Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?

Choices:
A. heat island
B. rain shadow
C. land breeze
D. cold front

Prompt:
Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?
A. heat island
B. rain shadow
C. land breeze
D. cold front
Answer:

Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?

Choices:
A. land breeze
B. heat island
C. cold front
D. rain shadow

Prompt:
Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?
A. land breeze
B. heat island
C. cold front
D. rain shadow
Answer:

Answer: 1

Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?

Choices:
1. heat island
2. rain shadow
3. land breeze
4. cold front

Prompt:
Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?
1. heat island
2. rain shadow
3. land breeze
4. cold front
Answer:

Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?

Choices:
O. heat island
F. rain shadow
C. land breeze
U. cold front

Prompt:
Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?
O. heat island
F. rain shadow
C. land breeze
U. cold front
Answer:

Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?

Choices:
O. land breeze
F. heat island
C. cold front
U. rain shadow

Prompt:
Question: Weather stations built in urban areas can be influenced by the human-made structures that surround these stations. Some of these weather stations used to determine mean temperatures in the United States have had the validity of the data questioned. Which human-produced effect could these urban weather stations be measuring?
O. land breeze
F. heat island
C. cold front
U. rain shadow
Answer:

Answer: 1


Question: How is the mass of an atom calculated?

Choices:
A. add the number of protons to the number of electrons
B. add the number of protons to the number of neutrons
C. subtract the number of protons from the number of neutrons
D. subtract the number of electrons from the sum of protons and neutrons

Prompt:
Question: How is the mass of an atom calculated?
A. add the number of protons to the number of electrons
B. add the number of protons to the number of neutrons
C. subtract the number of protons from the number of neutrons
D. subtract the number of electrons from the sum of protons and neutrons
Answer:

Answer: 1

Question: How is the mass of an atom calculated?

Choices:
A. subtract the number of electrons from the sum of protons and neutrons
B. add the number of protons to the number of electrons
C. add the number of protons to the number of neutrons
D. subtract the number of protons from the number of neutrons

Prompt:
Question: How is the mass of an atom calculated?
A. subtract the number of electrons from the sum of protons and neutrons
B. add the number of protons to the number of electrons
C. add the number of protons to the number of neutrons
D. subtract the number of protons from the number of neutrons
Answer:

Answer: 2

Question: How is the mass of an atom calculated?

Choices:
1. add the number of protons to the number of electrons
2. add the number of protons to the number of neutrons
3. subtract the number of protons from the number of neutrons
4. subtract the number of electrons from the sum of protons and neutrons

Prompt:
Question: How is the mass of an atom calculated?
1. add the number of protons to the number of electrons
2. add the number of protons to the number of neutrons
3. subtract the number of protons from the number of neutrons
4. subtract the number of electrons from the sum of protons and neutrons
Answer:

Answer: 1

Question: How is the mass of an atom calculated?

Choices:
T. add the number of protons to the number of electrons
V. add the number of protons to the number of neutrons
M. subtract the number of protons from the number of neutrons
N. subtract the number of electrons from the sum of protons and neutrons

Prompt:
Question: How is the mass of an atom calculated?
T. add the number of protons to the number of electrons
V. add the number of protons to the number of neutrons
M. subtract the number of protons from the number of neutrons
N. subtract the number of electrons from the sum of protons and neutrons
Answer:

Answer: 1

Question: How is the mass of an atom calculated?

Choices:
T. subtract the number of electrons from the sum of protons and neutrons
V. add the number of protons to the number of electrons
M. add the number of protons to the number of neutrons
N. subtract the number of protons from the number of neutrons

Prompt:
Question: How is the mass of an atom calculated?
T. subtract the number of electrons from the sum of protons and neutrons
V. add the number of protons to the number of electrons
M. add the number of protons to the number of neutrons
N. subtract the number of protons from the number of neutrons
Answer:

Answer: 2


Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
A. grow taller so that the few remaining honey bees will find them.
B. change their flowers so that wind will fertilize them.
C. have always attracted many other insects as wells as honey bees.
D. have seeds that stay alive for a long time in the environment.

Prompt:
Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
A. grow taller so that the few remaining honey bees will find them.
B. change their flowers so that wind will fertilize them.
C. have always attracted many other insects as wells as honey bees.
D. have seeds that stay alive for a long time in the environment.
Answer:

Answer: 2

Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
A. have seeds that stay alive for a long time in the environment.
B. have always attracted many other insects as wells as honey bees.
C. grow taller so that the few remaining honey bees will find them.
D. change their flowers so that wind will fertilize them.

Prompt:
Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
A. have seeds that stay alive for a long time in the environment.
B. have always attracted many other insects as wells as honey bees.
C. grow taller so that the few remaining honey bees will find them.
D. change their flowers so that wind will fertilize them.
Answer:

Answer: 1

Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
1. grow taller so that the few remaining honey bees will find them.
2. change their flowers so that wind will fertilize them.
3. have always attracted many other insects as wells as honey bees.
4. have seeds that stay alive for a long time in the environment.

Prompt:
Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
1. grow taller so that the few remaining honey bees will find them.
2. change their flowers so that wind will fertilize them.
3. have always attracted many other insects as wells as honey bees.
4. have seeds that stay alive for a long time in the environment.
Answer:

Answer: 2

Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
W. grow taller so that the few remaining honey bees will find them.
V. change their flowers so that wind will fertilize them.
G. have always attracted many other insects as wells as honey bees.
Y. have seeds that stay alive for a long time in the environment.

Prompt:
Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
W. grow taller so that the few remaining honey bees will find them.
V. change their flowers so that wind will fertilize them.
G. have always attracted many other insects as wells as honey bees.
Y. have seeds that stay alive for a long time in the environment.
Answer:

Answer: 2

Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
W. have seeds that stay alive for a long time in the environment.
V. have always attracted many other insects as wells as honey bees.
G. grow taller so that the few remaining honey bees will find them.
Y. change their flowers so that wind will fertilize them.

Prompt:
Question: Over a long period, some flowering plants have become dependent on honey bees for pollination. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
W. have seeds that stay alive for a long time in the environment.
V. have always attracted many other insects as wells as honey bees.
G. grow taller so that the few remaining honey bees will find them.
Y. change their flowers so that wind will fertilize them.
Answer:

Answer: 1


Question: Which of these atomic structures has the least amount of mass?

Choices:
A. an ion
B. a proton
C. a neutron
D. an electron

Prompt:
Question: Which of these atomic structures has the least amount of mass?
A. an ion
B. a proton
C. a neutron
D. an electron
Answer:

Answer: 3

Question: Which of these atomic structures has the least amount of mass?

Choices:
A. an electron
B. an ion
C. a proton
D. a neutron

Prompt:
Question: Which of these atomic structures has the least amount of mass?
A. an electron
B. an ion
C. a proton
D. a neutron
Answer:

Question: Which of these atomic structures has the least amount of mass?

Choices:
1. an ion
2. a proton
3. a neutron
4. an electron

Prompt:
Question: Which of these atomic structures has the least amount of mass?
1. an ion
2. a proton
3. a neutron
4. an electron
Answer:

Answer: 3

Question: Which of these atomic structures has the least amount of mass?

Choices:
D. an ion
E. a proton
V. a neutron
X. an electron

Prompt:
Question: Which of these atomic structures has the least amount of mass?
D. an ion
E. a proton
V. a neutron
X. an electron
Answer:

Answer: 3

Question: Which of these atomic structures has the least amount of mass?

Choices:
D. an electron
E. an ion
V. a proton
X. a neutron

Prompt:
Question: Which of these atomic structures has the least amount of mass?
D. an electron
E. an ion
V. a proton
X. a neutron
Answer:


Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?

Choices:
A. decreased variations in day length
B. increased average air temperature
C. increased burn rate for incoming meteoroids
D. decreased rate of ozone layer destruction

Prompt:
Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?
A. decreased variations in day length
B. increased average air temperature
C. increased burn rate for incoming meteoroids
D. decreased rate of ozone layer destruction
Answer:

Answer: 1

Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?

Choices:
A. decreased rate of ozone layer destruction
B. decreased variations in day length
C. increased average air temperature
D. increased burn rate for incoming meteoroids

Prompt:
Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?
A. decreased rate of ozone layer destruction
B. decreased variations in day length
C. increased average air temperature
D. increased burn rate for incoming meteoroids
Answer:

Answer: 2

Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?

Choices:
1. decreased variations in day length
2. increased average air temperature
3. increased burn rate for incoming meteoroids
4. decreased rate of ozone layer destruction

Prompt:
Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?
1. decreased variations in day length
2. increased average air temperature
3. increased burn rate for incoming meteoroids
4. decreased rate of ozone layer destruction
Answer:

Answer: 1

Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?

Choices:
O. decreased variations in day length
I. increased average air temperature
N. increased burn rate for incoming meteoroids
F. decreased rate of ozone layer destruction

Prompt:
Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?
O. decreased variations in day length
I. increased average air temperature
N. increased burn rate for incoming meteoroids
F. decreased rate of ozone layer destruction
Answer:

Answer: 1

Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?

Choices:
O. decreased rate of ozone layer destruction
I. decreased variations in day length
N. increased average air temperature
F. increased burn rate for incoming meteoroids

Prompt:
Question: An increase of carbon dioxide in Earth's atmosphere is most likely to have which effect?
O. decreased rate of ozone layer destruction
I. decreased variations in day length
N. increased average air temperature
F. increased burn rate for incoming meteoroids
Answer:

Answer: 2


Question: Which of the following is an inherited human trait?

Choices:
A. eye color
B. sleep patterns
C. sense of balance
D. sense of humor

Prompt:
Question: Which of the following is an inherited human trait?
A. eye color
B. sleep patterns
C. sense of balance
D. sense of humor
Answer:

Question: Which of the following is an inherited human trait?

Choices:
A. sense of humor
B. sleep patterns
C. eye color
D. sense of balance

Prompt:
Question: Which of the following is an inherited human trait?
A. sense of humor
B. sleep patterns
C. eye color
D. sense of balance
Answer:

Answer: 2

Question: Which of the following is an inherited human trait?

Choices:
1. eye color
2. sleep patterns
3. sense of balance
4. sense of humor

Prompt:
Question: Which of the following is an inherited human trait?
1. eye color
2. sleep patterns
3. sense of balance
4. sense of humor
Answer:

Question: Which of the following is an inherited human trait?

Choices:
J. eye color
O. sleep patterns
Y. sense of balance
N. sense of humor

Prompt:
Question: Which of the following is an inherited human trait?
J. eye color
O. sleep patterns
Y. sense of balance
N. sense of humor
Answer:

Question: Which of the following is an inherited human trait?

Choices:
J. sense of humor
O. sleep patterns
Y. eye color
N. sense of balance

Prompt:
Question: Which of the following is an inherited human trait?
J. sense of humor
O. sleep patterns
Y. eye color
N. sense of balance
Answer:

Answer: 2


Question: Snow turns to liquid water when it

Choices:
A. freezes.
B. melts.
C. condenses.
D. evaporates.

Prompt:
Question: Snow turns to liquid water when it
A. freezes.
B. melts.
C. condenses.
D. evaporates.
Answer:

Answer: 1

Question: Snow turns to liquid water when it

Choices:
A. evaporates.
B. condenses.
C. melts.
D. freezes.

Prompt:
Question: Snow turns to liquid water when it
A. evaporates.
B. condenses.
C. melts.
D. freezes.
Answer:

Answer: 2

Question: Snow turns to liquid water when it

Choices:
1. freezes.
2. melts.
3. condenses.
4. evaporates.

Prompt:
Question: Snow turns to liquid water when it
1. freezes.
2. melts.
3. condenses.
4. evaporates.
Answer:

Answer: 1

Question: Snow turns to liquid water when it

Choices:
J. freezes.
Z. melts.
L. condenses.
C. evaporates.

Prompt:
Question: Snow turns to liquid water when it
J. freezes.
Z. melts.
L. condenses.
C. evaporates.
Answer:

Answer: 1

Question: Snow turns to liquid water when it

Choices:
J. evaporates.
Z. condenses.
L. melts.
C. freezes.

Prompt:
Question: Snow turns to liquid water when it
J. evaporates.
Z. condenses.
L. melts.
C. freezes.
Answer:

Answer: 2


Question: Which energy source is nonrenewable?

Choices:
A. sunlight
B. biomass
C. wind
D. fossil fuel

Prompt:
Question: Which energy source is nonrenewable?
A. sunlight
B. biomass
C. wind
D. fossil fuel
Answer:

Answer: 3

Question: Which energy source is nonrenewable?

Choices:
A. wind
B. sunlight
C. fossil fuel
D. biomass

Prompt:
Question: Which energy source is nonrenewable?
A. wind
B. sunlight
C. fossil fuel
D. biomass
Answer:

Answer: 2

Question: Which energy source is nonrenewable?

Choices:
1. sunlight
2. biomass
3. wind
4. fossil fuel

Prompt:
Question: Which energy source is nonrenewable?
1. sunlight
2. biomass
3. wind
4. fossil fuel
Answer:

Answer: 3

Question: Which energy source is nonrenewable?

Choices:
T. sunlight
Q. biomass
V. wind
J. fossil fuel

Prompt:
Question: Which energy source is nonrenewable?
T. sunlight
Q. biomass
V. wind
J. fossil fuel
Answer:

Answer: 3

Question: Which energy source is nonrenewable?

Choices:
T. wind
Q. sunlight
V. fossil fuel
J. biomass

Prompt:
Question: Which energy source is nonrenewable?
T. wind
Q. sunlight
V. fossil fuel
J. biomass
Answer:

Answer: 2


Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?

Choices:
A. friction
B. gravity
C. weight
D. rotation

Prompt:
Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?
A. friction
B. gravity
C. weight
D. rotation
Answer:

Answer: 1

Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?

Choices:
A. rotation
B. friction
C. gravity
D. weight

Prompt:
Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?
A. rotation
B. friction
C. gravity
D. weight
Answer:

Answer: 2

Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?

Choices:
1. friction
2. gravity
3. weight
4. rotation

Prompt:
Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?
1. friction
2. gravity
3. weight
4. rotation
Answer:

Answer: 1

Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?

Choices:
A. friction
N. gravity
P. weight
T. rotation

Prompt:
Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?
A. friction
N. gravity
P. weight
T. rotation
Answer:

Answer: 1

Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?

Choices:
A. rotation
N. friction
P. gravity
T. weight

Prompt:
Question: The Moon is in orbit around Earth. What keeps the Moon from changing its orbit?
A. rotation
N. friction
P. gravity
T. weight
Answer:

Answer: 2


Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?

Choices:
A. cloud
B. rain
C. vapor
D. snow

Prompt:
Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?
A. cloud
B. rain
C. vapor
D. snow
Answer:

Answer: 2

Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?

Choices:
A. rain
B. snow
C. cloud
D. vapor

Prompt:
Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?
A. rain
B. snow
C. cloud
D. vapor
Answer:

Answer: 3

Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?

Choices:
1. cloud
2. rain
3. vapor
4. snow

Prompt:
Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?
1. cloud
2. rain
3. vapor
4. snow
Answer:

Answer: 2

Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?

Choices:
W. cloud
Z. rain
M. vapor
X. snow

Prompt:
Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?
W. cloud
Z. rain
M. vapor
X. snow
Answer:

Answer: 2

Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?

Choices:
W. rain
Z. snow
M. cloud
X. vapor

Prompt:
Question: Which form of water, when present in the atmosphere, is most likely to contribute to global warming?
W. rain
Z. snow
M. cloud
X. vapor
Answer:

Answer: 3


Question: Which statement explains why ducklings follow their mother when swimming across a pond?

Choices:
A. Survival behavior is acquired by interaction with the parent duck.
B. Survival behavior is learned by interacting with their environment.
C. Inherited behavior is genetically obtained through their environment.
D. Inherited behavior is genetically passed on from parents to offspring.

Prompt:
Question: Which statement explains why ducklings follow their mother when swimming across a pond?
A. Survival behavior is acquired by interaction with the parent duck.
B. Survival behavior is learned by interacting with their environment.
C. Inherited behavior is genetically obtained through their environment.
D. Inherited behavior is genetically passed on from parents to offspring.
Answer:

Answer: 3

Question: Which statement explains why ducklings follow their mother when swimming across a pond?

Choices:
A. Survival behavior is learned by interacting with their environment.
B. Inherited behavior is genetically passed on from parents to offspring.
C. Survival behavior is acquired by interaction with the parent duck.
D. Inherited behavior is genetically obtained through their environment.

Prompt:
Question: Which statement explains why ducklings follow their mother when swimming across a pond?
A. Survival behavior is learned by interacting with their environment.
B. Inherited behavior is genetically passed on from parents to offspring.
C. Survival behavior is acquired by interaction with the parent duck.
D. Inherited behavior is genetically obtained through their environment.
Answer:

Answer: 1

Question: Which statement explains why ducklings follow their mother when swimming across a pond?

Choices:
1. Survival behavior is acquired by interaction with the parent duck.
2. Survival behavior is learned by interacting with their environment.
3. Inherited behavior is genetically obtained through their environment.
4. Inherited behavior is genetically passed on from parents to offspring.

Prompt:
Question: Which statement explains why ducklings follow their mother when swimming across a pond?
1. Survival behavior is acquired by interaction with the parent duck.
2. Survival behavior is learned by interacting with their environment.
3. Inherited behavior is genetically obtained through their environment.
4. Inherited behavior is genetically passed on from parents to offspring.
Answer:

Answer: 3

Question: Which statement explains why ducklings follow their mother when swimming across a pond?

Choices:
K. Survival behavior is acquired by interaction with the parent duck.
Q. Survival behavior is learned by interacting with their environment.
P. Inherited behavior is genetically obtained through their environment.
E. Inherited behavior is genetically passed on from parents to offspring.

Prompt:
Question: Which statement explains why ducklings follow their mother when swimming across a pond?
K. Survival behavior is acquired by interaction with the parent duck.
Q. Survival behavior is learned by interacting with their environment.
P. Inherited behavior is genetically obtained through their environment.
E. Inherited behavior is genetically passed on from parents to offspring.
Answer:

Answer: 3

Question: Which statement explains why ducklings follow their mother when swimming across a pond?

Choices:
K. Survival behavior is learned by interacting with their environment.
Q. Inherited behavior is genetically passed on from parents to offspring.
P. Survival behavior is acquired by interaction with the parent duck.
E. Inherited behavior is genetically obtained through their environment.

Prompt:
Question: Which statement explains why ducklings follow their mother when swimming across a pond?
K. Survival behavior is learned by interacting with their environment.
Q. Inherited behavior is genetically passed on from parents to offspring.
P. Survival behavior is acquired by interaction with the parent duck.
E. Inherited behavior is genetically obtained through their environment.
Answer:

Answer: 1


Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?

Choices:
A. Subtract the mass of the container
B. Add leaves from other plants to the container
C. Allow the leaves to settle in the container for a few days
D. Use a metric ruler to measure the volume of the container

Prompt:
Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?
A. Subtract the mass of the container
B. Add leaves from other plants to the container
C. Allow the leaves to settle in the container for a few days
D. Use a metric ruler to measure the volume of the container
Answer:

Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?

Choices:
A. Add leaves from other plants to the container
B. Use a metric ruler to measure the volume of the container
C. Subtract the mass of the container
D. Allow the leaves to settle in the container for a few days

Prompt:
Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?
A. Add leaves from other plants to the container
B. Use a metric ruler to measure the volume of the container
C. Subtract the mass of the container
D. Allow the leaves to settle in the container for a few days
Answer:

Answer: 2

Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?

Choices:
1. Subtract the mass of the container
2. Add leaves from other plants to the container
3. Allow the leaves to settle in the container for a few days
4. Use a metric ruler to measure the volume of the container

Prompt:
Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?
1. Subtract the mass of the container
2. Add leaves from other plants to the container
3. Allow the leaves to settle in the container for a few days
4. Use a metric ruler to measure the volume of the container
Answer:

Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?

Choices:
A. Subtract the mass of the container
Q. Add leaves from other plants to the container
H. Allow the leaves to settle in the container for a few days
Z. Use a metric ruler to measure the volume of the container

Prompt:
Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?
A. Subtract the mass of the container
Q. Add leaves from other plants to the container
H. Allow the leaves to settle in the container for a few days
Z. Use a metric ruler to measure the volume of the container
Answer:

Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?

Choices:
A. Add leaves from other plants to the container
Q. Use a metric ruler to measure the volume of the container
H. Subtract the mass of the container
Z. Allow the leaves to settle in the container for a few days

Prompt:
Question: Some students measure the mass of a small pile of leaves before and after the leaves decompose. Each time the students measure the mass, they place a container with the decomposing leaves on a balance. Before recording the mass of the leaves, the students must do which of the following?
A. Add leaves from other plants to the container
Q. Use a metric ruler to measure the volume of the container
H. Subtract the mass of the container
Z. Allow the leaves to settle in the container for a few days
Answer:

Answer: 2


Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?

Choices:
A. As activity increases, more oxygen is exhaled.
B. As activity increases, breathing becomes more efficient.
C. As activity increases, the oxygen needs of cells increase.
D. As activity increases, the rate of the heart beating increases.

Prompt:
Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?
A. As activity increases, more oxygen is exhaled.
B. As activity increases, breathing becomes more efficient.
C. As activity increases, the oxygen needs of cells increase.
D. As activity increases, the rate of the heart beating increases.
Answer:

Answer: 2

Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?

Choices:
A. As activity increases, the rate of the heart beating increases.
B. As activity increases, the oxygen needs of cells increase.
C. As activity increases, breathing becomes more efficient.
D. As activity increases, more oxygen is exhaled.

Prompt:
Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?
A. As activity increases, the rate of the heart beating increases.
B. As activity increases, the oxygen needs of cells increase.
C. As activity increases, breathing becomes more efficient.
D. As activity increases, more oxygen is exhaled.
Answer:

Answer: 1

Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?

Choices:
1. As activity increases, more oxygen is exhaled.
2. As activity increases, breathing becomes more efficient.
3. As activity increases, the oxygen needs of cells increase.
4. As activity increases, the rate of the heart beating increases.

Prompt:
Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?
1. As activity increases, more oxygen is exhaled.
2. As activity increases, breathing becomes more efficient.
3. As activity increases, the oxygen needs of cells increase.
4. As activity increases, the rate of the heart beating increases.
Answer:

Answer: 2

Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?

Choices:
M. As activity increases, more oxygen is exhaled.
R. As activity increases, breathing becomes more efficient.
S. As activity increases, the oxygen needs of cells increase.
Q. As activity increases, the rate of the heart beating increases.

Prompt:
Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?
M. As activity increases, more oxygen is exhaled.
R. As activity increases, breathing becomes more efficient.
S. As activity increases, the oxygen needs of cells increase.
Q. As activity increases, the rate of the heart beating increases.
Answer:

Answer: 2

Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?

Choices:
M. As activity increases, the rate of the heart beating increases.
R. As activity increases, the oxygen needs of cells increase.
S. As activity increases, breathing becomes more efficient.
Q. As activity increases, more oxygen is exhaled.

Prompt:
Question: Ava conducted an experiment to determine respiratory rates during different activities. She counted the number of breaths per minute. Ava noted that the number of breaths increases as physical activity increases. Why is there an increase in the number of breaths per minute as activity increases?
M. As activity increases, the rate of the heart beating increases.
R. As activity increases, the oxygen needs of cells increase.
S. As activity increases, breathing becomes more efficient.
Q. As activity increases, more oxygen is exhaled.
Answer:

Answer: 1


Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?

Choices:
A. Cold air molecules collide to generate heat energy.
B. Cold energy in the room transforms into heat energy.
C. The room becomes warmer as heat energy is added to the room.
D. The room becomes warmer as cold energy is pushed out of the room.

Prompt:
Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?
A. Cold air molecules collide to generate heat energy.
B. Cold energy in the room transforms into heat energy.
C. The room becomes warmer as heat energy is added to the room.
D. The room becomes warmer as cold energy is pushed out of the room.
Answer:

Answer: 2

Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?

Choices:
A. Cold energy in the room transforms into heat energy.
B. The room becomes warmer as heat energy is added to the room.
C. Cold air molecules collide to generate heat energy.
D. The room becomes warmer as cold energy is pushed out of the room.

Prompt:
Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?
A. Cold energy in the room transforms into heat energy.
B. The room becomes warmer as heat energy is added to the room.
C. Cold air molecules collide to generate heat energy.
D. The room becomes warmer as cold energy is pushed out of the room.
Answer:

Answer: 1

Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?

Choices:
1. Cold air molecules collide to generate heat energy.
2. Cold energy in the room transforms into heat energy.
3. The room becomes warmer as heat energy is added to the room.
4. The room becomes warmer as cold energy is pushed out of the room.

Prompt:
Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?
1. Cold air molecules collide to generate heat energy.
2. Cold energy in the room transforms into heat energy.
3. The room becomes warmer as heat energy is added to the room.
4. The room becomes warmer as cold energy is pushed out of the room.
Answer:

Answer: 2

Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?

Choices:
S. Cold air molecules collide to generate heat energy.
O. Cold energy in the room transforms into heat energy.
Y. The room becomes warmer as heat energy is added to the room.
X. The room becomes warmer as cold energy is pushed out of the room.

Prompt:
Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?
S. Cold air molecules collide to generate heat energy.
O. Cold energy in the room transforms into heat energy.
Y. The room becomes warmer as heat energy is added to the room.
X. The room becomes warmer as cold energy is pushed out of the room.
Answer:

Answer: 2

Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?

Choices:
S. Cold energy in the room transforms into heat energy.
O. The room becomes warmer as heat energy is added to the room.
Y. Cold air molecules collide to generate heat energy.
X. The room becomes warmer as cold energy is pushed out of the room.

Prompt:
Question: The temperature in a classroom is 15°C (59°F). The teacher turns the thermostat to 20°C (68°F) and keeps the door closed. Which of the following statements best describes the change that occurs as the temperature in the room increases to 20°C?
S. Cold energy in the room transforms into heat energy.
O. The room becomes warmer as heat energy is added to the room.
Y. Cold air molecules collide to generate heat energy.
X. The room becomes warmer as cold energy is pushed out of the room.
Answer:

Answer: 1


Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is

Choices:
A. much more than that of the flat paper.
B. slightly more than that of the flat paper.
C. the same as that of the flat paper.
D. slightly less than that of the flat paper.

Prompt:
Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is
A. much more than that of the flat paper.
B. slightly more than that of the flat paper.
C. the same as that of the flat paper.
D. slightly less than that of the flat paper.
Answer:

Answer: 2

Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is

Choices:
A. much more than that of the flat paper.
B. slightly less than that of the flat paper.
C. slightly more than that of the flat paper.
D. the same as that of the flat paper.

Prompt:
Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is
A. much more than that of the flat paper.
B. slightly less than that of the flat paper.
C. slightly more than that of the flat paper.
D. the same as that of the flat paper.
Answer:

Answer: 3

Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is

Choices:
1. much more than that of the flat paper.
2. slightly more than that of the flat paper.
3. the same as that of the flat paper.
4. slightly less than that of the flat paper.

Prompt:
Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is
1. much more than that of the flat paper.
2. slightly more than that of the flat paper.
3. the same as that of the flat paper.
4. slightly less than that of the flat paper.
Answer:

Answer: 2

Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is

Choices:
I. much more than that of the flat paper.
Y. slightly more than that of the flat paper.
A. the same as that of the flat paper.
D. slightly less than that of the flat paper.

Prompt:
Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is
I. much more than that of the flat paper.
Y. slightly more than that of the flat paper.
A. the same as that of the flat paper.
D. slightly less than that of the flat paper.
Answer:

Answer: 2

Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is

Choices:
I. much more than that of the flat paper.
Y. slightly less than that of the flat paper.
A. slightly more than that of the flat paper.
D. the same as that of the flat paper.

Prompt:
Question: A flat piece of paper has a mass of 5 grams. When the paper is crumpled into a ball, the mass of the crumpled paper is
I. much more than that of the flat paper.
Y. slightly less than that of the flat paper.
A. slightly more than that of the flat paper.
D. the same as that of the flat paper.
Answer:

Answer: 3


Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?

Choices:
A. from air
B. from wood
C. from rocks
D. from crops

Prompt:
Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?
A. from air
B. from wood
C. from rocks
D. from crops
Answer:

Answer: 2

Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?

Choices:
A. from wood
B. from air
C. from crops
D. from rocks

Prompt:
Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?
A. from wood
B. from air
C. from crops
D. from rocks
Answer:

Answer: 3

Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?

Choices:
1. from air
2. from wood
3. from rocks
4. from crops

Prompt:
Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?
1. from air
2. from wood
3. from rocks
4. from crops
Answer:

Answer: 2

Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?

Choices:
R. from air
F. from wood
C. from rocks
J. from crops

Prompt:
Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?
R. from air
F. from wood
C. from rocks
J. from crops
Answer:

Answer: 2

Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?

Choices:
R. from wood
F. from air
C. from crops
J. from rocks

Prompt:
Question: Minerals are used for making many things including jewelry, chalk, and concrete. Where do we get the minerals needed to make these things?
R. from wood
F. from air
C. from crops
J. from rocks
Answer:

Answer: 3


Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?

Choices:
A. Lung capacity is increased.
B. Exposure to bacteria is increased.
C. Parents are able to identify the nest.
D. Parents respond by giving more food.

Prompt:
Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?
A. Lung capacity is increased.
B. Exposure to bacteria is increased.
C. Parents are able to identify the nest.
D. Parents respond by giving more food.
Answer:

Answer: 3

Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?

Choices:
A. Lung capacity is increased.
B. Parents respond by giving more food.
C. Parents are able to identify the nest.
D. Exposure to bacteria is increased.

Prompt:
Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?
A. Lung capacity is increased.
B. Parents respond by giving more food.
C. Parents are able to identify the nest.
D. Exposure to bacteria is increased.
Answer:

Answer: 1

Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?

Choices:
1. Lung capacity is increased.
2. Exposure to bacteria is increased.
3. Parents are able to identify the nest.
4. Parents respond by giving more food.

Prompt:
Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?
1. Lung capacity is increased.
2. Exposure to bacteria is increased.
3. Parents are able to identify the nest.
4. Parents respond by giving more food.
Answer:

Answer: 3

Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?

Choices:
R. Lung capacity is increased.
S. Exposure to bacteria is increased.
B. Parents are able to identify the nest.
Q. Parents respond by giving more food.

Prompt:
Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?
R. Lung capacity is increased.
S. Exposure to bacteria is increased.
B. Parents are able to identify the nest.
Q. Parents respond by giving more food.
Answer:

Answer: 3

Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?

Choices:
R. Lung capacity is increased.
S. Parents respond by giving more food.
B. Parents are able to identify the nest.
Q. Exposure to bacteria is increased.

Prompt:
Question: Scientists have observed that, even within the same nest, some young birds call louder than others. Which describes how a louder cry helps to ensure survival?
R. Lung capacity is increased.
S. Parents respond by giving more food.
B. Parents are able to identify the nest.
Q. Exposure to bacteria is increased.
Answer:

Answer: 1


Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?

Choices:
A. friction
B. gravity
C. electricity
D. magnetism

Prompt:
Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?
A. friction
B. gravity
C. electricity
D. magnetism
Answer:

Answer: 1

Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?

Choices:
A. magnetism
B. electricity
C. friction
D. gravity

Prompt:
Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?
A. magnetism
B. electricity
C. friction
D. gravity
Answer:

Answer: 3

Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?

Choices:
1. friction
2. gravity
3. electricity
4. magnetism

Prompt:
Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?
1. friction
2. gravity
3. electricity
4. magnetism
Answer:

Answer: 1

Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?

Choices:
D. friction
O. gravity
H. electricity
F. magnetism

Prompt:
Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?
D. friction
O. gravity
H. electricity
F. magnetism
Answer:

Answer: 1

Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?

Choices:
D. magnetism
O. electricity
H. friction
F. gravity

Prompt:
Question: Two galaxies are interacting with each other. What is the force that draws these two galaxies toward each other?
D. magnetism
O. electricity
H. friction
F. gravity
Answer:

Answer: 3


Question: Which procedure correctly describes materials combining?

Choices:
A. Salt and sand are added to hot water and stirred making a mixture.
B. Oil and water are placed in a sealed bottle and shaken making a compound.
C. Sugar and water are added to flour and cooked in an oven making an element.
D. Soil and water are shaken in a container and left to separate forming two elements.

Prompt:
Question: Which procedure correctly describes materials combining?
A. Salt and sand are added to hot water and stirred making a mixture.
B. Oil and water are placed in a sealed bottle and shaken making a compound.
C. Sugar and water are added to flour and cooked in an oven making an element.
D. Soil and water are shaken in a container and left to separate forming two elements.
Answer:

Question: Which procedure correctly describes materials combining?

Choices:
A. Sugar and water are added to flour and cooked in an oven making an element.
B. Salt and sand are added to hot water and stirred making a mixture.
C. Oil and water are placed in a sealed bottle and shaken making a compound.
D. Soil and water are shaken in a container and left to separate forming two elements.

Prompt:
Question: Which procedure correctly describes materials combining?
A. Sugar and water are added to flour and cooked in an oven making an element.
B. Salt and sand are added to hot water and stirred making a mixture.
C. Oil and water are placed in a sealed bottle and shaken making a compound.
D. Soil and water are shaken in a container and left to separate forming two elements.
Answer:

Answer: 1

Question: Which procedure correctly describes materials combining?

Choices:
1. Salt and sand are added to hot water and stirred making a mixture.
2. Oil and water are placed in a sealed bottle and shaken making a compound.
3. Sugar and water are added to flour and cooked in an oven making an element.
4. Soil and water are shaken in a container and left to separate forming two elements.

Prompt:
Question: Which procedure correctly describes materials combining?
1. Salt and sand are added to hot water and stirred making a mixture.
2. Oil and water are placed in a sealed bottle and shaken making a compound.
3. Sugar and water are added to flour and cooked in an oven making an element.
4. Soil and water are shaken in a container and left to separate forming two elements.
Answer:

Question: Which procedure correctly describes materials combining?

Choices:
M. Salt and sand are added to hot water and stirred making a mixture.
N. Oil and water are placed in a sealed bottle and shaken making a compound.
F. Sugar and water are added to flour and cooked in an oven making an element.
L. Soil and water are shaken in a container and left to separate forming two elements.

Prompt:
Question: Which procedure correctly describes materials combining?
M. Salt and sand are added to hot water and stirred making a mixture.
N. Oil and water are placed in a sealed bottle and shaken making a compound.
F. Sugar and water are added to flour and cooked in an oven making an element.
L. Soil and water are shaken in a container and left to separate forming two elements.
Answer:

Question: Which procedure correctly describes materials combining?

Choices:
M. Sugar and water are added to flour and cooked in an oven making an element.
N. Salt and sand are added to hot water and stirred making a mixture.
F. Oil and water are placed in a sealed bottle and shaken making a compound.
L. Soil and water are shaken in a container and left to separate forming two elements.

Prompt:
Question: Which procedure correctly describes materials combining?
M. Sugar and water are added to flour and cooked in an oven making an element.
N. Salt and sand are added to hot water and stirred making a mixture.
F. Oil and water are placed in a sealed bottle and shaken making a compound.
L. Soil and water are shaken in a container and left to separate forming two elements.
Answer:

Answer: 1


Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?

Choices:
A. helium
B. hydrogen
C. nitrogen
D. oxygen

Prompt:
Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?
A. helium
B. hydrogen
C. nitrogen
D. oxygen
Answer:

Answer: 3

Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?

Choices:
A. nitrogen
B. oxygen
C. helium
D. hydrogen

Prompt:
Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?
A. nitrogen
B. oxygen
C. helium
D. hydrogen
Answer:

Answer: 1

Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?

Choices:
1. helium
2. hydrogen
3. nitrogen
4. oxygen

Prompt:
Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?
1. helium
2. hydrogen
3. nitrogen
4. oxygen
Answer:

Answer: 3

Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?

Choices:
A. helium
X. hydrogen
R. nitrogen
Y. oxygen

Prompt:
Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?
A. helium
X. hydrogen
R. nitrogen
Y. oxygen
Answer:

Answer: 3

Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?

Choices:
A. nitrogen
X. oxygen
R. helium
Y. hydrogen

Prompt:
Question: Plants growing in a pond release a gas that fish need to survive. Which gas do the plants release that fish use?
A. nitrogen
X. oxygen
R. helium
Y. hydrogen
Answer:

Answer: 1


Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?

Choices:
A. An object in motion eventually stops.
B. The ball must have been going slightly uphill.
C. The ball did not have enough mass to keep going.
D. There must have been an outside force acting on the ball.

Prompt:
Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?
A. An object in motion eventually stops.
B. The ball must have been going slightly uphill.
C. The ball did not have enough mass to keep going.
D. There must have been an outside force acting on the ball.
Answer:

Answer: 3

Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?

Choices:
A. An object in motion eventually stops.
B. The ball must have been going slightly uphill.
C. There must have been an outside force acting on the ball.
D. The ball did not have enough mass to keep going.

Prompt:
Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?
A. An object in motion eventually stops.
B. The ball must have been going slightly uphill.
C. There must have been an outside force acting on the ball.
D. The ball did not have enough mass to keep going.
Answer:

Answer: 2

Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?

Choices:
1. An object in motion eventually stops.
2. The ball must have been going slightly uphill.
3. The ball did not have enough mass to keep going.
4. There must have been an outside force acting on the ball.

Prompt:
Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?
1. An object in motion eventually stops.
2. The ball must have been going slightly uphill.
3. The ball did not have enough mass to keep going.
4. There must have been an outside force acting on the ball.
Answer:

Answer: 3

Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?

Choices:
R. An object in motion eventually stops.
S. The ball must have been going slightly uphill.
Z. The ball did not have enough mass to keep going.
Y. There must have been an outside force acting on the ball.

Prompt:
Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?
R. An object in motion eventually stops.
S. The ball must have been going slightly uphill.
Z. The ball did not have enough mass to keep going.
Y. There must have been an outside force acting on the ball.
Answer:

Answer: 3

Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?

Choices:
R. An object in motion eventually stops.
S. The ball must have been going slightly uphill.
Z. There must have been an outside force acting on the ball.
Y. The ball did not have enough mass to keep going.

Prompt:
Question: A ball rolling on the ground is observed to slow down and stop. Based on Newton's first law of motion, what is the best conclusion?
R. An object in motion eventually stops.
S. The ball must have been going slightly uphill.
Z. There must have been an outside force acting on the ball.
Y. The ball did not have enough mass to keep going.
Answer:

Answer: 2


Question: What is the chemical formula for carbon dioxide?

Choices:
A. CO
B. CO2
C. C
D. O2

Prompt:
Question: What is the chemical formula for carbon dioxide?
A. CO
B. CO2
C. C
D. O2
Answer:

Answer: 1

Question: What is the chemical formula for carbon dioxide?

Choices:
A. O2
B. CO
C. C
D. CO2

Prompt:
Question: What is the chemical formula for carbon dioxide?
A. O2
B. CO
C. C
D. CO2
Answer:

Answer: 3

Question: What is the chemical formula for carbon dioxide?

Choices:
1. CO
2. CO2
3. C
4. O2

Prompt:
Question: What is the chemical formula for carbon dioxide?
1. CO
2. CO2
3. C
4. O2
Answer:

Answer: 1

Question: What is the chemical formula for carbon dioxide?

Choices:
G. CO
V. CO2
Z. C
A. O2

Prompt:
Question: What is the chemical formula for carbon dioxide?
G. CO
V. CO2
Z. C
A. O2
Answer:

Answer: 1

Question: What is the chemical formula for carbon dioxide?

Choices:
G. O2
V. CO
Z. C
A. CO2

Prompt:
Question: What is the chemical formula for carbon dioxide?
G. O2
V. CO
Z. C
A. CO2
Answer:

Answer: 3


Question: A student rubs his hands together to warm them. His hands get warm due to

Choices:
A. friction
B. gravity
C. magnetism
D. sound

Prompt:
Question: A student rubs his hands together to warm them. His hands get warm due to
A. friction
B. gravity
C. magnetism
D. sound
Answer:

Question: A student rubs his hands together to warm them. His hands get warm due to

Choices:
A. sound
B. gravity
C. magnetism
D. friction

Prompt:
Question: A student rubs his hands together to warm them. His hands get warm due to
A. sound
B. gravity
C. magnetism
D. friction
Answer:

Answer: 3

Question: A student rubs his hands together to warm them. His hands get warm due to

Choices:
1. friction
2. gravity
3. magnetism
4. sound

Prompt:
Question: A student rubs his hands together to warm them. His hands get warm due to
1. friction
2. gravity
3. magnetism
4. sound
Answer:

Question: A student rubs his hands together to warm them. His hands get warm due to

Choices:
V. friction
O. gravity
I. magnetism
X. sound

Prompt:
Question: A student rubs his hands together to warm them. His hands get warm due to
V. friction
O. gravity
I. magnetism
X. sound
Answer:

Question: A student rubs his hands together to warm them. His hands get warm due to

Choices:
V. sound
O. gravity
I. magnetism
X. friction

Prompt:
Question: A student rubs his hands together to warm them. His hands get warm due to
V. sound
O. gravity
I. magnetism
X. friction
Answer:

Answer: 3


Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?

Choices:
A. iron
B. gold
C. mercury
D. aluminum

Prompt:
Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?
A. iron
B. gold
C. mercury
D. aluminum
Answer:

Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?

Choices:
A. aluminum
B. gold
C. iron
D. mercury

Prompt:
Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?
A. aluminum
B. gold
C. iron
D. mercury
Answer:

Answer: 2

Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?

Choices:
1. iron
2. gold
3. mercury
4. aluminum

Prompt:
Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?
1. iron
2. gold
3. mercury
4. aluminum
Answer:

Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?

Choices:
F. iron
L. gold
C. mercury
I. aluminum

Prompt:
Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?
F. iron
L. gold
C. mercury
I. aluminum
Answer:

Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?

Choices:
F. aluminum
L. gold
C. iron
I. mercury

Prompt:
Question: Scientists studying migrating birds and homing pigeons have discovered that they navigate by monitoring differences in the intensity and inclination of Earth's magnetic field. Special cells in bird beaks can detect these changes as the birds fly over Earth's surface. Which metal did the scientists find in the cells that birds use as a magnetometer?
F. aluminum
L. gold
C. iron
I. mercury
Answer:

Answer: 2


Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.

Choices:
A. forest
B. grassland
C. bare rock
D. water

Prompt:
Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.
A. forest
B. grassland
C. bare rock
D. water
Answer:

Answer: 3

Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.

Choices:
A. water
B. forest
C. bare rock
D. grassland

Prompt:
Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.
A. water
B. forest
C. bare rock
D. grassland
Answer:

Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.

Choices:
1. forest
2. grassland
3. bare rock
4. water

Prompt:
Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.
1. forest
2. grassland
3. bare rock
4. water
Answer:

Answer: 3

Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.

Choices:
T. forest
Q. grassland
B. bare rock
U. water

Prompt:
Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.
T. forest
Q. grassland
B. bare rock
U. water
Answer:

Answer: 3

Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.

Choices:
T. water
Q. forest
B. bare rock
U. grassland

Prompt:
Question: A scientist found a fossil of an organism that had gills. When the organism was living, the area in which it lived was most likely covered by ___.
T. water
Q. forest
B. bare rock
U. grassland
Answer:


Question: Which is the best way to help protect the environment?

Choices:
A. wash hands before each meal
B. do a science project about energy
C. ride a bike to school instead of riding in a car
D. pack a lunch instead of buying a school lunch

Prompt:
Question: Which is the best way to help protect the environment?
A. wash hands before each meal
B. do a science project about energy
C. ride a bike to school instead of riding in a car
D. pack a lunch instead of buying a school lunch
Answer:

Answer: 2

Question: Which is the best way to help protect the environment?

Choices:
A. wash hands before each meal
B. ride a bike to school instead of riding in a car
C. pack a lunch instead of buying a school lunch
D. do a science project about energy

Prompt:
Question: Which is the best way to help protect the environment?
A. wash hands before each meal
B. ride a bike to school instead of riding in a car
C. pack a lunch instead of buying a school lunch
D. do a science project about energy
Answer:

Answer: 1

Question: Which is the best way to help protect the environment?

Choices:
1. wash hands before each meal
2. do a science project about energy
3. ride a bike to school instead of riding in a car
4. pack a lunch instead of buying a school lunch

Prompt:
Question: Which is the best way to help protect the environment?
1. wash hands before each meal
2. do a science project about energy
3. ride a bike to school instead of riding in a car
4. pack a lunch instead of buying a school lunch
Answer:

Answer: 2

Question: Which is the best way to help protect the environment?

Choices:
X. wash hands before each meal
I. do a science project about energy
Q. ride a bike to school instead of riding in a car
F. pack a lunch instead of buying a school lunch

Prompt:
Question: Which is the best way to help protect the environment?
X. wash hands before each meal
I. do a science project about energy
Q. ride a bike to school instead of riding in a car
F. pack a lunch instead of buying a school lunch
Answer:

Answer: 2

Question: Which is the best way to help protect the environment?

Choices:
X. wash hands before each meal
I. ride a bike to school instead of riding in a car
Q. pack a lunch instead of buying a school lunch
F. do a science project about energy

Prompt:
Question: Which is the best way to help protect the environment?
X. wash hands before each meal
I. ride a bike to school instead of riding in a car
Q. pack a lunch instead of buying a school lunch
F. do a science project about energy
Answer:

Answer: 1


Question: An electric motor is designed to turn electrical energy into ___.

Choices:
A. solar energy
B. potential energy
C. static electricity
D. mechanical energy

Prompt:
Question: An electric motor is designed to turn electrical energy into ___.
A. solar energy
B. potential energy
C. static electricity
D. mechanical energy
Answer:

Answer: 3

Question: An electric motor is designed to turn electrical energy into ___.

Choices:
A. potential energy
B. mechanical energy
C. solar energy
D. static electricity

Prompt:
Question: An electric motor is designed to turn electrical energy into ___.
A. potential energy
B. mechanical energy
C. solar energy
D. static electricity
Answer:

Answer: 1

Question: An electric motor is designed to turn electrical energy into ___.

Choices:
1. solar energy
2. potential energy
3. static electricity
4. mechanical energy

Prompt:
Question: An electric motor is designed to turn electrical energy into ___.
1. solar energy
2. potential energy
3. static electricity
4. mechanical energy
Answer:

Answer: 3

Question: An electric motor is designed to turn electrical energy into ___.

Choices:
L. solar energy
M. potential energy
B. static electricity
C. mechanical energy

Prompt:
Question: An electric motor is designed to turn electrical energy into ___.
L. solar energy
M. potential energy
B. static electricity
C. mechanical energy
Answer:

Answer: 3

Question: An electric motor is designed to turn electrical energy into ___.

Choices:
L. potential energy
M. mechanical energy
B. solar energy
C. static electricity

Prompt:
Question: An electric motor is designed to turn electrical energy into ___.
L. potential energy
M. mechanical energy
B. solar energy
C. static electricity
Answer:

Answer: 1


Question: If a student playing the drums hits the drums with greater force, the sound would be

Choices:
A. quieter.
B. louder.
C. lower in pitch.
D. higher in pitch.

Prompt:
Question: If a student playing the drums hits the drums with greater force, the sound would be
A. quieter.
B. louder.
C. lower in pitch.
D. higher in pitch.
Answer:

Answer: 1

Question: If a student playing the drums hits the drums with greater force, the sound would be

Choices:
A. lower in pitch.
B. quieter.
C. louder.
D. higher in pitch.

Prompt:
Question: If a student playing the drums hits the drums with greater force, the sound would be
A. lower in pitch.
B. quieter.
C. louder.
D. higher in pitch.
Answer:

Answer: 2

Question: If a student playing the drums hits the drums with greater force, the sound would be

Choices:
1. quieter.
2. louder.
3. lower in pitch.
4. higher in pitch.

Prompt:
Question: If a student playing the drums hits the drums with greater force, the sound would be
1. quieter.
2. louder.
3. lower in pitch.
4. higher in pitch.
Answer:

Answer: 1

Question: If a student playing the drums hits the drums with greater force, the sound would be

Choices:
O. quieter.
J. louder.
W. lower in pitch.
C. higher in pitch.

Prompt:
Question: If a student playing the drums hits the drums with greater force, the sound would be
O. quieter.
J. louder.
W. lower in pitch.
C. higher in pitch.
Answer:

Answer: 1

Question: If a student playing the drums hits the drums with greater force, the sound would be

Choices:
O. lower in pitch.
J. quieter.
W. louder.
C. higher in pitch.

Prompt:
Question: If a student playing the drums hits the drums with greater force, the sound would be
O. lower in pitch.
J. quieter.
W. louder.
C. higher in pitch.
Answer:

Answer: 2


Question: As the loudness of a sound wave increases, which will also increase?

Choices:
A. amplitude
B. frequency
C. velocity
D. wavelength

Prompt:
Question: As the loudness of a sound wave increases, which will also increase?
A. amplitude
B. frequency
C. velocity
D. wavelength
Answer:

Question: As the loudness of a sound wave increases, which will also increase?

Choices:
A. frequency
B. wavelength
C. amplitude
D. velocity

Prompt:
Question: As the loudness of a sound wave increases, which will also increase?
A. frequency
B. wavelength
C. amplitude
D. velocity
Answer:

Answer: 2

Question: As the loudness of a sound wave increases, which will also increase?

Choices:
1. amplitude
2. frequency
3. velocity
4. wavelength

Prompt:
Question: As the loudness of a sound wave increases, which will also increase?
1. amplitude
2. frequency
3. velocity
4. wavelength
Answer:

Question: As the loudness of a sound wave increases, which will also increase?

Choices:
A. amplitude
E. frequency
R. velocity
F. wavelength

Prompt:
Question: As the loudness of a sound wave increases, which will also increase?
A. amplitude
E. frequency
R. velocity
F. wavelength
Answer:

Question: As the loudness of a sound wave increases, which will also increase?

Choices:
A. frequency
E. wavelength
R. amplitude
F. velocity

Prompt:
Question: As the loudness of a sound wave increases, which will also increase?
A. frequency
E. wavelength
R. amplitude
F. velocity
Answer:

Answer: 2


Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?

Choices:
A. reflecting
B. polarizing
C. diffracting
D. refracting

Prompt:
Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?
A. reflecting
B. polarizing
C. diffracting
D. refracting
Answer:

Answer: 3

Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?

Choices:
A. diffracting
B. reflecting
C. refracting
D. polarizing

Prompt:
Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?
A. diffracting
B. reflecting
C. refracting
D. polarizing
Answer:

Answer: 2

Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?

Choices:
1. reflecting
2. polarizing
3. diffracting
4. refracting

Prompt:
Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?
1. reflecting
2. polarizing
3. diffracting
4. refracting
Answer:

Answer: 3

Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?

Choices:
I. reflecting
E. polarizing
H. diffracting
Y. refracting

Prompt:
Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?
I. reflecting
E. polarizing
H. diffracting
Y. refracting
Answer:

Answer: 3

Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?

Choices:
I. diffracting
E. reflecting
H. refracting
Y. polarizing

Prompt:
Question: Telescopes use lenses to observe distant objects such as stars. Which term best describes what happens when lenses bend and concentrate light?
I. diffracting
E. reflecting
H. refracting
Y. polarizing
Answer:

Answer: 2


Question: Which of these must occur when a substance goes through a chemical change?

Choices:
A. The substance gets larger.
B. The substance changes phases.
C. The substance changes shape.
D. The substance forms a new substance.

Prompt:
Question: Which of these must occur when a substance goes through a chemical change?
A. The substance gets larger.
B. The substance changes phases.
C. The substance changes shape.
D. The substance forms a new substance.
Answer:

Answer: 3

Question: Which of these must occur when a substance goes through a chemical change?

Choices:
A. The substance changes phases.
B. The substance forms a new substance.
C. The substance gets larger.
D. The substance changes shape.

Prompt:
Question: Which of these must occur when a substance goes through a chemical change?
A. The substance changes phases.
B. The substance forms a new substance.
C. The substance gets larger.
D. The substance changes shape.
Answer:

Answer: 1

Question: Which of these must occur when a substance goes through a chemical change?

Choices:
1. The substance gets larger.
2. The substance changes phases.
3. The substance changes shape.
4. The substance forms a new substance.

Prompt:
Question: Which of these must occur when a substance goes through a chemical change?
1. The substance gets larger.
2. The substance changes phases.
3. The substance changes shape.
4. The substance forms a new substance.
Answer:

Answer: 3

Question: Which of these must occur when a substance goes through a chemical change?

Choices:
R. The substance gets larger.
Q. The substance changes phases.
A. The substance changes shape.
Y. The substance forms a new substance.

Prompt:
Question: Which of these must occur when a substance goes through a chemical change?
R. The substance gets larger.
Q. The substance changes phases.
A. The substance changes shape.
Y. The substance forms a new substance.
Answer:

Answer: 3

Question: Which of these must occur when a substance goes through a chemical change?

Choices:
R. The substance changes phases.
Q. The substance forms a new substance.
A. The substance gets larger.
Y. The substance changes shape.

Prompt:
Question: Which of these must occur when a substance goes through a chemical change?
R. The substance changes phases.
Q. The substance forms a new substance.
A. The substance gets larger.
Y. The substance changes shape.
Answer:

Answer: 1


Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?

Choices:
A. atmospheric carbon dioxide concentration changes
B. radioactive decay rate changes in the outer core
C. volcanic eruptions
D. magnetic pole reversals

Prompt:
Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?
A. atmospheric carbon dioxide concentration changes
B. radioactive decay rate changes in the outer core
C. volcanic eruptions
D. magnetic pole reversals
Answer:

Answer: 2

Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?

Choices:
A. volcanic eruptions
B. radioactive decay rate changes in the outer core
C. atmospheric carbon dioxide concentration changes
D. magnetic pole reversals

Prompt:
Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?
A. volcanic eruptions
B. radioactive decay rate changes in the outer core
C. atmospheric carbon dioxide concentration changes
D. magnetic pole reversals
Answer:

Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?

Choices:
1. atmospheric carbon dioxide concentration changes
2. radioactive decay rate changes in the outer core
3. volcanic eruptions
4. magnetic pole reversals

Prompt:
Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?
1. atmospheric carbon dioxide concentration changes
2. radioactive decay rate changes in the outer core
3. volcanic eruptions
4. magnetic pole reversals
Answer:

Answer: 2

Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?

Choices:
N. atmospheric carbon dioxide concentration changes
W. radioactive decay rate changes in the outer core
I. volcanic eruptions
F. magnetic pole reversals

Prompt:
Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?
N. atmospheric carbon dioxide concentration changes
W. radioactive decay rate changes in the outer core
I. volcanic eruptions
F. magnetic pole reversals
Answer:

Answer: 2

Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?

Choices:
N. volcanic eruptions
W. radioactive decay rate changes in the outer core
I. atmospheric carbon dioxide concentration changes
F. magnetic pole reversals

Prompt:
Question: Scientists use ice cores to identify and explain previous climatic trends. By correlating climatic conditions recorded in the ice, with solid, nonsnow particles also found in the ice, scientists can help to predict the climatic impact of which phenomena?
N. volcanic eruptions
W. radioactive decay rate changes in the outer core
I. atmospheric carbon dioxide concentration changes
F. magnetic pole reversals
Answer:


Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?

Choices:
A. chemical
B. electrical
C. solar
D. thermal

Prompt:
Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?
A. chemical
B. electrical
C. solar
D. thermal
Answer:

Answer: 3

Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?

Choices:
A. solar
B. chemical
C. thermal
D. electrical

Prompt:
Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?
A. solar
B. chemical
C. thermal
D. electrical
Answer:

Answer: 2

Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?

Choices:
1. chemical
2. electrical
3. solar
4. thermal

Prompt:
Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?
1. chemical
2. electrical
3. solar
4. thermal
Answer:

Answer: 3

Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?

Choices:
J. chemical
E. electrical
R. solar
H. thermal

Prompt:
Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?
J. chemical
E. electrical
R. solar
H. thermal
Answer:

Answer: 3

Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?

Choices:
J. solar
E. chemical
R. thermal
H. electrical

Prompt:
Question: Coal, oil, and natural gas have high potential energies, which makes them valuable energy resources. In order to benefit from the energy available in these fossil fuels, the potential energy is converted most directly into which type of energy?
J. solar
E. chemical
R. thermal
H. electrical
Answer:

Answer: 2


Question: What change would occur if Earth's rate of rotation significantly increased?

Choices:
A. The year would be shorter.
B. The year would be longer.
C. The day would be shorter.
D. The day would be longer.

Prompt:
Question: What change would occur if Earth's rate of rotation significantly increased?
A. The year would be shorter.
B. The year would be longer.
C. The day would be shorter.
D. The day would be longer.
Answer:

Answer: 2

Question: What change would occur if Earth's rate of rotation significantly increased?

Choices:
A. The day would be shorter.
B. The year would be shorter.
C. The year would be longer.
D. The day would be longer.

Prompt:
Question: What change would occur if Earth's rate of rotation significantly increased?
A. The day would be shorter.
B. The year would be shorter.
C. The year would be longer.
D. The day would be longer.
Answer:

Question: What change would occur if Earth's rate of rotation significantly increased?

Choices:
1. The year would be shorter.
2. The year would be longer.
3. The day would be shorter.
4. The day would be longer.

Prompt:
Question: What change would occur if Earth's rate of rotation significantly increased?
1. The year would be shorter.
2. The year would be longer.
3. The day would be shorter.
4. The day would be longer.
Answer:

Answer: 2

Question: What change would occur if Earth's rate of rotation significantly increased?

Choices:
J. The year would be shorter.
F. The year would be longer.
Z. The day would be shorter.
U. The day would be longer.

Prompt:
Question: What change would occur if Earth's rate of rotation significantly increased?
J. The year would be shorter.
F. The year would be longer.
Z. The day would be shorter.
U. The day would be longer.
Answer:

Answer: 2

Question: What change would occur if Earth's rate of rotation significantly increased?

Choices:
J. The day would be shorter.
F. The year would be shorter.
Z. The year would be longer.
U. The day would be longer.

Prompt:
Question: What change would occur if Earth's rate of rotation significantly increased?
J. The day would be shorter.
F. The year would be shorter.
Z. The year would be longer.
U. The day would be longer.
Answer:


Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?

Choices:
A. planting more trees
B. burning less fossil fuel
C. reducing beach erosion
D. increasing water runoff

Prompt:
Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?
A. planting more trees
B. burning less fossil fuel
C. reducing beach erosion
D. increasing water runoff
Answer:

Answer: 3

Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?

Choices:
A. reducing beach erosion
B. increasing water runoff
C. planting more trees
D. burning less fossil fuel

Prompt:
Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?
A. reducing beach erosion
B. increasing water runoff
C. planting more trees
D. burning less fossil fuel
Answer:

Answer: 1

Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?

Choices:
1. planting more trees
2. burning less fossil fuel
3. reducing beach erosion
4. increasing water runoff

Prompt:
Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?
1. planting more trees
2. burning less fossil fuel
3. reducing beach erosion
4. increasing water runoff
Answer:

Answer: 3

Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?

Choices:
Y. planting more trees
B. burning less fossil fuel
E. reducing beach erosion
X. increasing water runoff

Prompt:
Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?
Y. planting more trees
B. burning less fossil fuel
E. reducing beach erosion
X. increasing water runoff
Answer:

Answer: 3

Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?

Choices:
Y. reducing beach erosion
B. increasing water runoff
E. planting more trees
X. burning less fossil fuel

Prompt:
Question: Humans can do many things to impact the environment. Which of these is an example of how humans negatively impact the environment?
Y. reducing beach erosion
B. increasing water runoff
E. planting more trees
X. burning less fossil fuel
Answer:

Answer: 1


Question: Eyeglasses help a nearsighted person see as a result of

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

Prompt:
Question: Eyeglasses help a nearsighted person see as a result of
A. absorption.
B. diffraction.
C. reflection.
D. refraction.
Answer:

Answer: 3

Question: Eyeglasses help a nearsighted person see as a result of

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

Prompt:
Question: Eyeglasses help a nearsighted person see as a result of
A. refraction.
B. absorption.
C. diffraction.
D. reflection.
Answer:

Question: Eyeglasses help a nearsighted person see as a result of

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

Prompt:
Question: Eyeglasses help a nearsighted person see as a result of
1. absorption.
2. diffraction.
3. reflection.
4. refraction.
Answer:

Answer: 3

Question: Eyeglasses help a nearsighted person see as a result of

Choices:
D. absorption.
C. diffraction.
E. reflection.
V. refraction.

Prompt:
Question: Eyeglasses help a nearsighted person see as a result of
D. absorption.
C. diffraction.
E. reflection.
V. refraction.
Answer:

Answer: 3

Question: Eyeglasses help a nearsighted person see as a result of

Choices:
D. refraction.
C. absorption.
E. diffraction.
V. reflection.

Prompt:
Question: Eyeglasses help a nearsighted person see as a result of
D. refraction.
C. absorption.
E. diffraction.
V. reflection.
Answer: