of the heart?

Choices:
A. automatic external defibrillator
B. electroencephalogram
C. dialysis machine
D. electrocardiogram

Prompt:
Question: Which technology enables doctors to monitor the function of the heart?
A. automatic external defibrillator
B. electroencephalogram
C. dialysis machine
D. electrocardiogram
Answer:

Answer: 3

Question: Which technology enables doctors to monitor the function of the heart?

Choices:
1. dialysis machine
2. electrocardiogram
3. electroencephalogram
4. automatic external defibrillator

Prompt:
Question: Which technology enables doctors to monitor the function of the heart?
1. dialysis machine
2. electrocardiogram
3. electroencephalogram
4. automatic external defibrillator
Answer:

Answer: 1

Question: Which technology enables doctors to monitor the function of the heart?

Choices:
P. dialysis machine
M. electrocardiogram
W. electroencephalogram
Y. automatic external defibrillator

Prompt:
Question: Which technology enables doctors to monitor the function of the heart?
P. dialysis machine
M. electrocardiogram
W. electroencephalogram
Y. automatic external defibrillator
Answer:

Answer: 1

Question: Which technology enables doctors to monitor the function of the heart?

Choices:
P. automatic external defibrillator
M. electroencephalogram
W. dialysis machine
Y. electrocardiogram

Prompt:
Question: Which technology enables doctors to monitor the function of the heart?
P. automatic external defibrillator
M. electroencephalogram
W. dialysis machine
Y. electrocardiogram
Answer:

Answer: 3


Question: Which substance contributes most to the greenhouse effect?

Choices:
A. wood smoke
B. nitrous oxides
C. carbon dioxide
D. nuclear radiation

Prompt:
Question: Which substance contributes most to the greenhouse effect?
A. wood smoke
B. nitrous oxides
C. carbon dioxide
D. nuclear radiation
Answer:

Answer: 2

Question: Which substance contributes most to the greenhouse effect?

Choices:
A. nitrous oxides
B. carbon dioxide
C. wood smoke
D. nuclear radiation

Prompt:
Question: Which substance contributes most to the greenhouse effect?
A. nitrous oxides
B. carbon dioxide
C. wood smoke
D. nuclear radiation
Answer:

Answer: 1

Question: Which substance contributes most to the greenhouse effect?

Choices:
1. wood smoke
2. nitrous oxides
3. carbon dioxide
4. nuclear radiation

Prompt:
Question: Which substance contributes most to the greenhouse effect?
1. wood smoke
2. nitrous oxides
3. carbon dioxide
4. nuclear radiation
Answer:

Answer: 2

Question: Which substance contributes most to the greenhouse effect?

Choices:
S. wood smoke
D. nitrous oxides
J. carbon dioxide
U. nuclear radiation

Prompt:
Question: Which substance contributes most to the greenhouse effect?
S. wood smoke
D. nitrous oxides
J. carbon dioxide
U. nuclear radiation
Answer:

Answer: 2

Question: Which substance contributes most to the greenhouse effect?

Choices:
S. nitrous oxides
D. carbon dioxide
J. wood smoke
U. nuclear radiation

Prompt:
Question: Which substance contributes most to the greenhouse effect?
S. nitrous oxides
D. carbon dioxide
J. wood smoke
U. nuclear radiation
Answer:

Answer: 1


Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely

Choices:
A. decrease
B. increase
C. remain the same

Prompt:
Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely
A. decrease
B. increase
C. remain the same
Answer:

Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely

Choices:
A. increase
B. decrease
C. remain the same

Prompt:
Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely
A. increase
B. decrease
C. remain the same
Answer:

Answer: 1

Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely

Choices:
1. decrease
2. increase
3. remain the same

Prompt:
Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely
1. decrease
2. increase
3. remain the same
Answer:

Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely

Choices:
B. decrease
Z. increase
J. remain the same

Prompt:
Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely
B. decrease
Z. increase
J. remain the same
Answer:

Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely

Choices:
B. increase
Z. decrease
J. remain the same

Prompt:
Question: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals living in the area where the oil was spilled will most likely
B. increase
Z. decrease
J. remain the same
Answer:

Answer: 1


Question: Which explains the relationship between hours of sunlight and seasons?

Choices:
A. the rotation of Earth on its axis
B. the tilt of Earth's axis relative to the sun
C. the location of Earth's orbit in the solar system
D. the motion of the moon as it travels around Earth

Prompt:
Question: Which explains the relationship between hours of sunlight and seasons?
A. the rotation of Earth on its axis
B. the tilt of Earth's axis relative to the sun
C. the location of Earth's orbit in the solar system
D. the motion of the moon as it travels around Earth
Answer:

Answer: 1

Question: Which explains the relationship between hours of sunlight and seasons?

Choices:
A. the tilt of Earth's axis relative to the sun
B. the motion of the moon as it travels around Earth
C. the location of Earth's orbit in the solar system
D. the rotation of Earth on its axis

Prompt:
Question: Which explains the relationship between hours of sunlight and seasons?
A. the tilt of Earth's axis relative to the sun
B. the motion of the moon as it travels around Earth
C. the location of Earth's orbit in the solar system
D. the rotation of Earth on its axis
Answer:

Question: Which explains the relationship between hours of sunlight and seasons?

Choices:
1. the rotation of Earth on its axis
2. the tilt of Earth's axis relative to the sun
3. the location of Earth's orbit in the solar system
4. the motion of the moon as it travels around Earth

Prompt:
Question: Which explains the relationship between hours of sunlight and seasons?
1. the rotation of Earth on its axis
2. the tilt of Earth's axis relative to the sun
3. the location of Earth's orbit in the solar system
4. the motion of the moon as it travels around Earth
Answer:

Answer: 1

Question: Which explains the relationship between hours of sunlight and seasons?

Choices:
D. the rotation of Earth on its axis
I. the tilt of Earth's axis relative to the sun
K. the location of Earth's orbit in the solar system
A. the motion of the moon as it travels around Earth

Prompt:
Question: Which explains the relationship between hours of sunlight and seasons?
D. the rotation of Earth on its axis
I. the tilt of Earth's axis relative to the sun
K. the location of Earth's orbit in the solar system
A. the motion of the moon as it travels around Earth
Answer:

Answer: 1

Question: Which explains the relationship between hours of sunlight and seasons?

Choices:
D. the tilt of Earth's axis relative to the sun
I. the motion of the moon as it travels around Earth
K. the location of Earth's orbit in the solar system
A. the rotation of Earth on its axis

Prompt:
Question: Which explains the relationship between hours of sunlight and seasons?
D. the tilt of Earth's axis relative to the sun
I. the motion of the moon as it travels around Earth
K. the location of Earth's orbit in the solar system
A. the rotation of Earth on its axis
Answer:


Question: The temperature of the stratosphere increases with altitude because of the presence of

Choices:
A. nitrogen.
B. water vapor.
C. ozone.
D. carbon monoxide.

Prompt:
Question: The temperature of the stratosphere increases with altitude because of the presence of
A. nitrogen.
B. water vapor.
C. ozone.
D. carbon monoxide.
Answer:

Answer: 2

Question: The temperature of the stratosphere increases with altitude because of the presence of

Choices:
A. ozone.
B. carbon monoxide.
C. water vapor.
D. nitrogen.

Prompt:
Question: The temperature of the stratosphere increases with altitude because of the presence of
A. ozone.
B. carbon monoxide.
C. water vapor.
D. nitrogen.
Answer:

Question: The temperature of the stratosphere increases with altitude because of the presence of

Choices:
1. nitrogen.
2. water vapor.
3. ozone.
4. carbon monoxide.

Prompt:
Question: The temperature of the stratosphere increases with altitude because of the presence of
1. nitrogen.
2. water vapor.
3. ozone.
4. carbon monoxide.
Answer:

Answer: 2

Question: The temperature of the stratosphere increases with altitude because of the presence of

Choices:
B. nitrogen.
R. water vapor.
Y. ozone.
G. carbon monoxide.

Prompt:
Question: The temperature of the stratosphere increases with altitude because of the presence of
B. nitrogen.
R. water vapor.
Y. ozone.
G. carbon monoxide.
Answer:

Answer: 2

Question: The temperature of the stratosphere increases with altitude because of the presence of

Choices:
B. ozone.
R. carbon monoxide.
Y. water vapor.
G. nitrogen.

Prompt:
Question: The temperature of the stratosphere increases with altitude because of the presence of
B. ozone.
R. carbon monoxide.
Y. water vapor.
G. nitrogen.
Answer:


Question: Which structure refers to a group of specialized cells that all perform the same function?

Choices:
A. virus
B. tissue
C. organ
D. nucleus

Prompt:
Question: Which structure refers to a group of specialized cells that all perform the same function?
A. virus
B. tissue
C. organ
D. nucleus
Answer:

Answer: 1

Question: Which structure refers to a group of specialized cells that all perform the same function?

Choices:
A. nucleus
B. organ
C. tissue
D. virus

Prompt:
Question: Which structure refers to a group of specialized cells that all perform the same function?
A. nucleus
B. organ
C. tissue
D. virus
Answer:

Answer: 2

Question: Which structure refers to a group of specialized cells that all perform the same function?

Choices:
1. virus
2. tissue
3. organ
4. nucleus

Prompt:
Question: Which structure refers to a group of specialized cells that all perform the same function?
1. virus
2. tissue
3. organ
4. nucleus
Answer:

Answer: 1

Question: Which structure refers to a group of specialized cells that all perform the same function?

Choices:
X. virus
K. tissue
P. organ
N. nucleus

Prompt:
Question: Which structure refers to a group of specialized cells that all perform the same function?
X. virus
K. tissue
P. organ
N. nucleus
Answer:

Answer: 1

Question: Which structure refers to a group of specialized cells that all perform the same function?

Choices:
X. nucleus
K. organ
P. tissue
N. virus

Prompt:
Question: Which structure refers to a group of specialized cells that all perform the same function?
X. nucleus
K. organ
P. tissue
N. virus
Answer:

Answer: 2


Question: Which event occurs only twice each year?

Choices:
A. lunar eclipse
B. full moon
C. equinox
D. low tide

Prompt:
Question: Which event occurs only twice each year?
A. lunar eclipse
B. full moon
C. equinox
D. low tide
Answer:

Answer: 2

Question: Which event occurs only twice each year?

Choices:
A. low tide
B. full moon
C. lunar eclipse
D. equinox

Prompt:
Question: Which event occurs only twice each year?
A. low tide
B. full moon
C. lunar eclipse
D. equinox
Answer:

Answer: 3

Question: Which event occurs only twice each year?

Choices:
1. lunar eclipse
2. full moon
3. equinox
4. low tide

Prompt:
Question: Which event occurs only twice each year?
1. lunar eclipse
2. full moon
3. equinox
4. low tide
Answer:

Answer: 2

Question: Which event occurs only twice each year?

Choices:
Z. lunar eclipse
U. full moon
F. equinox
Y. low tide

Prompt:
Question: Which event occurs only twice each year?
Z. lunar eclipse
U. full moon
F. equinox
Y. low tide
Answer:

Answer: 2

Question: Which event occurs only twice each year?

Choices:
Z. low tide
U. full moon
F. lunar eclipse
Y. equinox

Prompt:
Question: Which event occurs only twice each year?
Z. low tide
U. full moon
F. lunar eclipse
Y. equinox
Answer:

Answer: 3


Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?

Choices:
A. 100% tall
B. 100% short
C. 25% short, 75% tall
D. 50% short, 50% tall

Prompt:
Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?
A. 100% tall
B. 100% short
C. 25% short, 75% tall
D. 50% short, 50% tall
Answer:

Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?

Choices:
A. 50% short, 50% tall
B. 25% short, 75% tall
C. 100% short
D. 100% tall

Prompt:
Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?
A. 50% short, 50% tall
B. 25% short, 75% tall
C. 100% short
D. 100% tall
Answer:

Answer: 3

Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?

Choices:
1. 100% tall
2. 100% short
3. 25% short, 75% tall
4. 50% short, 50% tall

Prompt:
Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?
1. 100% tall
2. 100% short
3. 25% short, 75% tall
4. 50% short, 50% tall
Answer:

Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?

Choices:
X. 100% tall
B. 100% short
N. 25% short, 75% tall
H. 50% short, 50% tall

Prompt:
Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?
X. 100% tall
B. 100% short
N. 25% short, 75% tall
H. 50% short, 50% tall
Answer:

Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?

Choices:
X. 50% short, 50% tall
B. 25% short, 75% tall
N. 100% short
H. 100% tall

Prompt:
Question: What would be the phenotype of a cross between a homozygous dominant tall plant and a homozygous recessive short plant?
X. 50% short, 50% tall
B. 25% short, 75% tall
N. 100% short
H. 100% tall
Answer:

Answer: 3


Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?

Choices:
A. element
B. compound
C. mixture
D. solution

Prompt:
Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?
A. element
B. compound
C. mixture
D. solution
Answer:

Answer: 2

Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?

Choices:
A. solution
B. mixture
C. compound
D. element

Prompt:
Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?
A. solution
B. mixture
C. compound
D. element
Answer:

Answer: 1

Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?

Choices:
1. element
2. compound
3. mixture
4. solution

Prompt:
Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?
1. element
2. compound
3. mixture
4. solution
Answer:

Answer: 2

Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?

Choices:
Y. element
B. compound
E. mixture
U. solution

Prompt:
Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?
Y. element
B. compound
E. mixture
U. solution
Answer:

Answer: 2

Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?

Choices:
Y. solution
B. mixture
E. compound
U. element

Prompt:
Question: Joey is making breakfast and pours a glass of milk over a bowl of dry cereal. Which best describes what Joey made for breakfast?
Y. solution
B. mixture
E. compound
U. element
Answer:

Answer: 1


Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?

Choices:
A. the disease-causing particles
B. cells exposed to the disease
C. toxins released by diseased cells
D. disease-specific antibodies

Prompt:
Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?
A. the disease-causing particles
B. cells exposed to the disease
C. toxins released by diseased cells
D. disease-specific antibodies
Answer:

Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?

Choices:
A. toxins released by diseased cells
B. the disease-causing particles
C. disease-specific antibodies
D. cells exposed to the disease

Prompt:
Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?
A. toxins released by diseased cells
B. the disease-causing particles
C. disease-specific antibodies
D. cells exposed to the disease
Answer:

Answer: 1

Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?

Choices:
1. the disease-causing particles
2. cells exposed to the disease
3. toxins released by diseased cells
4. disease-specific antibodies

Prompt:
Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?
1. the disease-causing particles
2. cells exposed to the disease
3. toxins released by diseased cells
4. disease-specific antibodies
Answer:

Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?

Choices:
T. the disease-causing particles
S. cells exposed to the disease
W. toxins released by diseased cells
Q. disease-specific antibodies

Prompt:
Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?
T. the disease-causing particles
S. cells exposed to the disease
W. toxins released by diseased cells
Q. disease-specific antibodies
Answer:

Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?

Choices:
T. toxins released by diseased cells
S. the disease-causing particles
W. disease-specific antibodies
Q. cells exposed to the disease

Prompt:
Question: Scientists determined that specific agents produce specific diseases, and many are transmitted by sneezing. What must the droplets contain for a disease to be transmitted by sneezing?
T. toxins released by diseased cells
S. the disease-causing particles
W. disease-specific antibodies
Q. cells exposed to the disease
Answer:

Answer: 1


Question: Which of the following organisms would most likely get its food energy only from consumers?

Choices:
A. deer
B. grass
C. hawk
D. mushroom

Prompt:
Question: Which of the following organisms would most likely get its food energy only from consumers?
A. deer
B. grass
C. hawk
D. mushroom
Answer:

Answer: 2

Question: Which of the following organisms would most likely get its food energy only from consumers?

Choices:
A. hawk
B. deer
C. mushroom
D. grass

Prompt:
Question: Which of the following organisms would most likely get its food energy only from consumers?
A. hawk
B. deer
C. mushroom
D. grass
Answer:

Question: Which of the following organisms would most likely get its food energy only from consumers?

Choices:
1. deer
2. grass
3. hawk
4. mushroom

Prompt:
Question: Which of the following organisms would most likely get its food energy only from consumers?
1. deer
2. grass
3. hawk
4. mushroom
Answer:

Answer: 2

Question: Which of the following organisms would most likely get its food energy only from consumers?

Choices:
W. deer
K. grass
X. hawk
M. mushroom

Prompt:
Question: Which of the following organisms would most likely get its food energy only from consumers?
W. deer
K. grass
X. hawk
M. mushroom
Answer:

Answer: 2

Question: Which of the following organisms would most likely get its food energy only from consumers?

Choices:
W. hawk
K. deer
X. mushroom
M. grass

Prompt:
Question: Which of the following organisms would most likely get its food energy only from consumers?
W. hawk
K. deer
X. mushroom
M. grass
Answer:


Question: Coal is a fossil fuel that is formed from

Choices:
A. water eroding the land.
B. meteors hitting Earth.
C. repeated volcanic eruptions.
D. the decay of organic material.

Prompt:
Question: Coal is a fossil fuel that is formed from
A. water eroding the land.
B. meteors hitting Earth.
C. repeated volcanic eruptions.
D. the decay of organic material.
Answer:

Answer: 3

Question: Coal is a fossil fuel that is formed from

Choices:
A. the decay of organic material.
B. water eroding the land.
C. repeated volcanic eruptions.
D. meteors hitting Earth.

Prompt:
Question: Coal is a fossil fuel that is formed from
A. the decay of organic material.
B. water eroding the land.
C. repeated volcanic eruptions.
D. meteors hitting Earth.
Answer:

Question: Coal is a fossil fuel that is formed from

Choices:
1. water eroding the land.
2. meteors hitting Earth.
3. repeated volcanic eruptions.
4. the decay of organic material.

Prompt:
Question: Coal is a fossil fuel that is formed from
1. water eroding the land.
2. meteors hitting Earth.
3. repeated volcanic eruptions.
4. the decay of organic material.
Answer:

Answer: 3

Question: Coal is a fossil fuel that is formed from

Choices:
J. water eroding the land.
T. meteors hitting Earth.
W. repeated volcanic eruptions.
X. the decay of organic material.

Prompt:
Question: Coal is a fossil fuel that is formed from
J. water eroding the land.
T. meteors hitting Earth.
W. repeated volcanic eruptions.
X. the decay of organic material.
Answer:

Answer: 3

Question: Coal is a fossil fuel that is formed from

Choices:
J. the decay of organic material.
T. water eroding the land.
W. repeated volcanic eruptions.
X. meteors hitting Earth.

Prompt:
Question: Coal is a fossil fuel that is formed from
J. the decay of organic material.
T. water eroding the land.
W. repeated volcanic eruptions.
X. meteors hitting Earth.
Answer:


Question: What do birds, bats and butterflies have in common?

Choices:
A. feathers
B. hair
C. internal skeleton
D. wings

Prompt:
Question: What do birds, bats and butterflies have in common?
A. feathers
B. hair
C. internal skeleton
D. wings
Answer:

Answer: 3

Question: What do birds, bats and butterflies have in common?

Choices:
A. wings
B. feathers
C. internal skeleton
D. hair

Prompt:
Question: What do birds, bats and butterflies have in common?
A. wings
B. feathers
C. internal skeleton
D. hair
Answer:

Question: What do birds, bats and butterflies have in common?

Choices:
1. feathers
2. hair
3. internal skeleton
4. wings

Prompt:
Question: What do birds, bats and butterflies have in common?
1. feathers
2. hair
3. internal skeleton
4. wings
Answer:

Answer: 3

Question: What do birds, bats and butterflies have in common?

Choices:
J. feathers
S. hair
U. internal skeleton
F. wings

Prompt:
Question: What do birds, bats and butterflies have in common?
J. feathers
S. hair
U. internal skeleton
F. wings
Answer:

Answer: 3

Question: What do birds, bats and butterflies have in common?

Choices:
J. wings
S. feathers
U. internal skeleton
F. hair

Prompt:
Question: What do birds, bats and butterflies have in common?
J. wings
S. feathers
U. internal skeleton
F. hair
Answer:


Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?

Choices:
A. diabetes
B. leukemia
C. pneumonia
D. hemophilia

Prompt:
Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?
A. diabetes
B. leukemia
C. pneumonia
D. hemophilia
Answer:

Answer: 1

Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?

Choices:
A. hemophilia
B. pneumonia
C. diabetes
D. leukemia

Prompt:
Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?
A. hemophilia
B. pneumonia
C. diabetes
D. leukemia
Answer:

Answer: 3

Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?

Choices:
1. diabetes
2. leukemia
3. pneumonia
4. hemophilia

Prompt:
Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?
1. diabetes
2. leukemia
3. pneumonia
4. hemophilia
Answer:

Answer: 1

Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?

Choices:
N. diabetes
C. leukemia
Q. pneumonia
O. hemophilia

Prompt:
Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?
N. diabetes
C. leukemia
Q. pneumonia
O. hemophilia
Answer:

Answer: 1

Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?

Choices:
N. hemophilia
C. pneumonia
Q. diabetes
O. leukemia

Prompt:
Question: Changes at the molecular level can turn proto-oncogenes into oncogenes. These changes cause unregulated cell division. Which disease is caused by this transformation?
N. hemophilia
C. pneumonia
Q. diabetes
O. leukemia
Answer:

Answer: 3


Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?

Choices:
A. refraction
B. reflection
C. conduction
D. amplification

Prompt:
Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?
A. refraction
B. reflection
C. conduction
D. amplification
Answer:

Answer: 1

Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?

Choices:
A. reflection
B. conduction
C. refraction
D. amplification

Prompt:
Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?
A. reflection
B. conduction
C. refraction
D. amplification
Answer:

Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?

Choices:
1. refraction
2. reflection
3. conduction
4. amplification

Prompt:
Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?
1. refraction
2. reflection
3. conduction
4. amplification
Answer:

Answer: 1

Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?

Choices:
D. refraction
L. reflection
H. conduction
G. amplification

Prompt:
Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?
D. refraction
L. reflection
H. conduction
G. amplification
Answer:

Answer: 1

Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?

Choices:
D. reflection
L. conduction
H. refraction
G. amplification

Prompt:
Question: Which characteristic of sound makes it possible for bats to fly in the dark without hitting any objects?
D. reflection
L. conduction
H. refraction
G. amplification
Answer:


Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?

Choices:
A. heat
B. pressure
C. freezing
D. deposition

Prompt:
Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?
A. heat
B. pressure
C. freezing
D. deposition
Answer:

Answer: 3

Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?

Choices:
A. deposition
B. pressure
C. heat
D. freezing

Prompt:
Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?
A. deposition
B. pressure
C. heat
D. freezing
Answer:

Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?

Choices:
1. heat
2. pressure
3. freezing
4. deposition

Prompt:
Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?
1. heat
2. pressure
3. freezing
4. deposition
Answer:

Answer: 3

Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?

Choices:
S. heat
N. pressure
I. freezing
T. deposition

Prompt:
Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?
S. heat
N. pressure
I. freezing
T. deposition
Answer:

Answer: 3

Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?

Choices:
S. deposition
N. pressure
I. heat
T. freezing

Prompt:
Question: Students went on a class field trip to Natural Bridge Caverns. They noticed rock formations in the cave called stalactites. Which of these processes caused the stalactites to form?
S. deposition
N. pressure
I. heat
T. freezing
Answer:


Question: A switch that can open or close an electric circuit can be used to

Choices:
A. increase the amount of current.
B. reverse the current's direction.
C. stop the current.
D. accelerate the current.

Prompt:
Question: A switch that can open or close an electric circuit can be used to
A. increase the amount of current.
B. reverse the current's direction.
C. stop the current.
D. accelerate the current.
Answer:

Answer: 2

Question: A switch that can open or close an electric circuit can be used to

Choices:
A. stop the current.
B. increase the amount of current.
C. reverse the current's direction.
D. accelerate the current.

Prompt:
Question: A switch that can open or close an electric circuit can be used to
A. stop the current.
B. increase the amount of current.
C. reverse the current's direction.
D. accelerate the current.
Answer:

Question: A switch that can open or close an electric circuit can be used to

Choices:
1. increase the amount of current.
2. reverse the current's direction.
3. stop the current.
4. accelerate the current.

Prompt:
Question: A switch that can open or close an electric circuit can be used to
1. increase the amount of current.
2. reverse the current's direction.
3. stop the current.
4. accelerate the current.
Answer:

Answer: 2

Question: A switch that can open or close an electric circuit can be used to

Choices:
P. increase the amount of current.
R. reverse the current's direction.
S. stop the current.
L. accelerate the current.

Prompt:
Question: A switch that can open or close an electric circuit can be used to
P. increase the amount of current.
R. reverse the current's direction.
S. stop the current.
L. accelerate the current.
Answer:

Answer: 2

Question: A switch that can open or close an electric circuit can be used to

Choices:
P. stop the current.
R. increase the amount of current.
S. reverse the current's direction.
L. accelerate the current.

Prompt:
Question: A switch that can open or close an electric circuit can be used to
P. stop the current.
R. increase the amount of current.
S. reverse the current's direction.
L. accelerate the current.
Answer:


Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?

Choices:
A. distance
B. energy
C. force
D. time

Prompt:
Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?
A. distance
B. energy
C. force
D. time
Answer:

Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?

Choices:
A. energy
B. time
C. distance
D. force

Prompt:
Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?
A. energy
B. time
C. distance
D. force
Answer:

Answer: 2

Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?

Choices:
1. distance
2. energy
3. force
4. time

Prompt:
Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?
1. distance
2. energy
3. force
4. time
Answer:

Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?

Choices:
O. distance
Z. energy
N. force
L. time

Prompt:
Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?
O. distance
Z. energy
N. force
L. time
Answer:

Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?

Choices:
O. energy
Z. time
N. distance
L. force

Prompt:
Question: Jesus learned that a space probe named Voyager 1 was launched from Earth in 1977. It will take Voyager 1 more than 500 years to travel 1 light year. What is a light year used to measure in space?
O. energy
Z. time
N. distance
L. force
Answer:

Answer: 2


Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?

Choices:
A. What is the mechanism by which carbon dioxide heats Earth?
B. What is the source of most of the carbon dioxide in the atmosphere?
C. What is the source of the increase of carbon dioxide in the atmosphere?
D. What is the increase in the concentration of carbon dioxide in the atmosphere?

Prompt:
Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?
A. What is the mechanism by which carbon dioxide heats Earth?
B. What is the source of most of the carbon dioxide in the atmosphere?
C. What is the source of the increase of carbon dioxide in the atmosphere?
D. What is the increase in the concentration of carbon dioxide in the atmosphere?
Answer:

Answer: 2

Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?

Choices:
A. What is the mechanism by which carbon dioxide heats Earth?
B. What is the source of the increase of carbon dioxide in the atmosphere?
C. What is the source of most of the carbon dioxide in the atmosphere?
D. What is the increase in the concentration of carbon dioxide in the atmosphere?

Prompt:
Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?
A. What is the mechanism by which carbon dioxide heats Earth?
B. What is the source of the increase of carbon dioxide in the atmosphere?
C. What is the source of most of the carbon dioxide in the atmosphere?
D. What is the increase in the concentration of carbon dioxide in the atmosphere?
Answer:

Answer: 1

Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?

Choices:
1. What is the mechanism by which carbon dioxide heats Earth?
2. What is the source of most of the carbon dioxide in the atmosphere?
3. What is the source of the increase of carbon dioxide in the atmosphere?
4. What is the increase in the concentration of carbon dioxide in the atmosphere?

Prompt:
Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?
1. What is the mechanism by which carbon dioxide heats Earth?
2. What is the source of most of the carbon dioxide in the atmosphere?
3. What is the source of the increase of carbon dioxide in the atmosphere?
4. What is the increase in the concentration of carbon dioxide in the atmosphere?
Answer:

Answer: 2

Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?

Choices:
B. What is the mechanism by which carbon dioxide heats Earth?
S. What is the source of most of the carbon dioxide in the atmosphere?
O. What is the source of the increase of carbon dioxide in the atmosphere?
J. What is the increase in the concentration of carbon dioxide in the atmosphere?

Prompt:
Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?
B. What is the mechanism by which carbon dioxide heats Earth?
S. What is the source of most of the carbon dioxide in the atmosphere?
O. What is the source of the increase of carbon dioxide in the atmosphere?
J. What is the increase in the concentration of carbon dioxide in the atmosphere?
Answer:

Answer: 2

Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?

Choices:
B. What is the mechanism by which carbon dioxide heats Earth?
S. What is the source of the increase of carbon dioxide in the atmosphere?
O. What is the source of most of the carbon dioxide in the atmosphere?
J. What is the increase in the concentration of carbon dioxide in the atmosphere?

Prompt:
Question: Scientists think that the rise in global temperature during the last one hundred years is due to an increase of carbon dioxide in the atmosphere. Which question would best help scientists assess the claim that humans are responsible for the rising global temperature?
B. What is the mechanism by which carbon dioxide heats Earth?
S. What is the source of the increase of carbon dioxide in the atmosphere?
O. What is the source of most of the carbon dioxide in the atmosphere?
J. What is the increase in the concentration of carbon dioxide in the atmosphere?
Answer:

Answer: 1


Question: Which structure controls what enters both plant cells and animal cells?

Choices:
A. nucleus
B. cell wall
C. chloroplast
D. cell membrane

Prompt:
Question: Which structure controls what enters both plant cells and animal cells?
A. nucleus
B. cell wall
C. chloroplast
D. cell membrane
Answer:

Answer: 3

Question: Which structure controls what enters both plant cells and animal cells?

Choices:
A. nucleus
B. cell membrane
C. cell wall
D. chloroplast

Prompt:
Question: Which structure controls what enters both plant cells and animal cells?
A. nucleus
B. cell membrane
C. cell wall
D. chloroplast
Answer:

Answer: 1

Question: Which structure controls what enters both plant cells and animal cells?

Choices:
1. nucleus
2. cell wall
3. chloroplast
4. cell membrane

Prompt:
Question: Which structure controls what enters both plant cells and animal cells?
1. nucleus
2. cell wall
3. chloroplast
4. cell membrane
Answer:

Answer: 3

Question: Which structure controls what enters both plant cells and animal cells?

Choices:
V. nucleus
C. cell wall
H. chloroplast
B. cell membrane

Prompt:
Question: Which structure controls what enters both plant cells and animal cells?
V. nucleus
C. cell wall
H. chloroplast
B. cell membrane
Answer:

Answer: 3

Question: Which structure controls what enters both plant cells and animal cells?

Choices:
V. nucleus
C. cell membrane
H. cell wall
B. chloroplast

Prompt:
Question: Which structure controls what enters both plant cells and animal cells?
V. nucleus
C. cell membrane
H. cell wall
B. chloroplast
Answer:

Answer: 1


Question: Appearance, texture, and density are classified as

Choices:
A. physical properties.
B. chemical properties.
C. magnetic properties.
D. thermal properties.

Prompt:
Question: Appearance, texture, and density are classified as
A. physical properties.
B. chemical properties.
C. magnetic properties.
D. thermal properties.
Answer:

Question: Appearance, texture, and density are classified as

Choices:
A. thermal properties.
B. magnetic properties.
C. physical properties.
D. chemical properties.

Prompt:
Question: Appearance, texture, and density are classified as
A. thermal properties.
B. magnetic properties.
C. physical properties.
D. chemical properties.
Answer:

Answer: 2

Question: Appearance, texture, and density are classified as

Choices:
1. physical properties.
2. chemical properties.
3. magnetic properties.
4. thermal properties.

Prompt:
Question: Appearance, texture, and density are classified as
1. physical properties.
2. chemical properties.
3. magnetic properties.
4. thermal properties.
Answer:

Question: Appearance, texture, and density are classified as

Choices:
E. physical properties.
Z. chemical properties.
A. magnetic properties.
D. thermal properties.

Prompt:
Question: Appearance, texture, and density are classified as
E. physical properties.
Z. chemical properties.
A. magnetic properties.
D. thermal properties.
Answer:

Question: Appearance, texture, and density are classified as

Choices:
E. thermal properties.
Z. magnetic properties.
A. physical properties.
D. chemical properties.

Prompt:
Question: Appearance, texture, and density are classified as
E. thermal properties.
Z. magnetic properties.
A. physical properties.
D. chemical properties.
Answer:

Answer: 2


Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?

Choices:
A. chloroplast
B. nucleus
C. mitochondrion
D. cytoplasm

Prompt:
Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?
A. chloroplast
B. nucleus
C. mitochondrion
D. cytoplasm
Answer:

Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?

Choices:
A. mitochondrion
B. chloroplast
C. nucleus
D. cytoplasm

Prompt:
Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?
A. mitochondrion
B. chloroplast
C. nucleus
D. cytoplasm
Answer:

Answer: 1

Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?

Choices:
1. chloroplast
2. nucleus
3. mitochondrion
4. cytoplasm

Prompt:
Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?
1. chloroplast
2. nucleus
3. mitochondrion
4. cytoplasm
Answer:

Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?

Choices:
Q. chloroplast
Z. nucleus
B. mitochondrion
G. cytoplasm

Prompt:
Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?
Q. chloroplast
Z. nucleus
B. mitochondrion
G. cytoplasm
Answer:

Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?

Choices:
Q. mitochondrion
Z. chloroplast
B. nucleus
G. cytoplasm

Prompt:
Question: A student compares a plant cell to an animal cell. Which structure will the student find ONLY in the plant cell?
Q. mitochondrion
Z. chloroplast
B. nucleus
G. cytoplasm
Answer:

Answer: 1


Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?

Choices:
A. The competition for food among primary consumers increased.
B. Nutrients cycled through the system at a faster rate.
C. Less solar radiation was able to enter the system.
D. Secondary consumers became extinct.

Prompt:
Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?
A. The competition for food among primary consumers increased.
B. Nutrients cycled through the system at a faster rate.
C. Less solar radiation was able to enter the system.
D. Secondary consumers became extinct.
Answer:

Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?

Choices:
A. Less solar radiation was able to enter the system.
B. The competition for food among primary consumers increased.
C. Secondary consumers became extinct.
D. Nutrients cycled through the system at a faster rate.

Prompt:
Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?
A. Less solar radiation was able to enter the system.
B. The competition for food among primary consumers increased.
C. Secondary consumers became extinct.
D. Nutrients cycled through the system at a faster rate.
Answer:

Answer: 1

Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?

Choices:
1. The competition for food among primary consumers increased.
2. Nutrients cycled through the system at a faster rate.
3. Less solar radiation was able to enter the system.
4. Secondary consumers became extinct.

Prompt:
Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?
1. The competition for food among primary consumers increased.
2. Nutrients cycled through the system at a faster rate.
3. Less solar radiation was able to enter the system.
4. Secondary consumers became extinct.
Answer:

Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?

Choices:
B. The competition for food among primary consumers increased.
X. Nutrients cycled through the system at a faster rate.
P. Less solar radiation was able to enter the system.
Q. Secondary consumers became extinct.

Prompt:
Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?
B. The competition for food among primary consumers increased.
X. Nutrients cycled through the system at a faster rate.
P. Less solar radiation was able to enter the system.
Q. Secondary consumers became extinct.
Answer:

Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?

Choices:
B. Less solar radiation was able to enter the system.
X. The competition for food among primary consumers increased.
P. Secondary consumers became extinct.
Q. Nutrients cycled through the system at a faster rate.

Prompt:
Question: One hot summer, a grassland experienced a drought. Which most likely happened in the ecosystem during this time?
B. Less solar radiation was able to enter the system.
X. The competition for food among primary consumers increased.
P. Secondary consumers became extinct.
Q. Nutrients cycled through the system at a faster rate.
Answer:

Answer: 1


Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by

Choices:
A. decreasing the amount of fresh water
B. increasing the number of animal species
C. decreasing the average yearly temperatures
D. increasing carbon dioxide levels in the atmosphere

Prompt:
Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by
A. decreasing the amount of fresh water
B. increasing the number of animal species
C. decreasing the average yearly temperatures
D. increasing carbon dioxide levels in the atmosphere
Answer:

Answer: 3

Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by

Choices:
A. increasing carbon dioxide levels in the atmosphere
B. increasing the number of animal species
C. decreasing the average yearly temperatures
D. decreasing the amount of fresh water

Prompt:
Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by
A. increasing carbon dioxide levels in the atmosphere
B. increasing the number of animal species
C. decreasing the average yearly temperatures
D. decreasing the amount of fresh water
Answer:

Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by

Choices:
1. decreasing the amount of fresh water
2. increasing the number of animal species
3. decreasing the average yearly temperatures
4. increasing carbon dioxide levels in the atmosphere

Prompt:
Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by
1. decreasing the amount of fresh water
2. increasing the number of animal species
3. decreasing the average yearly temperatures
4. increasing carbon dioxide levels in the atmosphere
Answer:

Answer: 3

Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by

Choices:
Q. decreasing the amount of fresh water
W. increasing the number of animal species
R. decreasing the average yearly temperatures
X. increasing carbon dioxide levels in the atmosphere

Prompt:
Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by
Q. decreasing the amount of fresh water
W. increasing the number of animal species
R. decreasing the average yearly temperatures
X. increasing carbon dioxide levels in the atmosphere
Answer:

Answer: 3

Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by

Choices:
Q. increasing carbon dioxide levels in the atmosphere
W. increasing the number of animal species
R. decreasing the average yearly temperatures
X. decreasing the amount of fresh water

Prompt:
Question: The need for farmland in Brazil has led to the cutting of the rain forests in the Amazon. Cutting trees in the Amazon rain forest might have a global effect by
Q. increasing carbon dioxide levels in the atmosphere
W. increasing the number of animal species
R. decreasing the average yearly temperatures
X. decreasing the amount of fresh water
Answer:


Question: Which two body systems maintain the level of glucose in the blood?

Choices:
A. nervous and respiratory systems
B. digestive and endocrine systems
C. muscular and immune systems
D. skeletal and cardiac systems

Prompt:
Question: Which two body systems maintain the level of glucose in the blood?
A. nervous and respiratory systems
B. digestive and endocrine systems
C. muscular and immune systems
D. skeletal and cardiac systems
Answer:

Answer: 1

Question: Which two body systems maintain the level of glucose in the blood?

Choices:
A. nervous and respiratory systems
B. skeletal and cardiac systems
C. muscular and immune systems
D. digestive and endocrine systems

Prompt:
Question: Which two body systems maintain the level of glucose in the blood?
A. nervous and respiratory systems
B. skeletal and cardiac systems
C. muscular and immune systems
D. digestive and endocrine systems
Answer:

Answer: 3

Question: Which two body systems maintain the level of glucose in the blood?

Choices:
1. nervous and respiratory systems
2. digestive and endocrine systems
3. muscular and immune systems
4. skeletal and cardiac systems

Prompt:
Question: Which two body systems maintain the level of glucose in the blood?
1. nervous and respiratory systems
2. digestive and endocrine systems
3. muscular and immune systems
4. skeletal and cardiac systems
Answer:

Answer: 1

Question: Which two body systems maintain the level of glucose in the blood?

Choices:
X. nervous and respiratory systems
L. digestive and endocrine systems
W. muscular and immune systems
I. skeletal and cardiac systems

Prompt:
Question: Which two body systems maintain the level of glucose in the blood?
X. nervous and respiratory systems
L. digestive and endocrine systems
W. muscular and immune systems
I. skeletal and cardiac systems
Answer:

Answer: 1

Question: Which two body systems maintain the level of glucose in the blood?

Choices:
X. nervous and respiratory systems
L. skeletal and cardiac systems
W. muscular and immune systems
I. digestive and endocrine systems

Prompt:
Question: Which two body systems maintain the level of glucose in the blood?
X. nervous and respiratory systems
L. skeletal and cardiac systems
W. muscular and immune systems
I. digestive and endocrine systems
Answer:

Answer: 3


Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)

Choices:
A. observation
B. prediction
C. inference
D. hypothesis

Prompt:
Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)
A. observation
B. prediction
C. inference
D. hypothesis
Answer:

Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)

Choices:
A. hypothesis
B. observation
C. prediction
D. inference

Prompt:
Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)
A. hypothesis
B. observation
C. prediction
D. inference
Answer:

Answer: 1

Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)

Choices:
1. observation
2. prediction
3. inference
4. hypothesis

Prompt:
Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)
1. observation
2. prediction
3. inference
4. hypothesis
Answer:

Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)

Choices:
R. observation
Q. prediction
X. inference
W. hypothesis

Prompt:
Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)
R. observation
Q. prediction
X. inference
W. hypothesis
Answer:

Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)

Choices:
R. hypothesis
Q. observation
X. prediction
W. inference

Prompt:
Question: A student writes in a laboratory notebook: I placed a piece of iron in a beaker of water and the iron sank to the bottom of the beaker. What the student wrote in the laboratory notebook is an example of a(n)
R. hypothesis
Q. observation
X. prediction
W. inference
Answer:

Answer: 1


Question: Which series correctly represents the levels of organization in an organism?

Choices:
A. cells -> organs -> organ system -> tissue
B. cells -> tissue -> organs -> organ system
C. tissue -> cells -> organ system -> organs
D. tissue -> organ system -> cells -> organs

Prompt:
Question: Which series correctly represents the levels of organization in an organism?
A. cells -> organs -> organ system -> tissue
B. cells -> tissue -> organs -> organ system
C. tissue -> cells -> organ system -> organs
D. tissue -> organ system -> cells -> organs
Answer:

Answer: 1

Question: Which series correctly represents the levels of organization in an organism?

Choices:
A. cells -> tissue -> organs -> organ system
B. tissue -> organ system -> cells -> organs
C. tissue -> cells -> organ system -> organs
D. cells -> organs -> organ system -> tissue

Prompt:
Question: Which series correctly represents the levels of organization in an organism?
A. cells -> tissue -> organs -> organ system
B. tissue -> organ system -> cells -> organs
C. tissue -> cells -> organ system -> organs
D. cells -> organs -> organ system -> tissue
Answer:

Question: Which series correctly represents the levels of organization in an organism?

Choices:
1. cells -> organs -> organ system -> tissue
2. cells -> tissue -> organs -> organ system
3. tissue -> cells -> organ system -> organs
4. tissue -> organ system -> cells -> organs

Prompt:
Question: Which series correctly represents the levels of organization in an organism?
1. cells -> organs -> organ system -> tissue
2. cells -> tissue -> organs -> organ system
3. tissue -> cells -> organ system -> organs
4. tissue -> organ system -> cells -> organs
Answer:

Answer: 1

Question: Which series correctly represents the levels of organization in an organism?

Choices:
F. cells -> organs -> organ system -> tissue
M. cells -> tissue -> organs -> organ system
T. tissue -> cells -> organ system -> organs
C. tissue -> organ system -> cells -> organs

Prompt:
Question: Which series correctly represents the levels of organization in an organism?
F. cells -> organs -> organ system -> tissue
M. cells -> tissue -> organs -> organ system
T. tissue -> cells -> organ system -> organs
C. tissue -> organ system -> cells -> organs
Answer:

Answer: 1

Question: Which series correctly represents the levels of organization in an organism?

Choices:
F. cells -> tissue -> organs -> organ system
M. tissue -> organ system -> cells -> organs
T. tissue -> cells -> organ system -> organs
C. cells -> organs -> organ system -> tissue

Prompt:
Question: Which series correctly represents the levels of organization in an organism?
F. cells -> tissue -> organs -> organ system
M. tissue -> organ system -> cells -> organs
T. tissue -> cells -> organ system -> organs
C. cells -> organs -> organ system -> tissue
Answer:


Question: Which is a function of a seed?

Choices:
A. forming fruit
B. making pollen
C. storing food for a new plant
D. taking in water from the ground

Prompt:
Question: Which is a function of a seed?
A. forming fruit
B. making pollen
C. storing food for a new plant
D. taking in water from the ground
Answer:

Answer: 2

Question: Which is a function of a seed?

Choices:
A. storing food for a new plant
B. forming fruit
C. taking in water from the ground
D. making pollen

Prompt:
Question: Which is a function of a seed?
A. storing food for a new plant
B. forming fruit
C. taking in water from the ground
D. making pollen
Answer:

Question: Which is a function of a seed?

Choices:
1. forming fruit
2. making pollen
3. storing food for a new plant
4. taking in water from the ground

Prompt:
Question: Which is a function of a seed?
1. forming fruit
2. making pollen
3. storing food for a new plant
4. taking in water from the ground
Answer:

Answer: 2

Question: Which is a function of a seed?

Choices:
X. forming fruit
K. making pollen
N. storing food for a new plant
G. taking in water from the ground

Prompt:
Question: Which is a function of a seed?
X. forming fruit
K. making pollen
N. storing food for a new plant
G. taking in water from the ground
Answer:

Answer: 2

Question: Which is a function of a seed?

Choices:
X. storing food for a new plant
K. forming fruit
N. taking in water from the ground
G. making pollen

Prompt:
Question: Which is a function of a seed?
X. storing food for a new plant
K. forming fruit
N. taking in water from the ground
G. making pollen
Answer:


Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?

Choices:
A. Evaporation
B. Photosynthesis
C. Respiration
D. Decomposition

Prompt:
Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?
A. Evaporation
B. Photosynthesis
C. Respiration
D. Decomposition
Answer:

Answer: 1

Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?

Choices:
A. Decomposition
B. Respiration
C. Photosynthesis
D. Evaporation

Prompt:
Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?
A. Decomposition
B. Respiration
C. Photosynthesis
D. Evaporation
Answer:

Answer: 2

Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?

Choices:
1. Evaporation
2. Photosynthesis
3. Respiration
4. Decomposition

Prompt:
Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?
1. Evaporation
2. Photosynthesis
3. Respiration
4. Decomposition
Answer:

Answer: 1

Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?

Choices:
Q. Evaporation
G. Photosynthesis
R. Respiration
H. Decomposition

Prompt:
Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?
Q. Evaporation
G. Photosynthesis
R. Respiration
H. Decomposition
Answer:

Answer: 1

Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?

Choices:
Q. Decomposition
G. Respiration
R. Photosynthesis
H. Evaporation

Prompt:
Question: Which process below uses carbon dioxide and the sun's radiant energy to produce chemical energy?
Q. Decomposition
G. Respiration
R. Photosynthesis
H. Evaporation
Answer:

Answer: 2


Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?

Choices:
A. after a drought
B. after a heat wave
C. after a forest fire
D. after a tornado

Prompt:
Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?
A. after a drought
B. after a heat wave
C. after a forest fire
D. after a tornado
Answer:

Answer: 2

Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?

Choices:
A. after a drought
B. after a forest fire
C. after a heat wave
D. after a tornado

Prompt:
Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?
A. after a drought
B. after a forest fire
C. after a heat wave
D. after a tornado
Answer:

Answer: 1

Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?

Choices:
1. after a drought
2. after a heat wave
3. after a forest fire
4. after a tornado

Prompt:
Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?
1. after a drought
2. after a heat wave
3. after a forest fire
4. after a tornado
Answer:

Answer: 2

Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?

Choices:
N. after a drought
M. after a heat wave
E. after a forest fire
J. after a tornado

Prompt:
Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?
N. after a drought
M. after a heat wave
E. after a forest fire
J. after a tornado
Answer:

Answer: 2

Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?

Choices:
N. after a drought
M. after a forest fire
E. after a heat wave
J. after a tornado

Prompt:
Question: A serotinous cone is a seed enclosure that requires intense heat to open. When would a population of trees most benefit from having serotinous cones?
N. after a drought
M. after a forest fire
E. after a heat wave
J. after a tornado
Answer:

Answer: 1


Question: A lumber company plants new trees where a forest once stood. This is an example of

Choices:
A. conserving resources.
B. consuming resources.
C. recycling resources.
D. replacing resources.

Prompt:
Question: A lumber company plants new trees where a forest once stood. This is an example of
A. conserving resources.
B. consuming resources.
C. recycling resources.
D. replacing resources.
Answer:

Answer: 3

Question: A lumber company plants new trees where a forest once stood. This is an example of

Choices:
A. replacing resources.
B. conserving resources.
C. consuming resources.
D. recycling resources.

Prompt:
Question: A lumber company plants new trees where a forest once stood. This is an example of
A. replacing resources.
B. conserving resources.
C. consuming resources.
D. recycling resources.
Answer:

Question: A lumber company plants new trees where a forest once stood. This is an example of

Choices:
1. conserving resources.
2. consuming resources.
3. recycling resources.
4. replacing resources.

Prompt:
Question: A lumber company plants new trees where a forest once stood. This is an example of
1. conserving resources.
2. consuming resources.
3. recycling resources.
4. replacing resources.
Answer:

Answer: 3

Question: A lumber company plants new trees where a forest once stood. This is an example of

Choices:
U. conserving resources.
L. consuming resources.
V. recycling resources.
S. replacing resources.

Prompt:
Question: A lumber company plants new trees where a forest once stood. This is an example of
U. conserving resources.
L. consuming resources.
V. recycling resources.
S. replacing resources.
Answer:

Answer: 3

Question: A lumber company plants new trees where a forest once stood. This is an example of

Choices:
U. replacing resources.
L. conserving resources.
V. consuming resources.
S. recycling resources.

Prompt:
Question: A lumber company plants new trees where a forest once stood. This is an example of
U. replacing resources.
L. conserving resources.
V. consuming resources.
S. recycling resources.
Answer:


Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?

Choices:
A. by checking the amount of water in the soil
B. by checking how often the pea plant receives sunlight
C. by checking how much space the plant will have to grow
D. by checking the type of peas growing on the parent plants

Prompt:
Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?
A. by checking the amount of water in the soil
B. by checking how often the pea plant receives sunlight
C. by checking how much space the plant will have to grow
D. by checking the type of peas growing on the parent plants
Answer:

Answer: 3

Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?

Choices:
A. by checking how often the pea plant receives sunlight
B. by checking how much space the plant will have to grow
C. by checking the type of peas growing on the parent plants
D. by checking the amount of water in the soil

Prompt:
Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?
A. by checking how often the pea plant receives sunlight
B. by checking how much space the plant will have to grow
C. by checking the type of peas growing on the parent plants
D. by checking the amount of water in the soil
Answer:

Answer: 2

Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?

Choices:
1. by checking the amount of water in the soil
2. by checking how often the pea plant receives sunlight
3. by checking how much space the plant will have to grow
4. by checking the type of peas growing on the parent plants

Prompt:
Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?
1. by checking the amount of water in the soil
2. by checking how often the pea plant receives sunlight
3. by checking how much space the plant will have to grow
4. by checking the type of peas growing on the parent plants
Answer:

Answer: 3

Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?

Choices:
Q. by checking the amount of water in the soil
L. by checking how often the pea plant receives sunlight
T. by checking how much space the plant will have to grow
R. by checking the type of peas growing on the parent plants

Prompt:
Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?
Q. by checking the amount of water in the soil
L. by checking how often the pea plant receives sunlight
T. by checking how much space the plant will have to grow
R. by checking the type of peas growing on the parent plants
Answer:

Answer: 3

Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?

Choices:
Q. by checking how often the pea plant receives sunlight
L. by checking how much space the plant will have to grow
T. by checking the type of peas growing on the parent plants
R. by checking the amount of water in the soil

Prompt:
Question: Some pea plants always have peas with smooth skin. Other pea plants always have peas with wrinkled skin. How can a student best predict which kind of pea will grow from a seed that is planted?
Q. by checking how often the pea plant receives sunlight
L. by checking how much space the plant will have to grow
T. by checking the type of peas growing on the parent plants
R. by checking the amount of water in the soil
Answer:

Answer: 2


Question: How do plants affect their environment?

Choices:
A. Plants clean the soil.
B. Plants make sunlight brighter.
C. Plants make food used by other organisms.
D. Plants create water

Prompt:
Question: How do plants affect their environment?
A. Plants clean the soil.
B. Plants make sunlight brighter.
C. Plants make food used by other organisms.
D. Plants create water
Answer:

Answer: 2

Question: How do plants affect their environment?

Choices:
A. Plants make sunlight brighter.
B. Plants make food used by other organisms.
C. Plants clean the soil.
D. Plants create water

Prompt:
Question: How do plants affect their environment?
A. Plants make sunlight brighter.
B. Plants make food used by other organisms.
C. Plants clean the soil.
D. Plants create water
Answer:

Answer: 1

Question: How do plants affect their environment?

Choices:
1. Plants clean the soil.
2. Plants make sunlight brighter.
3. Plants make food used by other organisms.
4. Plants create water

Prompt:
Question: How do plants affect their environment?
1. Plants clean the soil.
2. Plants make sunlight brighter.
3. Plants make food used by other organisms.
4. Plants create water
Answer:

Answer: 2

Question: How do plants affect their environment?

Choices:
C. Plants clean the soil.
V. Plants make sunlight brighter.
F. Plants make food used by other organisms.
Y. Plants create water

Prompt:
Question: How do plants affect their environment?
C. Plants clean the soil.
V. Plants make sunlight brighter.
F. Plants make food used by other organisms.
Y. Plants create water
Answer:

Answer: 2

Question: How do plants affect their environment?

Choices:
C. Plants make sunlight brighter.
V. Plants make food used by other organisms.
F. Plants clean the soil.
Y. Plants create water

Prompt:
Question: How do plants affect their environment?
C. Plants make sunlight brighter.
V. Plants make food used by other organisms.
F. Plants clean the soil.
Y. Plants create water
Answer:

Answer: 1