Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?

Choices:
A. flow chart
B. pie chart
C. data table
D. bar graph

Prompt:
Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?
A. flow chart
B. pie chart
C. data table
D. bar graph
Answer:

Answer: 2

Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?

Choices:
A. flow chart
B. bar graph
C. pie chart
D. data table

Prompt:
Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?
A. flow chart
B. bar graph
C. pie chart
D. data table
Answer:

Answer: 3

Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?

Choices:
1. flow chart
2. pie chart
3. data table
4. bar graph

Prompt:
Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?
1. flow chart
2. pie chart
3. data table
4. bar graph
Answer:

Answer: 2

Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?

Choices:
L. flow chart
N. pie chart
O. data table
C. bar graph

Prompt:
Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?
L. flow chart
N. pie chart
O. data table
C. bar graph
Answer:

Answer: 2

Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?

Choices:
L. flow chart
N. bar graph
O. pie chart
C. data table

Prompt:
Question: A student measures the rising temperature of heated water for 20 minutes in two-minute intervals. Which of these tools will best help the student organize the data?
L. flow chart
N. bar graph
O. pie chart
C. data table
Answer:

Answer: 3


Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?

Choices:
A. Igneous rock has turned into sedimentary rock.
B. Igneous rock has turned into metamorphic rock.
C. Sedimentary rock has turned into igneous rock.
D. Sedimentary rock has turned into metamorphic rock.

Prompt:
Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?
A. Igneous rock has turned into sedimentary rock.
B. Igneous rock has turned into metamorphic rock.
C. Sedimentary rock has turned into igneous rock.
D. Sedimentary rock has turned into metamorphic rock.
Answer:

Answer: 3

Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?

Choices:
A. Sedimentary rock has turned into metamorphic rock.
B. Igneous rock has turned into sedimentary rock.
C. Igneous rock has turned into metamorphic rock.
D. Sedimentary rock has turned into igneous rock.

Prompt:
Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?
A. Sedimentary rock has turned into metamorphic rock.
B. Igneous rock has turned into sedimentary rock.
C. Igneous rock has turned into metamorphic rock.
D. Sedimentary rock has turned into igneous rock.
Answer:

Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?

Choices:
1. Igneous rock has turned into sedimentary rock.
2. Igneous rock has turned into metamorphic rock.
3. Sedimentary rock has turned into igneous rock.
4. Sedimentary rock has turned into metamorphic rock.

Prompt:
Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?
1. Igneous rock has turned into sedimentary rock.
2. Igneous rock has turned into metamorphic rock.
3. Sedimentary rock has turned into igneous rock.
4. Sedimentary rock has turned into metamorphic rock.
Answer:

Answer: 3

Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?

Choices:
A. Igneous rock has turned into sedimentary rock.
X. Igneous rock has turned into metamorphic rock.
T. Sedimentary rock has turned into igneous rock.
W. Sedimentary rock has turned into metamorphic rock.

Prompt:
Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?
A. Igneous rock has turned into sedimentary rock.
X. Igneous rock has turned into metamorphic rock.
T. Sedimentary rock has turned into igneous rock.
W. Sedimentary rock has turned into metamorphic rock.
Answer:

Answer: 3

Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?

Choices:
A. Sedimentary rock has turned into metamorphic rock.
X. Igneous rock has turned into sedimentary rock.
T. Igneous rock has turned into metamorphic rock.
W. Sedimentary rock has turned into igneous rock.

Prompt:
Question: A rock formation in a land area contains fossils. Over time, tremendous heat and pressure change the formation to produce a harder rock formation without fossils. Which change in rock type has occurred in this land area?
A. Sedimentary rock has turned into metamorphic rock.
X. Igneous rock has turned into sedimentary rock.
T. Igneous rock has turned into metamorphic rock.
W. Sedimentary rock has turned into igneous rock.
Answer:


Question: Which is not an inherited trait in humans?

Choices:
A. blue eyes
B. long fingers
C. calloused hands
D. attached earlobes

Prompt:
Question: Which is not an inherited trait in humans?
A. blue eyes
B. long fingers
C. calloused hands
D. attached earlobes
Answer:

Answer: 2

Question: Which is not an inherited trait in humans?

Choices:
A. attached earlobes
B. calloused hands
C. long fingers
D. blue eyes

Prompt:
Question: Which is not an inherited trait in humans?
A. attached earlobes
B. calloused hands
C. long fingers
D. blue eyes
Answer:

Answer: 1

Question: Which is not an inherited trait in humans?

Choices:
1. blue eyes
2. long fingers
3. calloused hands
4. attached earlobes

Prompt:
Question: Which is not an inherited trait in humans?
1. blue eyes
2. long fingers
3. calloused hands
4. attached earlobes
Answer:

Answer: 2

Question: Which is not an inherited trait in humans?

Choices:
Y. blue eyes
D. long fingers
B. calloused hands
T. attached earlobes

Prompt:
Question: Which is not an inherited trait in humans?
Y. blue eyes
D. long fingers
B. calloused hands
T. attached earlobes
Answer:

Answer: 2

Question: Which is not an inherited trait in humans?

Choices:
Y. attached earlobes
D. calloused hands
B. long fingers
T. blue eyes

Prompt:
Question: Which is not an inherited trait in humans?
Y. attached earlobes
D. calloused hands
B. long fingers
T. blue eyes
Answer:

Answer: 1


Question: The wind helps many plants reproduce by ___.

Choices:
A. cooling the plants
B. giving the plants moisture
C. spreading the plants' pollen
D. strengthening the plants' root systems

Prompt:
Question: The wind helps many plants reproduce by ___.
A. cooling the plants
B. giving the plants moisture
C. spreading the plants' pollen
D. strengthening the plants' root systems
Answer:

Answer: 2

Question: The wind helps many plants reproduce by ___.

Choices:
A. spreading the plants' pollen
B. giving the plants moisture
C. strengthening the plants' root systems
D. cooling the plants

Prompt:
Question: The wind helps many plants reproduce by ___.
A. spreading the plants' pollen
B. giving the plants moisture
C. strengthening the plants' root systems
D. cooling the plants
Answer:

Question: The wind helps many plants reproduce by ___.

Choices:
1. cooling the plants
2. giving the plants moisture
3. spreading the plants' pollen
4. strengthening the plants' root systems

Prompt:
Question: The wind helps many plants reproduce by ___.
1. cooling the plants
2. giving the plants moisture
3. spreading the plants' pollen
4. strengthening the plants' root systems
Answer:

Answer: 2

Question: The wind helps many plants reproduce by ___.

Choices:
E. cooling the plants
Q. giving the plants moisture
C. spreading the plants' pollen
M. strengthening the plants' root systems

Prompt:
Question: The wind helps many plants reproduce by ___.
E. cooling the plants
Q. giving the plants moisture
C. spreading the plants' pollen
M. strengthening the plants' root systems
Answer:

Answer: 2

Question: The wind helps many plants reproduce by ___.

Choices:
E. spreading the plants' pollen
Q. giving the plants moisture
C. strengthening the plants' root systems
M. cooling the plants

Prompt:
Question: The wind helps many plants reproduce by ___.
E. spreading the plants' pollen
Q. giving the plants moisture
C. strengthening the plants' root systems
M. cooling the plants
Answer:


Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?

Choices:
A. fast speed
B. high frequency
C. large amplitude
D. long wavelength

Prompt:
Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?
A. fast speed
B. high frequency
C. large amplitude
D. long wavelength
Answer:

Answer: 1

Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?

Choices:
A. high frequency
B. long wavelength
C. large amplitude
D. fast speed

Prompt:
Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?
A. high frequency
B. long wavelength
C. large amplitude
D. fast speed
Answer:

Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?

Choices:
1. fast speed
2. high frequency
3. large amplitude
4. long wavelength

Prompt:
Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?
1. fast speed
2. high frequency
3. large amplitude
4. long wavelength
Answer:

Answer: 1

Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?

Choices:
A. fast speed
H. high frequency
R. large amplitude
Q. long wavelength

Prompt:
Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?
A. fast speed
H. high frequency
R. large amplitude
Q. long wavelength
Answer:

Answer: 1

Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?

Choices:
A. high frequency
H. long wavelength
R. large amplitude
Q. fast speed

Prompt:
Question: The human hearing range is 20-20,000 hertz. A sound Peggy heard was measured at 15,000 hertz. Which characteristic best describes the sound wave that Peggy heard?
A. high frequency
H. long wavelength
R. large amplitude
Q. fast speed
Answer:


Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?

Choices:
A. liter
B. kiloliter
C. meter
D. kilometer

Prompt:
Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?
A. liter
B. kiloliter
C. meter
D. kilometer
Answer:

Answer: 2

Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?

Choices:
A. meter
B. kilometer
C. liter
D. kiloliter

Prompt:
Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?
A. meter
B. kilometer
C. liter
D. kiloliter
Answer:

Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?

Choices:
1. liter
2. kiloliter
3. meter
4. kilometer

Prompt:
Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?
1. liter
2. kiloliter
3. meter
4. kilometer
Answer:

Answer: 2

Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?

Choices:
X. liter
M. kiloliter
J. meter
U. kilometer

Prompt:
Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?
X. liter
M. kiloliter
J. meter
U. kilometer
Answer:

Answer: 2

Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?

Choices:
X. meter
M. kilometer
J. liter
U. kiloliter

Prompt:
Question: A student is asked to measure the distance from the floor to the ceiling in a classroom. Which unit of measurement should the student most likely use to accurately measure this distance?
X. meter
M. kilometer
J. liter
U. kiloliter
Answer:


Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?

Choices:
A. They are replenished by sunlight.
B. They are cycled through ecosystems.
C. They are replaced by volcanic eruptions.
D. They are produced constantly from nutrients.

Prompt:
Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?
A. They are replenished by sunlight.
B. They are cycled through ecosystems.
C. They are replaced by volcanic eruptions.
D. They are produced constantly from nutrients.
Answer:

Answer: 1

Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?

Choices:
A. They are replenished by sunlight.
B. They are replaced by volcanic eruptions.
C. They are cycled through ecosystems.
D. They are produced constantly from nutrients.

Prompt:
Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?
A. They are replenished by sunlight.
B. They are replaced by volcanic eruptions.
C. They are cycled through ecosystems.
D. They are produced constantly from nutrients.
Answer:

Answer: 2

Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?

Choices:
1. They are replenished by sunlight.
2. They are cycled through ecosystems.
3. They are replaced by volcanic eruptions.
4. They are produced constantly from nutrients.

Prompt:
Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?
1. They are replenished by sunlight.
2. They are cycled through ecosystems.
3. They are replaced by volcanic eruptions.
4. They are produced constantly from nutrients.
Answer:

Answer: 1

Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?

Choices:
N. They are replenished by sunlight.
F. They are cycled through ecosystems.
O. They are replaced by volcanic eruptions.
C. They are produced constantly from nutrients.

Prompt:
Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?
N. They are replenished by sunlight.
F. They are cycled through ecosystems.
O. They are replaced by volcanic eruptions.
C. They are produced constantly from nutrients.
Answer:

Answer: 1

Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?

Choices:
N. They are replenished by sunlight.
F. They are replaced by volcanic eruptions.
O. They are cycled through ecosystems.
C. They are produced constantly from nutrients.

Prompt:
Question: Which of the following explains why elements, such as carbon and oxygen, that are used in organic molecules are not permanently removed from the environment?
N. They are replenished by sunlight.
F. They are replaced by volcanic eruptions.
O. They are cycled through ecosystems.
C. They are produced constantly from nutrients.
Answer:

Answer: 2


Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?

Choices:
A. meter per liter
B. seconds per gram
C. milligrams per liter
D. centimeters per second

Prompt:
Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?
A. meter per liter
B. seconds per gram
C. milligrams per liter
D. centimeters per second
Answer:

Answer: 3

Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?

Choices:
A. milligrams per liter
B. seconds per gram
C. centimeters per second
D. meter per liter

Prompt:
Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?
A. milligrams per liter
B. seconds per gram
C. centimeters per second
D. meter per liter
Answer:

Answer: 2

Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?

Choices:
1. meter per liter
2. seconds per gram
3. milligrams per liter
4. centimeters per second

Prompt:
Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?
1. meter per liter
2. seconds per gram
3. milligrams per liter
4. centimeters per second
Answer:

Answer: 3

Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?

Choices:
S. meter per liter
B. seconds per gram
X. milligrams per liter
Z. centimeters per second

Prompt:
Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?
S. meter per liter
B. seconds per gram
X. milligrams per liter
Z. centimeters per second
Answer:

Answer: 3

Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?

Choices:
S. milligrams per liter
B. seconds per gram
X. centimeters per second
Z. meter per liter

Prompt:
Question: A student is measuring the speed at which a ball rolls down a ramp. Which unit of measurement is the student most likely using to describe the speed of the ball?
S. milligrams per liter
B. seconds per gram
X. centimeters per second
Z. meter per liter
Answer:

Answer: 2


Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?

Choices:
A. the depth of the soil
B. the temperature of the water
C. the number of days until the seeds sprout
D. the size of pot used for growing the seeds

Prompt:
Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?
A. the depth of the soil
B. the temperature of the water
C. the number of days until the seeds sprout
D. the size of pot used for growing the seeds
Answer:

Answer: 2

Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?

Choices:
A. the temperature of the water
B. the number of days until the seeds sprout
C. the size of pot used for growing the seeds
D. the depth of the soil

Prompt:
Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?
A. the temperature of the water
B. the number of days until the seeds sprout
C. the size of pot used for growing the seeds
D. the depth of the soil
Answer:

Answer: 1

Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?

Choices:
1. the depth of the soil
2. the temperature of the water
3. the number of days until the seeds sprout
4. the size of pot used for growing the seeds

Prompt:
Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?
1. the depth of the soil
2. the temperature of the water
3. the number of days until the seeds sprout
4. the size of pot used for growing the seeds
Answer:

Answer: 2

Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?

Choices:
Q. the depth of the soil
Z. the temperature of the water
O. the number of days until the seeds sprout
G. the size of pot used for growing the seeds

Prompt:
Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?
Q. the depth of the soil
Z. the temperature of the water
O. the number of days until the seeds sprout
G. the size of pot used for growing the seeds
Answer:

Answer: 2

Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?

Choices:
Q. the temperature of the water
Z. the number of days until the seeds sprout
O. the size of pot used for growing the seeds
G. the depth of the soil

Prompt:
Question: Marta and Roger are comparing how long it takes two different types of seeds to sprout. They plant both types of seeds in similar pots, place them in a sunny window, and water them daily. If they want to conduct their investigation correctly, which information is most important to record?
Q. the temperature of the water
Z. the number of days until the seeds sprout
O. the size of pot used for growing the seeds
G. the depth of the soil
Answer:

Answer: 1


Question: Deposition of sediment will most likely form a

Choices:
A. cave.
B. delta.
C. river.
D. mountain.

Prompt:
Question: Deposition of sediment will most likely form a
A. cave.
B. delta.
C. river.
D. mountain.
Answer:

Answer: 1

Question: Deposition of sediment will most likely form a

Choices:
A. river.
B. mountain.
C. cave.
D. delta.

Prompt:
Question: Deposition of sediment will most likely form a
A. river.
B. mountain.
C. cave.
D. delta.
Answer:

Answer: 3

Question: Deposition of sediment will most likely form a

Choices:
1. cave.
2. delta.
3. river.
4. mountain.

Prompt:
Question: Deposition of sediment will most likely form a
1. cave.
2. delta.
3. river.
4. mountain.
Answer:

Answer: 1

Question: Deposition of sediment will most likely form a

Choices:
P. cave.
U. delta.
E. river.
I. mountain.

Prompt:
Question: Deposition of sediment will most likely form a
P. cave.
U. delta.
E. river.
I. mountain.
Answer:

Answer: 1

Question: Deposition of sediment will most likely form a

Choices:
P. river.
U. mountain.
E. cave.
I. delta.

Prompt:
Question: Deposition of sediment will most likely form a
P. river.
U. mountain.
E. cave.
I. delta.
Answer:

Answer: 3


Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?

Choices:
A. to obtain data to test a hypothesis
B. to make a complete observation
C. to make a report of the procedures
D. to make a hypothesis understandable

Prompt:
Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?
A. to obtain data to test a hypothesis
B. to make a complete observation
C. to make a report of the procedures
D. to make a hypothesis understandable
Answer:

Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?

Choices:
A. to make a report of the procedures
B. to make a hypothesis understandable
C. to obtain data to test a hypothesis
D. to make a complete observation

Prompt:
Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?
A. to make a report of the procedures
B. to make a hypothesis understandable
C. to obtain data to test a hypothesis
D. to make a complete observation
Answer:

Answer: 2

Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?

Choices:
1. to obtain data to test a hypothesis
2. to make a complete observation
3. to make a report of the procedures
4. to make a hypothesis understandable

Prompt:
Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?
1. to obtain data to test a hypothesis
2. to make a complete observation
3. to make a report of the procedures
4. to make a hypothesis understandable
Answer:

Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?

Choices:
B. to obtain data to test a hypothesis
E. to make a complete observation
L. to make a report of the procedures
G. to make a hypothesis understandable

Prompt:
Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?
B. to obtain data to test a hypothesis
E. to make a complete observation
L. to make a report of the procedures
G. to make a hypothesis understandable
Answer:

Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?

Choices:
B. to make a report of the procedures
E. to make a hypothesis understandable
L. to obtain data to test a hypothesis
G. to make a complete observation

Prompt:
Question: During a space mission, scientists will send experiments for the astronauts to conduct in space. In many cases, scientists have made predictions about the outcome of the experiment. Why do astronauts perform the experiment if the results have already been predicted?
B. to make a report of the procedures
E. to make a hypothesis understandable
L. to obtain data to test a hypothesis
G. to make a complete observation
Answer:

Answer: 2


Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?

Choices:
A. a reduction in the rate of species change
B. an increase in the rate of large mammal extinctions
C. an increase in the amount of interspecies cooperation
D. a reduction in the total number of small parasitic insects

Prompt:
Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?
A. a reduction in the rate of species change
B. an increase in the rate of large mammal extinctions
C. an increase in the amount of interspecies cooperation
D. a reduction in the total number of small parasitic insects
Answer:

Answer: 1

Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?

Choices:
A. an increase in the rate of large mammal extinctions
B. an increase in the amount of interspecies cooperation
C. a reduction in the rate of species change
D. a reduction in the total number of small parasitic insects

Prompt:
Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?
A. an increase in the rate of large mammal extinctions
B. an increase in the amount of interspecies cooperation
C. a reduction in the rate of species change
D. a reduction in the total number of small parasitic insects
Answer:

Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?

Choices:
1. a reduction in the rate of species change
2. an increase in the rate of large mammal extinctions
3. an increase in the amount of interspecies cooperation
4. a reduction in the total number of small parasitic insects

Prompt:
Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?
1. a reduction in the rate of species change
2. an increase in the rate of large mammal extinctions
3. an increase in the amount of interspecies cooperation
4. a reduction in the total number of small parasitic insects
Answer:

Answer: 1

Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?

Choices:
F. a reduction in the rate of species change
H. an increase in the rate of large mammal extinctions
O. an increase in the amount of interspecies cooperation
I. a reduction in the total number of small parasitic insects

Prompt:
Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?
F. a reduction in the rate of species change
H. an increase in the rate of large mammal extinctions
O. an increase in the amount of interspecies cooperation
I. a reduction in the total number of small parasitic insects
Answer:

Answer: 1

Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?

Choices:
F. an increase in the rate of large mammal extinctions
H. an increase in the amount of interspecies cooperation
O. a reduction in the rate of species change
I. a reduction in the total number of small parasitic insects

Prompt:
Question: Approximately 14,000 years ago, the climate in North America began to warm rapidly. At the same time, human hunters migrated to the continent. Which of these most likely resulted from a combination of these two factors?
F. an increase in the rate of large mammal extinctions
H. an increase in the amount of interspecies cooperation
O. a reduction in the rate of species change
I. a reduction in the total number of small parasitic insects
Answer:


Question: Which is an SI unit for density?

Choices:
A. lb
B. kg
C. lb/ft^3
D. kg/m^3

Prompt:
Question: Which is an SI unit for density?
A. lb
B. kg
C. lb/ft^3
D. kg/m^3
Answer:

Answer: 3

Question: Which is an SI unit for density?

Choices:
A. kg/m^3
B. kg
C. lb
D. lb/ft^3

Prompt:
Question: Which is an SI unit for density?
A. kg/m^3
B. kg
C. lb
D. lb/ft^3
Answer:

Question: Which is an SI unit for density?

Choices:
1. lb
2. kg
3. lb/ft^3
4. kg/m^3

Prompt:
Question: Which is an SI unit for density?
1. lb
2. kg
3. lb/ft^3
4. kg/m^3
Answer:

Answer: 3

Question: Which is an SI unit for density?

Choices:
Y. lb
N. kg
D. lb/ft^3
G. kg/m^3

Prompt:
Question: Which is an SI unit for density?
Y. lb
N. kg
D. lb/ft^3
G. kg/m^3
Answer:

Answer: 3

Question: Which is an SI unit for density?

Choices:
Y. kg/m^3
N. kg
D. lb
G. lb/ft^3

Prompt:
Question: Which is an SI unit for density?
Y. kg/m^3
N. kg
D. lb
G. lb/ft^3
Answer:


Question: In the United States, each day the Sun appears to

Choices:
A. rise in the west and set in the east.
B. rise in the east and set in the west.
C. rise in the north and set in the south.
D. rise in the south and set in the north.

Prompt:
Question: In the United States, each day the Sun appears to
A. rise in the west and set in the east.
B. rise in the east and set in the west.
C. rise in the north and set in the south.
D. rise in the south and set in the north.
Answer:

Answer: 1

Question: In the United States, each day the Sun appears to

Choices:
A. rise in the west and set in the east.
B. rise in the north and set in the south.
C. rise in the east and set in the west.
D. rise in the south and set in the north.

Prompt:
Question: In the United States, each day the Sun appears to
A. rise in the west and set in the east.
B. rise in the north and set in the south.
C. rise in the east and set in the west.
D. rise in the south and set in the north.
Answer:

Answer: 2

Question: In the United States, each day the Sun appears to

Choices:
1. rise in the west and set in the east.
2. rise in the east and set in the west.
3. rise in the north and set in the south.
4. rise in the south and set in the north.

Prompt:
Question: In the United States, each day the Sun appears to
1. rise in the west and set in the east.
2. rise in the east and set in the west.
3. rise in the north and set in the south.
4. rise in the south and set in the north.
Answer:

Answer: 1

Question: In the United States, each day the Sun appears to

Choices:
I. rise in the west and set in the east.
S. rise in the east and set in the west.
R. rise in the north and set in the south.
E. rise in the south and set in the north.

Prompt:
Question: In the United States, each day the Sun appears to
I. rise in the west and set in the east.
S. rise in the east and set in the west.
R. rise in the north and set in the south.
E. rise in the south and set in the north.
Answer:

Answer: 1

Question: In the United States, each day the Sun appears to

Choices:
I. rise in the west and set in the east.
S. rise in the north and set in the south.
R. rise in the east and set in the west.
E. rise in the south and set in the north.

Prompt:
Question: In the United States, each day the Sun appears to
I. rise in the west and set in the east.
S. rise in the north and set in the south.
R. rise in the east and set in the west.
E. rise in the south and set in the north.
Answer:

Answer: 2


Question: Which substance is magnetic and conducts heat?

Choices:
A. wood
B. plastic
C. iron
D. paper

Prompt:
Question: Which substance is magnetic and conducts heat?
A. wood
B. plastic
C. iron
D. paper
Answer:

Answer: 2

Question: Which substance is magnetic and conducts heat?

Choices:
A. wood
B. iron
C. paper
D. plastic

Prompt:
Question: Which substance is magnetic and conducts heat?
A. wood
B. iron
C. paper
D. plastic
Answer:

Answer: 1

Question: Which substance is magnetic and conducts heat?

Choices:
1. wood
2. plastic
3. iron
4. paper

Prompt:
Question: Which substance is magnetic and conducts heat?
1. wood
2. plastic
3. iron
4. paper
Answer:

Answer: 2

Question: Which substance is magnetic and conducts heat?

Choices:
H. wood
B. plastic
X. iron
I. paper

Prompt:
Question: Which substance is magnetic and conducts heat?
H. wood
B. plastic
X. iron
I. paper
Answer:

Answer: 2

Question: Which substance is magnetic and conducts heat?

Choices:
H. wood
B. iron
X. paper
I. plastic

Prompt:
Question: Which substance is magnetic and conducts heat?
H. wood
B. iron
X. paper
I. plastic
Answer:

Answer: 1


Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?

Choices:
A. nucleus
B. cytoplasm
C. mitochondria
D. endoplasmic reticulum

Prompt:
Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?
A. nucleus
B. cytoplasm
C. mitochondria
D. endoplasmic reticulum
Answer:

Answer: 2

Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?

Choices:
A. nucleus
B. cytoplasm
C. endoplasmic reticulum
D. mitochondria

Prompt:
Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?
A. nucleus
B. cytoplasm
C. endoplasmic reticulum
D. mitochondria
Answer:

Answer: 3

Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?

Choices:
1. nucleus
2. cytoplasm
3. mitochondria
4. endoplasmic reticulum

Prompt:
Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?
1. nucleus
2. cytoplasm
3. mitochondria
4. endoplasmic reticulum
Answer:

Answer: 2

Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?

Choices:
L. nucleus
F. cytoplasm
X. mitochondria
V. endoplasmic reticulum

Prompt:
Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?
L. nucleus
F. cytoplasm
X. mitochondria
V. endoplasmic reticulum
Answer:

Answer: 2

Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?

Choices:
L. nucleus
F. cytoplasm
X. endoplasmic reticulum
V. mitochondria

Prompt:
Question: During a biochemical reaction, pyruvate (C3H4O3) is converted into carbon dioxide (CO2) and water (H2O). In what cellular organelle does this biochemical reaction occur?
L. nucleus
F. cytoplasm
X. endoplasmic reticulum
V. mitochondria
Answer:

Answer: 3


Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to

Choices:
A. selective breeding
B. dynamic equilibrium
C. extinction
D. disease

Prompt:
Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to
A. selective breeding
B. dynamic equilibrium
C. extinction
D. disease
Answer:

Answer: 3

Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to

Choices:
A. selective breeding
B. disease
C. extinction
D. dynamic equilibrium

Prompt:
Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to
A. selective breeding
B. disease
C. extinction
D. dynamic equilibrium
Answer:

Answer: 1

Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to

Choices:
1. selective breeding
2. dynamic equilibrium
3. extinction
4. disease

Prompt:
Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to
1. selective breeding
2. dynamic equilibrium
3. extinction
4. disease
Answer:

Answer: 3

Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to

Choices:
M. selective breeding
C. dynamic equilibrium
R. extinction
Q. disease

Prompt:
Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to
M. selective breeding
C. dynamic equilibrium
R. extinction
Q. disease
Answer:

Answer: 3

Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to

Choices:
M. selective breeding
C. disease
R. extinction
Q. dynamic equilibrium

Prompt:
Question: A student fails to eat a balanced diet over a period of time. This lack of a balanced diet can lead to
M. selective breeding
C. disease
R. extinction
Q. dynamic equilibrium
Answer:

Answer: 1


Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?

Choices:
A. deer
B. eagles
C. frogs
D. snakes

Prompt:
Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?
A. deer
B. eagles
C. frogs
D. snakes
Answer:

Answer: 1

Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?

Choices:
A. snakes
B. frogs
C. deer
D. eagles

Prompt:
Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?
A. snakes
B. frogs
C. deer
D. eagles
Answer:

Answer: 3

Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?

Choices:
1. deer
2. eagles
3. frogs
4. snakes

Prompt:
Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?
1. deer
2. eagles
3. frogs
4. snakes
Answer:

Answer: 1

Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?

Choices:
R. deer
N. eagles
P. frogs
D. snakes

Prompt:
Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?
R. deer
N. eagles
P. frogs
D. snakes
Answer:

Answer: 1

Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?

Choices:
R. snakes
N. frogs
P. deer
D. eagles

Prompt:
Question: In 1989, an oil spill off the coast of Alaska led to a decline in the population of many organisms. Which other population was most likely affected by the drop in population of the fish, otters, and seals?
R. snakes
N. frogs
P. deer
D. eagles
Answer:

Answer: 3


Question: Which of these is the best reason for exercising on space flights?

Choices:
A. to increase strength for moving around in the cabin
B. to keep from becoming overweight on a space mission
C. to minimize the loss of muscle mass due to microgravity
D. to ensure that bodily fluids do not tend to collect in the feet

Prompt:
Question: Which of these is the best reason for exercising on space flights?
A. to increase strength for moving around in the cabin
B. to keep from becoming overweight on a space mission
C. to minimize the loss of muscle mass due to microgravity
D. to ensure that bodily fluids do not tend to collect in the feet
Answer:

Answer: 2

Question: Which of these is the best reason for exercising on space flights?

Choices:
A. to minimize the loss of muscle mass due to microgravity
B. to increase strength for moving around in the cabin
C. to keep from becoming overweight on a space mission
D. to ensure that bodily fluids do not tend to collect in the feet

Prompt:
Question: Which of these is the best reason for exercising on space flights?
A. to minimize the loss of muscle mass due to microgravity
B. to increase strength for moving around in the cabin
C. to keep from becoming overweight on a space mission
D. to ensure that bodily fluids do not tend to collect in the feet
Answer:

Question: Which of these is the best reason for exercising on space flights?

Choices:
1. to increase strength for moving around in the cabin
2. to keep from becoming overweight on a space mission
3. to minimize the loss of muscle mass due to microgravity
4. to ensure that bodily fluids do not tend to collect in the feet

Prompt:
Question: Which of these is the best reason for exercising on space flights?
1. to increase strength for moving around in the cabin
2. to keep from becoming overweight on a space mission
3. to minimize the loss of muscle mass due to microgravity
4. to ensure that bodily fluids do not tend to collect in the feet
Answer:

Answer: 2

Question: Which of these is the best reason for exercising on space flights?

Choices:
P. to increase strength for moving around in the cabin
E. to keep from becoming overweight on a space mission
Q. to minimize the loss of muscle mass due to microgravity
C. to ensure that bodily fluids do not tend to collect in the feet

Prompt:
Question: Which of these is the best reason for exercising on space flights?
P. to increase strength for moving around in the cabin
E. to keep from becoming overweight on a space mission
Q. to minimize the loss of muscle mass due to microgravity
C. to ensure that bodily fluids do not tend to collect in the feet
Answer:

Answer: 2

Question: Which of these is the best reason for exercising on space flights?

Choices:
P. to minimize the loss of muscle mass due to microgravity
E. to increase strength for moving around in the cabin
Q. to keep from becoming overweight on a space mission
C. to ensure that bodily fluids do not tend to collect in the feet

Prompt:
Question: Which of these is the best reason for exercising on space flights?
P. to minimize the loss of muscle mass due to microgravity
E. to increase strength for moving around in the cabin
Q. to keep from becoming overweight on a space mission
C. to ensure that bodily fluids do not tend to collect in the feet
Answer:


Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?

Choices:
A. Cells are small.
B. Cells are alive.
C. Cells move quickly.
D. Cells have an electrical charge.

Prompt:
Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?
A. Cells are small.
B. Cells are alive.
C. Cells move quickly.
D. Cells have an electrical charge.
Answer:

Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?

Choices:
A. Cells are alive.
B. Cells move quickly.
C. Cells have an electrical charge.
D. Cells are small.

Prompt:
Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?
A. Cells are alive.
B. Cells move quickly.
C. Cells have an electrical charge.
D. Cells are small.
Answer:

Answer: 3

Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?

Choices:
1. Cells are small.
2. Cells are alive.
3. Cells move quickly.
4. Cells have an electrical charge.

Prompt:
Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?
1. Cells are small.
2. Cells are alive.
3. Cells move quickly.
4. Cells have an electrical charge.
Answer:

Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?

Choices:
A. Cells are small.
U. Cells are alive.
Q. Cells move quickly.
W. Cells have an electrical charge.

Prompt:
Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?
A. Cells are small.
U. Cells are alive.
Q. Cells move quickly.
W. Cells have an electrical charge.
Answer:

Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?

Choices:
A. Cells are alive.
U. Cells move quickly.
Q. Cells have an electrical charge.
W. Cells are small.

Prompt:
Question: With the development of the microscope, scientists were able to see cells for the first time. Why was it difficult to view cells without a microscope?
A. Cells are alive.
U. Cells move quickly.
Q. Cells have an electrical charge.
W. Cells are small.
Answer:

Answer: 3


Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?

Choices:
A. calcium
B. nitrogen
C. oxygen
D. protein

Prompt:
Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?
A. calcium
B. nitrogen
C. oxygen
D. protein
Answer:

Answer: 1

Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?

Choices:
A. oxygen
B. protein
C. calcium
D. nitrogen

Prompt:
Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?
A. oxygen
B. protein
C. calcium
D. nitrogen
Answer:

Answer: 3

Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?

Choices:
1. calcium
2. nitrogen
3. oxygen
4. protein

Prompt:
Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?
1. calcium
2. nitrogen
3. oxygen
4. protein
Answer:

Answer: 1

Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?

Choices:
J. calcium
C. nitrogen
T. oxygen
O. protein

Prompt:
Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?
J. calcium
C. nitrogen
T. oxygen
O. protein
Answer:

Answer: 1

Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?

Choices:
J. oxygen
C. protein
T. calcium
O. nitrogen

Prompt:
Question: Fertilizers can enable farmers to grow the same crop in a field for several years in a row. Farmers who use less fertilizer often rotate their crops by planting the crop one year and legumes, such as beans and clover, the following year. Fertilizer use and crop rotation with legumes both increase the availability of which of the following nutrients in soil?
J. oxygen
C. protein
T. calcium
O. nitrogen
Answer:

Answer: 3


Question: Which two processes occur during the life spans of all animals?

Choices:
A. hibernation and migration
B. growth and development
C. changing color and shedding fur
D. building nests and communication

Prompt:
Question: Which two processes occur during the life spans of all animals?
A. hibernation and migration
B. growth and development
C. changing color and shedding fur
D. building nests and communication
Answer:

Answer: 1

Question: Which two processes occur during the life spans of all animals?

Choices:
A. growth and development
B. hibernation and migration
C. changing color and shedding fur
D. building nests and communication

Prompt:
Question: Which two processes occur during the life spans of all animals?
A. growth and development
B. hibernation and migration
C. changing color and shedding fur
D. building nests and communication
Answer:

Question: Which two processes occur during the life spans of all animals?

Choices:
1. hibernation and migration
2. growth and development
3. changing color and shedding fur
4. building nests and communication

Prompt:
Question: Which two processes occur during the life spans of all animals?
1. hibernation and migration
2. growth and development
3. changing color and shedding fur
4. building nests and communication
Answer:

Answer: 1

Question: Which two processes occur during the life spans of all animals?

Choices:
H. hibernation and migration
M. growth and development
L. changing color and shedding fur
Z. building nests and communication

Prompt:
Question: Which two processes occur during the life spans of all animals?
H. hibernation and migration
M. growth and development
L. changing color and shedding fur
Z. building nests and communication
Answer:

Answer: 1

Question: Which two processes occur during the life spans of all animals?

Choices:
H. growth and development
M. hibernation and migration
L. changing color and shedding fur
Z. building nests and communication

Prompt:
Question: Which two processes occur during the life spans of all animals?
H. growth and development
M. hibernation and migration
L. changing color and shedding fur
Z. building nests and communication
Answer:


Question: Which of the following is true regarding the properties of an air mass?

Choices:
A. An air mass is warmer at the leading edge and cooler at the trailing edge.
B. An air mass has similar temperature and moisture properties throughout it.
C. An air mass is cooler near the edges and has greater moisture near the center.
D. An air mass has greater moisture near the edges and is cooler near the center.

Prompt:
Question: Which of the following is true regarding the properties of an air mass?
A. An air mass is warmer at the leading edge and cooler at the trailing edge.
B. An air mass has similar temperature and moisture properties throughout it.
C. An air mass is cooler near the edges and has greater moisture near the center.
D. An air mass has greater moisture near the edges and is cooler near the center.
Answer:

Answer: 1

Question: Which of the following is true regarding the properties of an air mass?

Choices:
A. An air mass has greater moisture near the edges and is cooler near the center.
B. An air mass is cooler near the edges and has greater moisture near the center.
C. An air mass has similar temperature and moisture properties throughout it.
D. An air mass is warmer at the leading edge and cooler at the trailing edge.

Prompt:
Question: Which of the following is true regarding the properties of an air mass?
A. An air mass has greater moisture near the edges and is cooler near the center.
B. An air mass is cooler near the edges and has greater moisture near the center.
C. An air mass has similar temperature and moisture properties throughout it.
D. An air mass is warmer at the leading edge and cooler at the trailing edge.
Answer:

Answer: 2

Question: Which of the following is true regarding the properties of an air mass?

Choices:
1. An air mass is warmer at the leading edge and cooler at the trailing edge.
2. An air mass has similar temperature and moisture properties throughout it.
3. An air mass is cooler near the edges and has greater moisture near the center.
4. An air mass has greater moisture near the edges and is cooler near the center.

Prompt:
Question: Which of the following is true regarding the properties of an air mass?
1. An air mass is warmer at the leading edge and cooler at the trailing edge.
2. An air mass has similar temperature and moisture properties throughout it.
3. An air mass is cooler near the edges and has greater moisture near the center.
4. An air mass has greater moisture near the edges and is cooler near the center.
Answer:

Answer: 1

Question: Which of the following is true regarding the properties of an air mass?

Choices:
W. An air mass is warmer at the leading edge and cooler at the trailing edge.
X. An air mass has similar temperature and moisture properties throughout it.
K. An air mass is cooler near the edges and has greater moisture near the center.
A. An air mass has greater moisture near the edges and is cooler near the center.

Prompt:
Question: Which of the following is true regarding the properties of an air mass?
W. An air mass is warmer at the leading edge and cooler at the trailing edge.
X. An air mass has similar temperature and moisture properties throughout it.
K. An air mass is cooler near the edges and has greater moisture near the center.
A. An air mass has greater moisture near the edges and is cooler near the center.
Answer:

Answer: 1

Question: Which of the following is true regarding the properties of an air mass?

Choices:
W. An air mass has greater moisture near the edges and is cooler near the center.
X. An air mass is cooler near the edges and has greater moisture near the center.
K. An air mass has similar temperature and moisture properties throughout it.
A. An air mass is warmer at the leading edge and cooler at the trailing edge.

Prompt:
Question: Which of the following is true regarding the properties of an air mass?
W. An air mass has greater moisture near the edges and is cooler near the center.
X. An air mass is cooler near the edges and has greater moisture near the center.
K. An air mass has similar temperature and moisture properties throughout it.
A. An air mass is warmer at the leading edge and cooler at the trailing edge.
Answer:

Answer: 2


Question: When entire communities in an ecosystem change over time, it is known as

Choices:
A. migration.
B. extinction.
C. overpopulation.
D. ecological succession.

Prompt:
Question: When entire communities in an ecosystem change over time, it is known as
A. migration.
B. extinction.
C. overpopulation.
D. ecological succession.
Answer:

Answer: 3

Question: When entire communities in an ecosystem change over time, it is known as

Choices:
A. ecological succession.
B. overpopulation.
C. migration.
D. extinction.

Prompt:
Question: When entire communities in an ecosystem change over time, it is known as
A. ecological succession.
B. overpopulation.
C. migration.
D. extinction.
Answer:

Question: When entire communities in an ecosystem change over time, it is known as

Choices:
1. migration.
2. extinction.
3. overpopulation.
4. ecological succession.

Prompt:
Question: When entire communities in an ecosystem change over time, it is known as
1. migration.
2. extinction.
3. overpopulation.
4. ecological succession.
Answer:

Answer: 3

Question: When entire communities in an ecosystem change over time, it is known as

Choices:
Q. migration.
A. extinction.
P. overpopulation.
G. ecological succession.

Prompt:
Question: When entire communities in an ecosystem change over time, it is known as
Q. migration.
A. extinction.
P. overpopulation.
G. ecological succession.
Answer:

Answer: 3

Question: When entire communities in an ecosystem change over time, it is known as

Choices:
Q. ecological succession.
A. overpopulation.
P. migration.
G. extinction.

Prompt:
Question: When entire communities in an ecosystem change over time, it is known as
Q. ecological succession.
A. overpopulation.
P. migration.
G. extinction.
Answer:


Question: What should be added to soil to increase its water retention?

Choices:
A. pebbles
B. sand
C. rocks
D. clay

Prompt:
Question: What should be added to soil to increase its water retention?
A. pebbles
B. sand
C. rocks
D. clay
Answer:

Answer: 3

Question: What should be added to soil to increase its water retention?

Choices:
A. clay
B. rocks
C. pebbles
D. sand

Prompt:
Question: What should be added to soil to increase its water retention?
A. clay
B. rocks
C. pebbles
D. sand
Answer:

Question: What should be added to soil to increase its water retention?

Choices:
1. pebbles
2. sand
3. rocks
4. clay

Prompt:
Question: What should be added to soil to increase its water retention?
1. pebbles
2. sand
3. rocks
4. clay
Answer:

Answer: 3

Question: What should be added to soil to increase its water retention?

Choices:
N. pebbles
G. sand
S. rocks
M. clay

Prompt:
Question: What should be added to soil to increase its water retention?
N. pebbles
G. sand
S. rocks
M. clay
Answer:

Answer: 3

Question: What should be added to soil to increase its water retention?

Choices:
N. clay
G. rocks
S. pebbles
M. sand

Prompt:
Question: What should be added to soil to increase its water retention?
N. clay
G. rocks
S. pebbles
M. sand
Answer:


Question: A rosebush and a bird are similar because they both

Choices:
A. are living organisms.
B. need to search for food.
C. make their own food.
D. are non-living organisms.

Prompt:
Question: A rosebush and a bird are similar because they both
A. are living organisms.
B. need to search for food.
C. make their own food.
D. are non-living organisms.
Answer:

Question: A rosebush and a bird are similar because they both

Choices:
A. are non-living organisms.
B. make their own food.
C. are living organisms.
D. need to search for food.

Prompt:
Question: A rosebush and a bird are similar because they both
A. are non-living organisms.
B. make their own food.
C. are living organisms.
D. need to search for food.
Answer:

Answer: 2

Question: A rosebush and a bird are similar because they both

Choices:
1. are living organisms.
2. need to search for food.
3. make their own food.
4. are non-living organisms.

Prompt:
Question: A rosebush and a bird are similar because they both
1. are living organisms.
2. need to search for food.
3. make their own food.
4. are non-living organisms.
Answer:

Question: A rosebush and a bird are similar because they both

Choices:
J. are living organisms.
H. need to search for food.
X. make their own food.
Q. are non-living organisms.

Prompt:
Question: A rosebush and a bird are similar because they both
J. are living organisms.
H. need to search for food.
X. make their own food.
Q. are non-living organisms.
Answer:

Question: A rosebush and a bird are similar because they both

Choices:
J. are non-living organisms.
H. make their own food.
X. are living organisms.
Q. need to search for food.

Prompt:
Question: A rosebush and a bird are similar because they both
J. are non-living organisms.
H. make their own food.
X. are living organisms.
Q. need to search for food.
Answer:

Answer: 2


Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?

Choices:
A. pressure at which the processes occurred
B. temperature at which the processes occurred
C. chemical impurities present as the processes occurred
D. amount of time passed since the processes occurred

Prompt:
Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?
A. pressure at which the processes occurred
B. temperature at which the processes occurred
C. chemical impurities present as the processes occurred
D. amount of time passed since the processes occurred
Answer:

Answer: 2

Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?

Choices:
A. temperature at which the processes occurred
B. amount of time passed since the processes occurred
C. pressure at which the processes occurred
D. chemical impurities present as the processes occurred

Prompt:
Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?
A. temperature at which the processes occurred
B. amount of time passed since the processes occurred
C. pressure at which the processes occurred
D. chemical impurities present as the processes occurred
Answer:

Answer: 3

Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?

Choices:
1. pressure at which the processes occurred
2. temperature at which the processes occurred
3. chemical impurities present as the processes occurred
4. amount of time passed since the processes occurred

Prompt:
Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?
1. pressure at which the processes occurred
2. temperature at which the processes occurred
3. chemical impurities present as the processes occurred
4. amount of time passed since the processes occurred
Answer:

Answer: 2

Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?

Choices:
L. pressure at which the processes occurred
E. temperature at which the processes occurred
T. chemical impurities present as the processes occurred
Z. amount of time passed since the processes occurred

Prompt:
Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?
L. pressure at which the processes occurred
E. temperature at which the processes occurred
T. chemical impurities present as the processes occurred
Z. amount of time passed since the processes occurred
Answer:

Answer: 2

Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?

Choices:
L. temperature at which the processes occurred
E. amount of time passed since the processes occurred
T. pressure at which the processes occurred
Z. chemical impurities present as the processes occurred

Prompt:
Question: The mineral quartz naturally forms in various colors. Which difference in quartz formation results in the different colors?
L. temperature at which the processes occurred
E. amount of time passed since the processes occurred
T. pressure at which the processes occurred
Z. chemical impurities present as the processes occurred
Answer:

Answer: 3


Question: What happens to a moist air mass as it moves upward in the atmosphere?

Choices:
A. It becomes warmer and forms clouds.
B. It becomes cooler and forms clouds.
C. Its temperature remains the same.
D. Its temperature varies greatly.

Prompt:
Question: What happens to a moist air mass as it moves upward in the atmosphere?
A. It becomes warmer and forms clouds.
B. It becomes cooler and forms clouds.
C. Its temperature remains the same.
D. Its temperature varies greatly.
Answer:

Answer: 1

Question: What happens to a moist air mass as it moves upward in the atmosphere?

Choices:
A. Its temperature varies greatly.
B. Its temperature remains the same.
C. It becomes cooler and forms clouds.
D. It becomes warmer and forms clouds.

Prompt:
Question: What happens to a moist air mass as it moves upward in the atmosphere?
A. Its temperature varies greatly.
B. Its temperature remains the same.
C. It becomes cooler and forms clouds.
D. It becomes warmer and forms clouds.
Answer:

Answer: 2

Question: What happens to a moist air mass as it moves upward in the atmosphere?

Choices:
1. It becomes warmer and forms clouds.
2. It becomes cooler and forms clouds.
3. Its temperature remains the same.
4. Its temperature varies greatly.

Prompt:
Question: What happens to a moist air mass as it moves upward in the atmosphere?
1. It becomes warmer and forms clouds.
2. It becomes cooler and forms clouds.
3. Its temperature remains the same.
4. Its temperature varies greatly.
Answer:

Answer: 1

Question: What happens to a moist air mass as it moves upward in the atmosphere?

Choices:
X. It becomes warmer and forms clouds.
C. It becomes cooler and forms clouds.
U. Its temperature remains the same.
K. Its temperature varies greatly.

Prompt:
Question: What happens to a moist air mass as it moves upward in the atmosphere?
X. It becomes warmer and forms clouds.
C. It becomes cooler and forms clouds.
U. Its temperature remains the same.
K. Its temperature varies greatly.
Answer:

Answer: 1

Question: What happens to a moist air mass as it moves upward in the atmosphere?

Choices:
X. Its temperature varies greatly.
C. Its temperature remains the same.
U. It becomes cooler and forms clouds.
K. It becomes warmer and forms clouds.

Prompt:
Question: What happens to a moist air mass as it moves upward in the atmosphere?
X. Its temperature varies greatly.
C. Its temperature remains the same.
U. It becomes cooler and forms clouds.
K. It becomes warmer and forms clouds.
Answer:

Answer: 2


Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?

Choices:
A. nitrogen and argon
B. oxygen and sulfur dioxide
C. carbon dioxide and water vapor
D. hydrochloric acid and hydrogen

Prompt:
Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?
A. nitrogen and argon
B. oxygen and sulfur dioxide
C. carbon dioxide and water vapor
D. hydrochloric acid and hydrogen
Answer:

Answer: 2

Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?

Choices:
A. carbon dioxide and water vapor
B. oxygen and sulfur dioxide
C. hydrochloric acid and hydrogen
D. nitrogen and argon

Prompt:
Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?
A. carbon dioxide and water vapor
B. oxygen and sulfur dioxide
C. hydrochloric acid and hydrogen
D. nitrogen and argon
Answer:

Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?

Choices:
1. nitrogen and argon
2. oxygen and sulfur dioxide
3. carbon dioxide and water vapor
4. hydrochloric acid and hydrogen

Prompt:
Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?
1. nitrogen and argon
2. oxygen and sulfur dioxide
3. carbon dioxide and water vapor
4. hydrochloric acid and hydrogen
Answer:

Answer: 2

Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?

Choices:
Q. nitrogen and argon
N. oxygen and sulfur dioxide
B. carbon dioxide and water vapor
L. hydrochloric acid and hydrogen

Prompt:
Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?
Q. nitrogen and argon
N. oxygen and sulfur dioxide
B. carbon dioxide and water vapor
L. hydrochloric acid and hydrogen
Answer:

Answer: 2

Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?

Choices:
Q. carbon dioxide and water vapor
N. oxygen and sulfur dioxide
B. hydrochloric acid and hydrogen
L. nitrogen and argon

Prompt:
Question: Greenhouse gases in the atmosphere absorb infrared radiation from Earth's surface and re-radiates some of it back to Earth. Which of these gases have the most significant impact on the temperature of Earth's atmosphere?
Q. carbon dioxide and water vapor
N. oxygen and sulfur dioxide
B. hydrochloric acid and hydrogen
L. nitrogen and argon
Answer:


Question: Volcanoes are considered constructive because they

Choices:
A. deposit lava.
B. cause erosion.
C. trigger earthquakes.
D. release gases.

Prompt:
Question: Volcanoes are considered constructive because they
A. deposit lava.
B. cause erosion.
C. trigger earthquakes.
D. release gases.
Answer:

Question: Volcanoes are considered constructive because they

Choices:
A. release gases.
B. cause erosion.
C. deposit lava.
D. trigger earthquakes.

Prompt:
Question: Volcanoes are considered constructive because they
A. release gases.
B. cause erosion.
C. deposit lava.
D. trigger earthquakes.
Answer:

Answer: 2

Question: Volcanoes are considered constructive because they

Choices:
1. deposit lava.
2. cause erosion.
3. trigger earthquakes.
4. release gases.

Prompt:
Question: Volcanoes are considered constructive because they
1. deposit lava.
2. cause erosion.
3. trigger earthquakes.
4. release gases.
Answer:

Question: Volcanoes are considered constructive because they

Choices:
F. deposit lava.
Z. cause erosion.
L. trigger earthquakes.
M. release gases.

Prompt:
Question: Volcanoes are considered constructive because they
F. deposit lava.
Z. cause erosion.
L. trigger earthquakes.
M. release gases.
Answer:

Question: Volcanoes are considered constructive because they

Choices:
F. release gases.
Z. cause erosion.
L. deposit lava.
M. trigger earthquakes.

Prompt:
Question: Volcanoes are considered constructive because they
F. release gases.
Z. cause erosion.
L. deposit lava.
M. trigger earthquakes.
Answer:

Answer: 2


Question: What happens to sugar when it is combined with water?

Choices:
A. it separates
B. it dissolves
C. it floats to the top
D. it becomes warm

Prompt:
Question: What happens to sugar when it is combined with water?
A. it separates
B. it dissolves
C. it floats to the top
D. it becomes warm
Answer:

Answer: 1

Question: What happens to sugar when it is combined with water?

Choices:
A. it becomes warm
B. it separates
C. it floats to the top
D. it dissolves

Prompt:
Question: What happens to sugar when it is combined with water?
A. it becomes warm
B. it separates
C. it floats to the top
D. it dissolves
Answer:

Answer: 3

Question: What happens to sugar when it is combined with water?

Choices:
1. it separates
2. it dissolves
3. it floats to the top
4. it becomes warm

Prompt:
Question: What happens to sugar when it is combined with water?
1. it separates
2. it dissolves
3. it floats to the top
4. it becomes warm
Answer:

Answer: 1

Question: What happens to sugar when it is combined with water?

Choices:
Q. it separates
D. it dissolves
H. it floats to the top
T. it becomes warm

Prompt:
Question: What happens to sugar when it is combined with water?
Q. it separates
D. it dissolves
H. it floats to the top
T. it becomes warm
Answer:

Answer: 1

Question: What happens to sugar when it is combined with water?

Choices:
Q. it becomes warm
D. it separates
H. it floats to the top
T. it dissolves

Prompt:
Question: What happens to sugar when it is combined with water?
Q. it becomes warm
D. it separates
H. it floats to the top
T. it dissolves
Answer:

Answer: 3


Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?

Choices:
A. The trees could not make leaves.
B. The trees could not make flowers.
C. The trees could not make seeds.
D. The trees could not make bark.

Prompt:
Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?
A. The trees could not make leaves.
B. The trees could not make flowers.
C. The trees could not make seeds.
D. The trees could not make bark.
Answer:

Answer: 2

Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?

Choices:
A. The trees could not make seeds.
B. The trees could not make bark.
C. The trees could not make leaves.
D. The trees could not make flowers.

Prompt:
Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?
A. The trees could not make seeds.
B. The trees could not make bark.
C. The trees could not make leaves.
D. The trees could not make flowers.
Answer:

Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?

Choices:
1. The trees could not make leaves.
2. The trees could not make flowers.
3. The trees could not make seeds.
4. The trees could not make bark.

Prompt:
Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?
1. The trees could not make leaves.
2. The trees could not make flowers.
3. The trees could not make seeds.
4. The trees could not make bark.
Answer:

Answer: 2

Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?

Choices:
E. The trees could not make leaves.
F. The trees could not make flowers.
L. The trees could not make seeds.
P. The trees could not make bark.

Prompt:
Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?
E. The trees could not make leaves.
F. The trees could not make flowers.
L. The trees could not make seeds.
P. The trees could not make bark.
Answer:

Answer: 2

Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?

Choices:
E. The trees could not make seeds.
F. The trees could not make bark.
L. The trees could not make leaves.
P. The trees could not make flowers.

Prompt:
Question: Pesticides are chemicals that kill insects. What could happen if the pesticides killed all the pollinators near some apple trees?
E. The trees could not make seeds.
F. The trees could not make bark.
L. The trees could not make leaves.
P. The trees could not make flowers.
Answer:


Question: Which statement describes the formation of a delta?

Choices:
A. A large mass of ice and snow accumulates.
B. A mound of sand is built by wind.
C. A low area of land is surrounded by mountains.
D. A mass of sediment is deposited at the mouth of a river.

Prompt:
Question: Which statement describes the formation of a delta?
A. A large mass of ice and snow accumulates.
B. A mound of sand is built by wind.
C. A low area of land is surrounded by mountains.
D. A mass of sediment is deposited at the mouth of a river.
Answer:

Answer: 3

Question: Which statement describes the formation of a delta?

Choices:
A. A mound of sand is built by wind.
B. A large mass of ice and snow accumulates.
C. A mass of sediment is deposited at the mouth of a river.
D. A low area of land is surrounded by mountains.

Prompt:
Question: Which statement describes the formation of a delta?
A. A mound of sand is built by wind.
B. A large mass of ice and snow accumulates.
C. A mass of sediment is deposited at the mouth of a river.
D. A low area of land is surrounded by mountains.
Answer:

Answer: 2

Question: Which statement describes the formation of a delta?

Choices:
1. A large mass of ice and snow accumulates.
2. A mound of sand is built by wind.
3. A low area of land is surrounded by mountains.
4. A mass of sediment is deposited at the mouth of a river.

Prompt:
Question: Which statement describes the formation of a delta?
1. A large mass of ice and snow accumulates.
2. A mound of sand is built by wind.
3. A low area of land is surrounded by mountains.
4. A mass of sediment is deposited at the mouth of a river.
Answer:

Answer: 3

Question: Which statement describes the formation of a delta?

Choices:
W. A large mass of ice and snow accumulates.
R. A mound of sand is built by wind.
P. A low area of land is surrounded by mountains.
Y. A mass of sediment is deposited at the mouth of a river.

Prompt:
Question: Which statement describes the formation of a delta?
W. A large mass of ice and snow accumulates.
R. A mound of sand is built by wind.
P. A low area of land is surrounded by mountains.
Y. A mass of sediment is deposited at the mouth of a river.
Answer:

Answer: 3

Question: Which statement describes the formation of a delta?

Choices:
W. A mound of sand is built by wind.
R. A large mass of ice and snow accumulates.
P. A mass of sediment is deposited at the mouth of a river.
Y. A low area of land is surrounded by mountains.

Prompt:
Question: Which statement describes the formation of a delta?
W. A mound of sand is built by wind.
R. A large mass of ice and snow accumulates.
P. A mass of sediment is deposited at the mouth of a river.
Y. A low area of land is surrounded by mountains.
Answer:

Answer: 2


Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as

Choices:
A. an atom
B. a reactant
C. an element
D. a compound

Prompt:
Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as
A. an atom
B. a reactant
C. an element
D. a compound
Answer:

Answer: 3

Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as

Choices:
A. a compound
B. an atom
C. a reactant
D. an element

Prompt:
Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as
A. a compound
B. an atom
C. a reactant
D. an element
Answer:

Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as

Choices:
1. an atom
2. a reactant
3. an element
4. a compound

Prompt:
Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as
1. an atom
2. a reactant
3. an element
4. a compound
Answer:

Answer: 3

Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as

Choices:
Z. an atom
A. a reactant
U. an element
O. a compound

Prompt:
Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as
Z. an atom
A. a reactant
U. an element
O. a compound
Answer:

Answer: 3

Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as

Choices:
Z. a compound
A. an atom
U. a reactant
O. an element

Prompt:
Question: Hydrogen and oxygen combine to form water. The water in this reaction is described as
Z. a compound
A. an atom
U. a reactant
O. an element
Answer:


Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?

Choices:
A. chloroplasts
B. mitochondria
C. DNA molecules
D. nuclear membranes

Prompt:
Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?
A. chloroplasts
B. mitochondria
C. DNA molecules
D. nuclear membranes
Answer:

Answer: 2

Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?

Choices:
A. DNA molecules
B. nuclear membranes
C. mitochondria
D. chloroplasts

Prompt:
Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?
A. DNA molecules
B. nuclear membranes
C. mitochondria
D. chloroplasts
Answer:

Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?

Choices:
1. chloroplasts
2. mitochondria
3. DNA molecules
4. nuclear membranes

Prompt:
Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?
1. chloroplasts
2. mitochondria
3. DNA molecules
4. nuclear membranes
Answer:

Answer: 2

Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?

Choices:
R. chloroplasts
A. mitochondria
I. DNA molecules
X. nuclear membranes

Prompt:
Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?
R. chloroplasts
A. mitochondria
I. DNA molecules
X. nuclear membranes
Answer:

Answer: 2

Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?

Choices:
R. DNA molecules
A. nuclear membranes
I. mitochondria
X. chloroplasts

Prompt:
Question: Which of these cell parts store genetic instructions for the entire organism and transfers them from one generation to the next?
R. DNA molecules
A. nuclear membranes
I. mitochondria
X. chloroplasts
Answer:


Question: Which list describes the particles that make up an atom?

Choices:
A. nucleus, electrons, and quarks
B. protons, neutron, and electrons
C. ionic bonds, covalent bonds, and ions
D. nucleus, electron cloud, and energy levels

Prompt:
Question: Which list describes the particles that make up an atom?
A. nucleus, electrons, and quarks
B. protons, neutron, and electrons
C. ionic bonds, covalent bonds, and ions
D. nucleus, electron cloud, and energy levels
Answer:

Answer: 1

Question: Which list describes the particles that make up an atom?

Choices:
A. protons, neutron, and electrons
B. nucleus, electrons, and quarks
C. nucleus, electron cloud, and energy levels
D. ionic bonds, covalent bonds, and ions

Prompt:
Question: Which list describes the particles that make up an atom?
A. protons, neutron, and electrons
B. nucleus, electrons, and quarks
C. nucleus, electron cloud, and energy levels
D. ionic bonds, covalent bonds, and ions
Answer:

Question: Which list describes the particles that make up an atom?

Choices:
1. nucleus, electrons, and quarks
2. protons, neutron, and electrons
3. ionic bonds, covalent bonds, and ions
4. nucleus, electron cloud, and energy levels

Prompt:
Question: Which list describes the particles that make up an atom?
1. nucleus, electrons, and quarks
2. protons, neutron, and electrons
3. ionic bonds, covalent bonds, and ions
4. nucleus, electron cloud, and energy levels
Answer:

Answer: 1

Question: Which list describes the particles that make up an atom?

Choices:
L. nucleus, electrons, and quarks
X. protons, neutron, and electrons
G. ionic bonds, covalent bonds, and ions
C. nucleus, electron cloud, and energy levels

Prompt:
Question: Which list describes the particles that make up an atom?
L. nucleus, electrons, and quarks
X. protons, neutron, and electrons
G. ionic bonds, covalent bonds, and ions
C. nucleus, electron cloud, and energy levels
Answer:

Answer: 1

Question: Which list describes the particles that make up an atom?

Choices:
L. protons, neutron, and electrons
X. nucleus, electrons, and quarks
G. nucleus, electron cloud, and energy levels
C. ionic bonds, covalent bonds, and ions

Prompt:
Question: Which list describes the particles that make up an atom?
L. protons, neutron, and electrons
X. nucleus, electrons, and quarks
G. nucleus, electron cloud, and energy levels
C. ionic bonds, covalent bonds, and ions
Answer:


Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?

Choices:
A. bottling water
B. dam construction
C. collecting rainwater
D. wastewater treatment

Prompt:
Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?
A. bottling water
B. dam construction
C. collecting rainwater
D. wastewater treatment
Answer:

Answer: 3

Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?

Choices:
A. wastewater treatment
B. collecting rainwater
C. dam construction
D. bottling water

Prompt:
Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?
A. wastewater treatment
B. collecting rainwater
C. dam construction
D. bottling water
Answer:

Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?

Choices:
1. bottling water
2. dam construction
3. collecting rainwater
4. wastewater treatment

Prompt:
Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?
1. bottling water
2. dam construction
3. collecting rainwater
4. wastewater treatment
Answer:

Answer: 3

Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?

Choices:
G. bottling water
P. dam construction
X. collecting rainwater
E. wastewater treatment

Prompt:
Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?
G. bottling water
P. dam construction
X. collecting rainwater
E. wastewater treatment
Answer:

Answer: 3

Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?

Choices:
G. wastewater treatment
P. collecting rainwater
X. dam construction
E. bottling water

Prompt:
Question: Earth has a limited supply of fresh drinking water. Which method is used to recycle water for humans to use?
G. wastewater treatment
P. collecting rainwater
X. dam construction
E. bottling water
Answer: