Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?

Choices:
A. 1
B. 2
C. 20
D. 200

Prompt:
Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?
A. 1
B. 2
C. 20
D. 200
Answer:

Answer: 3

Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?

Choices:
A. 1
B. 200
C. 2
D. 20

Prompt:
Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?
A. 1
B. 200
C. 2
D. 20
Answer:

Answer: 1

Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?

Choices:
1. 1
2. 2
3. 20
4. 200

Prompt:
Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?
1. 1
2. 2
3. 20
4. 200
Answer:

Answer: 3

Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?

Choices:
C. 1
T. 2
Z. 20
Q. 200

Prompt:
Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?
C. 1
T. 2
Z. 20
Q. 200
Answer:

Answer: 3

Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?

Choices:
C. 1
T. 200
Z. 2
Q. 20

Prompt:
Question: A scientist is studying the effect of acid rain on oak trees. Of the numbers below, which would be the number of oak trees the scientist should use to obtain the most reliable data?
C. 1
T. 200
Z. 2
Q. 20
Answer:

Answer: 1


Question: Camouflage MOST helps an animal with which of these life needs?

Choices:
A. Finding shelter
B. Hiding from predators
C. Gathering enough food
D. Raising young

Prompt:
Question: Camouflage MOST helps an animal with which of these life needs?
A. Finding shelter
B. Hiding from predators
C. Gathering enough food
D. Raising young
Answer:

Answer: 1

Question: Camouflage MOST helps an animal with which of these life needs?

Choices:
A. Finding shelter
B. Raising young
C. Gathering enough food
D. Hiding from predators

Prompt:
Question: Camouflage MOST helps an animal with which of these life needs?
A. Finding shelter
B. Raising young
C. Gathering enough food
D. Hiding from predators
Answer:

Answer: 3

Question: Camouflage MOST helps an animal with which of these life needs?

Choices:
1. Finding shelter
2. Hiding from predators
3. Gathering enough food
4. Raising young

Prompt:
Question: Camouflage MOST helps an animal with which of these life needs?
1. Finding shelter
2. Hiding from predators
3. Gathering enough food
4. Raising young
Answer:

Answer: 1

Question: Camouflage MOST helps an animal with which of these life needs?

Choices:
X. Finding shelter
Y. Hiding from predators
H. Gathering enough food
C. Raising young

Prompt:
Question: Camouflage MOST helps an animal with which of these life needs?
X. Finding shelter
Y. Hiding from predators
H. Gathering enough food
C. Raising young
Answer:

Answer: 1

Question: Camouflage MOST helps an animal with which of these life needs?

Choices:
X. Finding shelter
Y. Raising young
H. Gathering enough food
C. Hiding from predators

Prompt:
Question: Camouflage MOST helps an animal with which of these life needs?
X. Finding shelter
Y. Raising young
H. Gathering enough food
C. Hiding from predators
Answer:

Answer: 3


Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?

Choices:
A. land scarred by forest fires
B. erosion of ocean shorelines
C. converging plate boundaries
D. destruction of tropical rain forests

Prompt:
Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?
A. land scarred by forest fires
B. erosion of ocean shorelines
C. converging plate boundaries
D. destruction of tropical rain forests
Answer:

Answer: 3

Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?

Choices:
A. erosion of ocean shorelines
B. destruction of tropical rain forests
C. land scarred by forest fires
D. converging plate boundaries

Prompt:
Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?
A. erosion of ocean shorelines
B. destruction of tropical rain forests
C. land scarred by forest fires
D. converging plate boundaries
Answer:

Answer: 1

Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?

Choices:
1. land scarred by forest fires
2. erosion of ocean shorelines
3. converging plate boundaries
4. destruction of tropical rain forests

Prompt:
Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?
1. land scarred by forest fires
2. erosion of ocean shorelines
3. converging plate boundaries
4. destruction of tropical rain forests
Answer:

Answer: 3

Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?

Choices:
H. land scarred by forest fires
R. erosion of ocean shorelines
C. converging plate boundaries
A. destruction of tropical rain forests

Prompt:
Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?
H. land scarred by forest fires
R. erosion of ocean shorelines
C. converging plate boundaries
A. destruction of tropical rain forests
Answer:

Answer: 3

Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?

Choices:
H. erosion of ocean shorelines
R. destruction of tropical rain forests
C. land scarred by forest fires
A. converging plate boundaries

Prompt:
Question: There are a variety of events that can disrupt ecosystems. Some events result in local disturbances and others can affect a much larger area. Which event would most likely result in change on a global scale?
H. erosion of ocean shorelines
R. destruction of tropical rain forests
C. land scarred by forest fires
A. converging plate boundaries
Answer:

Answer: 1


Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?

Choices:
A. increasing the current in the circuit
B. placing rubber insulation on wires in the circuit
C. reversing the direction of current flow in the circuit
D. using circuit wires with a lower resistance

Prompt:
Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?
A. increasing the current in the circuit
B. placing rubber insulation on wires in the circuit
C. reversing the direction of current flow in the circuit
D. using circuit wires with a lower resistance
Answer:

Answer: 3

Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?

Choices:
A. using circuit wires with a lower resistance
B. increasing the current in the circuit
C. reversing the direction of current flow in the circuit
D. placing rubber insulation on wires in the circuit

Prompt:
Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?
A. using circuit wires with a lower resistance
B. increasing the current in the circuit
C. reversing the direction of current flow in the circuit
D. placing rubber insulation on wires in the circuit
Answer:

Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?

Choices:
1. increasing the current in the circuit
2. placing rubber insulation on wires in the circuit
3. reversing the direction of current flow in the circuit
4. using circuit wires with a lower resistance

Prompt:
Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?
1. increasing the current in the circuit
2. placing rubber insulation on wires in the circuit
3. reversing the direction of current flow in the circuit
4. using circuit wires with a lower resistance
Answer:

Answer: 3

Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?

Choices:
H. increasing the current in the circuit
S. placing rubber insulation on wires in the circuit
W. reversing the direction of current flow in the circuit
Z. using circuit wires with a lower resistance

Prompt:
Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?
H. increasing the current in the circuit
S. placing rubber insulation on wires in the circuit
W. reversing the direction of current flow in the circuit
Z. using circuit wires with a lower resistance
Answer:

Answer: 3

Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?

Choices:
H. using circuit wires with a lower resistance
S. increasing the current in the circuit
W. reversing the direction of current flow in the circuit
Z. placing rubber insulation on wires in the circuit

Prompt:
Question: A hardware designer finds that the wiring in a circuit is releasing enough heat to make the circuit dangerously hot. Which change would best solve this problem?
H. using circuit wires with a lower resistance
S. increasing the current in the circuit
W. reversing the direction of current flow in the circuit
Z. placing rubber insulation on wires in the circuit
Answer:


Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to

Choices:
A. make oxygen.
B. release energy.
C. digest nutrients.
D. cause movement.

Prompt:
Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to
A. make oxygen.
B. release energy.
C. digest nutrients.
D. cause movement.
Answer:

Answer: 3

Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to

Choices:
A. make oxygen.
B. digest nutrients.
C. cause movement.
D. release energy.

Prompt:
Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to
A. make oxygen.
B. digest nutrients.
C. cause movement.
D. release energy.
Answer:

Answer: 2

Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to

Choices:
1. make oxygen.
2. release energy.
3. digest nutrients.
4. cause movement.

Prompt:
Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to
1. make oxygen.
2. release energy.
3. digest nutrients.
4. cause movement.
Answer:

Answer: 3

Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to

Choices:
H. make oxygen.
I. release energy.
U. digest nutrients.
B. cause movement.

Prompt:
Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to
H. make oxygen.
I. release energy.
U. digest nutrients.
B. cause movement.
Answer:

Answer: 3

Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to

Choices:
H. make oxygen.
I. digest nutrients.
U. cause movement.
B. release energy.

Prompt:
Question: There are different kinds of muscles in the human body. Each muscle is formed from a group of cells that works together. The main function of a group of muscle cells is to
H. make oxygen.
I. digest nutrients.
U. cause movement.
B. release energy.
Answer:

Answer: 2


Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?

Choices:
A. flat eraser
B. round ball
C. bent paper clip
D. wooden cube

Prompt:
Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?
A. flat eraser
B. round ball
C. bent paper clip
D. wooden cube
Answer:

Answer: 1

Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?

Choices:
A. flat eraser
B. wooden cube
C. bent paper clip
D. round ball

Prompt:
Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?
A. flat eraser
B. wooden cube
C. bent paper clip
D. round ball
Answer:

Answer: 3

Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?

Choices:
1. flat eraser
2. round ball
3. bent paper clip
4. wooden cube

Prompt:
Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?
1. flat eraser
2. round ball
3. bent paper clip
4. wooden cube
Answer:

Answer: 1

Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?

Choices:
J. flat eraser
R. round ball
P. bent paper clip
Y. wooden cube

Prompt:
Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?
J. flat eraser
R. round ball
P. bent paper clip
Y. wooden cube
Answer:

Answer: 1

Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?

Choices:
J. flat eraser
R. wooden cube
P. bent paper clip
Y. round ball

Prompt:
Question: Four objects are on a wooden ramp. Which object is most likely to roll off the ramp if it is pushed gently?
J. flat eraser
R. wooden cube
P. bent paper clip
Y. round ball
Answer:

Answer: 3


Question: When zinc and copper are melted together, brass is formed. Brass is an example of

Choices:
A. a solute.
B. an element.
C. a mineral.
D. a mixture.

Prompt:
Question: When zinc and copper are melted together, brass is formed. Brass is an example of
A. a solute.
B. an element.
C. a mineral.
D. a mixture.
Answer:

Answer: 3

Question: When zinc and copper are melted together, brass is formed. Brass is an example of

Choices:
A. a mixture.
B. a solute.
C. an element.
D. a mineral.

Prompt:
Question: When zinc and copper are melted together, brass is formed. Brass is an example of
A. a mixture.
B. a solute.
C. an element.
D. a mineral.
Answer:

Question: When zinc and copper are melted together, brass is formed. Brass is an example of

Choices:
1. a solute.
2. an element.
3. a mineral.
4. a mixture.

Prompt:
Question: When zinc and copper are melted together, brass is formed. Brass is an example of
1. a solute.
2. an element.
3. a mineral.
4. a mixture.
Answer:

Answer: 3

Question: When zinc and copper are melted together, brass is formed. Brass is an example of

Choices:
B. a solute.
Y. an element.
E. a mineral.
X. a mixture.

Prompt:
Question: When zinc and copper are melted together, brass is formed. Brass is an example of
B. a solute.
Y. an element.
E. a mineral.
X. a mixture.
Answer:

Answer: 3

Question: When zinc and copper are melted together, brass is formed. Brass is an example of

Choices:
B. a mixture.
Y. a solute.
E. an element.
X. a mineral.

Prompt:
Question: When zinc and copper are melted together, brass is formed. Brass is an example of
B. a mixture.
Y. a solute.
E. an element.
X. a mineral.
Answer:


Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?

Choices:
A. Tie identical weights to two strings of different lengths.
B. Tie two different weights to a string.
C. Tie identical weights to a long string.
D. Tie two different weights to two identical strings.

Prompt:
Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?
A. Tie identical weights to two strings of different lengths.
B. Tie two different weights to a string.
C. Tie identical weights to a long string.
D. Tie two different weights to two identical strings.
Answer:

Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?

Choices:
A. Tie two different weights to two identical strings.
B. Tie identical weights to a long string.
C. Tie two different weights to a string.
D. Tie identical weights to two strings of different lengths.

Prompt:
Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?
A. Tie two different weights to two identical strings.
B. Tie identical weights to a long string.
C. Tie two different weights to a string.
D. Tie identical weights to two strings of different lengths.
Answer:

Answer: 3

Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?

Choices:
1. Tie identical weights to two strings of different lengths.
2. Tie two different weights to a string.
3. Tie identical weights to a long string.
4. Tie two different weights to two identical strings.

Prompt:
Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?
1. Tie identical weights to two strings of different lengths.
2. Tie two different weights to a string.
3. Tie identical weights to a long string.
4. Tie two different weights to two identical strings.
Answer:

Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?

Choices:
R. Tie identical weights to two strings of different lengths.
N. Tie two different weights to a string.
M. Tie identical weights to a long string.
O. Tie two different weights to two identical strings.

Prompt:
Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?
R. Tie identical weights to two strings of different lengths.
N. Tie two different weights to a string.
M. Tie identical weights to a long string.
O. Tie two different weights to two identical strings.
Answer:

Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?

Choices:
R. Tie two different weights to two identical strings.
N. Tie identical weights to a long string.
M. Tie two different weights to a string.
O. Tie identical weights to two strings of different lengths.

Prompt:
Question: Choose the investigation that would best answer the question: Does the length of a string change how fast a pendulum swings?
R. Tie two different weights to two identical strings.
N. Tie identical weights to a long string.
M. Tie two different weights to a string.
O. Tie identical weights to two strings of different lengths.
Answer:

Answer: 3


Question: Meiosis is necessary for which reproductive event to occur?

Choices:
A. vegetative budding
B. binary fission
C. cloning
D. fertilization

Prompt:
Question: Meiosis is necessary for which reproductive event to occur?
A. vegetative budding
B. binary fission
C. cloning
D. fertilization
Answer:

Answer: 3

Question: Meiosis is necessary for which reproductive event to occur?

Choices:
A. cloning
B. binary fission
C. fertilization
D. vegetative budding

Prompt:
Question: Meiosis is necessary for which reproductive event to occur?
A. cloning
B. binary fission
C. fertilization
D. vegetative budding
Answer:

Answer: 2

Question: Meiosis is necessary for which reproductive event to occur?

Choices:
1. vegetative budding
2. binary fission
3. cloning
4. fertilization

Prompt:
Question: Meiosis is necessary for which reproductive event to occur?
1. vegetative budding
2. binary fission
3. cloning
4. fertilization
Answer:

Answer: 3

Question: Meiosis is necessary for which reproductive event to occur?

Choices:
O. vegetative budding
I. binary fission
U. cloning
V. fertilization

Prompt:
Question: Meiosis is necessary for which reproductive event to occur?
O. vegetative budding
I. binary fission
U. cloning
V. fertilization
Answer:

Answer: 3

Question: Meiosis is necessary for which reproductive event to occur?

Choices:
O. cloning
I. binary fission
U. fertilization
V. vegetative budding

Prompt:
Question: Meiosis is necessary for which reproductive event to occur?
O. cloning
I. binary fission
U. fertilization
V. vegetative budding
Answer:

Answer: 2


Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?

Choices:
A. on a space station
B. in a space shuttle
C. on a space probe
D. in a lunar module

Prompt:
Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?
A. on a space station
B. in a space shuttle
C. on a space probe
D. in a lunar module
Answer:

Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?

Choices:
A. on a space probe
B. on a space station
C. in a lunar module
D. in a space shuttle

Prompt:
Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?
A. on a space probe
B. on a space station
C. in a lunar module
D. in a space shuttle
Answer:

Answer: 1

Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?

Choices:
1. on a space station
2. in a space shuttle
3. on a space probe
4. in a lunar module

Prompt:
Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?
1. on a space station
2. in a space shuttle
3. on a space probe
4. in a lunar module
Answer:

Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?

Choices:
L. on a space station
E. in a space shuttle
P. on a space probe
O. in a lunar module

Prompt:
Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?
L. on a space station
E. in a space shuttle
P. on a space probe
O. in a lunar module
Answer:

Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?

Choices:
L. on a space probe
E. on a space station
P. in a lunar module
O. in a space shuttle

Prompt:
Question: Some astronauts may spend several months in space orbiting Earth. Where do these astronauts most likely stay while in space?
L. on a space probe
E. on a space station
P. in a lunar module
O. in a space shuttle
Answer:

Answer: 1


Question: Which is a possible consequence of global warming?

Choices:
A. an increase in the amount of coral reefs
B. a decrease in temperature, causing earlier frosts
C. an increase in the number of heat waves, causing droughts
D. a decrease in temperature, causing shorter growing seasons

Prompt:
Question: Which is a possible consequence of global warming?
A. an increase in the amount of coral reefs
B. a decrease in temperature, causing earlier frosts
C. an increase in the number of heat waves, causing droughts
D. a decrease in temperature, causing shorter growing seasons
Answer:

Answer: 2

Question: Which is a possible consequence of global warming?

Choices:
A. a decrease in temperature, causing shorter growing seasons
B. a decrease in temperature, causing earlier frosts
C. an increase in the amount of coral reefs
D. an increase in the number of heat waves, causing droughts

Prompt:
Question: Which is a possible consequence of global warming?
A. a decrease in temperature, causing shorter growing seasons
B. a decrease in temperature, causing earlier frosts
C. an increase in the amount of coral reefs
D. an increase in the number of heat waves, causing droughts
Answer:

Answer: 3

Question: Which is a possible consequence of global warming?

Choices:
1. an increase in the amount of coral reefs
2. a decrease in temperature, causing earlier frosts
3. an increase in the number of heat waves, causing droughts
4. a decrease in temperature, causing shorter growing seasons

Prompt:
Question: Which is a possible consequence of global warming?
1. an increase in the amount of coral reefs
2. a decrease in temperature, causing earlier frosts
3. an increase in the number of heat waves, causing droughts
4. a decrease in temperature, causing shorter growing seasons
Answer:

Answer: 2

Question: Which is a possible consequence of global warming?

Choices:
B. an increase in the amount of coral reefs
W. a decrease in temperature, causing earlier frosts
S. an increase in the number of heat waves, causing droughts
Q. a decrease in temperature, causing shorter growing seasons

Prompt:
Question: Which is a possible consequence of global warming?
B. an increase in the amount of coral reefs
W. a decrease in temperature, causing earlier frosts
S. an increase in the number of heat waves, causing droughts
Q. a decrease in temperature, causing shorter growing seasons
Answer:

Answer: 2

Question: Which is a possible consequence of global warming?

Choices:
B. a decrease in temperature, causing shorter growing seasons
W. a decrease in temperature, causing earlier frosts
S. an increase in the amount of coral reefs
Q. an increase in the number of heat waves, causing droughts

Prompt:
Question: Which is a possible consequence of global warming?
B. a decrease in temperature, causing shorter growing seasons
W. a decrease in temperature, causing earlier frosts
S. an increase in the amount of coral reefs
Q. an increase in the number of heat waves, causing droughts
Answer:

Answer: 3


Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?

Choices:
A. producer
B. herbivore
C. carnivore
D. omnivore

Prompt:
Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?
A. producer
B. herbivore
C. carnivore
D. omnivore
Answer:

Answer: 3

Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?

Choices:
A. omnivore
B. producer
C. carnivore
D. herbivore

Prompt:
Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?
A. omnivore
B. producer
C. carnivore
D. herbivore
Answer:

Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?

Choices:
1. producer
2. herbivore
3. carnivore
4. omnivore

Prompt:
Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?
1. producer
2. herbivore
3. carnivore
4. omnivore
Answer:

Answer: 3

Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?

Choices:
N. producer
U. herbivore
S. carnivore
K. omnivore

Prompt:
Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?
N. producer
U. herbivore
S. carnivore
K. omnivore
Answer:

Answer: 3

Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?

Choices:
N. omnivore
U. producer
S. carnivore
K. herbivore

Prompt:
Question: A brown bear eats a variety of foods including berries, insects, and small animals. Which best describes a brown bear?
N. omnivore
U. producer
S. carnivore
K. herbivore
Answer:


Question: In which part of a plant cell does photosynthesis occur?

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

Prompt:
Question: In which part of a plant cell does photosynthesis occur?
A. nucleus
B. chloroplast
C. cell membrane
D. cell wall
Answer:

Answer: 1

Question: In which part of a plant cell does photosynthesis occur?

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

Prompt:
Question: In which part of a plant cell does photosynthesis occur?
A. cell membrane
B. nucleus
C. cell wall
D. chloroplast
Answer:

Answer: 3

Question: In which part of a plant cell does photosynthesis occur?

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

Prompt:
Question: In which part of a plant cell does photosynthesis occur?
1. nucleus
2. chloroplast
3. cell membrane
4. cell wall
Answer:

Answer: 1

Question: In which part of a plant cell does photosynthesis occur?

Choices:
Z. nucleus
B. chloroplast
X. cell membrane
J. cell wall

Prompt:
Question: In which part of a plant cell does photosynthesis occur?
Z. nucleus
B. chloroplast
X. cell membrane
J. cell wall
Answer:

Answer: 1

Question: In which part of a plant cell does photosynthesis occur?

Choices:
Z. cell membrane
B. nucleus
X. cell wall
J. chloroplast

Prompt:
Question: In which part of a plant cell does photosynthesis occur?
Z. cell membrane
B. nucleus
X. cell wall
J. chloroplast
Answer:

Answer: 3


Question: Which alternative energy resource adds carbon dioxide to the atmosphere?

Choices:
A. nuclear energy
B. biofuel energy
C. wind energy
D. geothermal energy

Prompt:
Question: Which alternative energy resource adds carbon dioxide to the atmosphere?
A. nuclear energy
B. biofuel energy
C. wind energy
D. geothermal energy
Answer:

Answer: 1

Question: Which alternative energy resource adds carbon dioxide to the atmosphere?

Choices:
A. nuclear energy
B. wind energy
C. biofuel energy
D. geothermal energy

Prompt:
Question: Which alternative energy resource adds carbon dioxide to the atmosphere?
A. nuclear energy
B. wind energy
C. biofuel energy
D. geothermal energy
Answer:

Answer: 2

Question: Which alternative energy resource adds carbon dioxide to the atmosphere?

Choices:
1. nuclear energy
2. biofuel energy
3. wind energy
4. geothermal energy

Prompt:
Question: Which alternative energy resource adds carbon dioxide to the atmosphere?
1. nuclear energy
2. biofuel energy
3. wind energy
4. geothermal energy
Answer:

Answer: 1

Question: Which alternative energy resource adds carbon dioxide to the atmosphere?

Choices:
R. nuclear energy
J. biofuel energy
Q. wind energy
L. geothermal energy

Prompt:
Question: Which alternative energy resource adds carbon dioxide to the atmosphere?
R. nuclear energy
J. biofuel energy
Q. wind energy
L. geothermal energy
Answer:

Answer: 1

Question: Which alternative energy resource adds carbon dioxide to the atmosphere?

Choices:
R. nuclear energy
J. wind energy
Q. biofuel energy
L. geothermal energy

Prompt:
Question: Which alternative energy resource adds carbon dioxide to the atmosphere?
R. nuclear energy
J. wind energy
Q. biofuel energy
L. geothermal energy
Answer:

Answer: 2


Question: Energy from the Sun changes a liquid to a gas by the process of

Choices:
A. condensation.
B. evaporation.
C. freezing.
D. melting.

Prompt:
Question: Energy from the Sun changes a liquid to a gas by the process of
A. condensation.
B. evaporation.
C. freezing.
D. melting.
Answer:

Answer: 1

Question: Energy from the Sun changes a liquid to a gas by the process of

Choices:
A. condensation.
B. freezing.
C. evaporation.
D. melting.

Prompt:
Question: Energy from the Sun changes a liquid to a gas by the process of
A. condensation.
B. freezing.
C. evaporation.
D. melting.
Answer:

Answer: 2

Question: Energy from the Sun changes a liquid to a gas by the process of

Choices:
1. condensation.
2. evaporation.
3. freezing.
4. melting.

Prompt:
Question: Energy from the Sun changes a liquid to a gas by the process of
1. condensation.
2. evaporation.
3. freezing.
4. melting.
Answer:

Answer: 1

Question: Energy from the Sun changes a liquid to a gas by the process of

Choices:
O. condensation.
V. evaporation.
I. freezing.
E. melting.

Prompt:
Question: Energy from the Sun changes a liquid to a gas by the process of
O. condensation.
V. evaporation.
I. freezing.
E. melting.
Answer:

Answer: 1

Question: Energy from the Sun changes a liquid to a gas by the process of

Choices:
O. condensation.
V. freezing.
I. evaporation.
E. melting.

Prompt:
Question: Energy from the Sun changes a liquid to a gas by the process of
O. condensation.
V. freezing.
I. evaporation.
E. melting.
Answer:

Answer: 2


Question: Which of the following is a result of the tilt of Earth's axis?

Choices:
A. seasonal changes
B. hours in a day
C. heights of tides
D. moon phases

Prompt:
Question: Which of the following is a result of the tilt of Earth's axis?
A. seasonal changes
B. hours in a day
C. heights of tides
D. moon phases
Answer:

Question: Which of the following is a result of the tilt of Earth's axis?

Choices:
A. moon phases
B. hours in a day
C. heights of tides
D. seasonal changes

Prompt:
Question: Which of the following is a result of the tilt of Earth's axis?
A. moon phases
B. hours in a day
C. heights of tides
D. seasonal changes
Answer:

Answer: 3

Question: Which of the following is a result of the tilt of Earth's axis?

Choices:
1. seasonal changes
2. hours in a day
3. heights of tides
4. moon phases

Prompt:
Question: Which of the following is a result of the tilt of Earth's axis?
1. seasonal changes
2. hours in a day
3. heights of tides
4. moon phases
Answer:

Question: Which of the following is a result of the tilt of Earth's axis?

Choices:
U. seasonal changes
A. hours in a day
L. heights of tides
M. moon phases

Prompt:
Question: Which of the following is a result of the tilt of Earth's axis?
U. seasonal changes
A. hours in a day
L. heights of tides
M. moon phases
Answer:

Question: Which of the following is a result of the tilt of Earth's axis?

Choices:
U. moon phases
A. hours in a day
L. heights of tides
M. seasonal changes

Prompt:
Question: Which of the following is a result of the tilt of Earth's axis?
U. moon phases
A. hours in a day
L. heights of tides
M. seasonal changes
Answer:

Answer: 3


Question: Chloroplasts absorb light energy. The function of the chloroplast is to

Choices:
A. synthesize sugars.
B. synthesize proteins.
C. transform sugar into cellular energy.
D. transform proteins into useful nutrients.

Prompt:
Question: Chloroplasts absorb light energy. The function of the chloroplast is to
A. synthesize sugars.
B. synthesize proteins.
C. transform sugar into cellular energy.
D. transform proteins into useful nutrients.
Answer:

Question: Chloroplasts absorb light energy. The function of the chloroplast is to

Choices:
A. synthesize proteins.
B. transform proteins into useful nutrients.
C. synthesize sugars.
D. transform sugar into cellular energy.

Prompt:
Question: Chloroplasts absorb light energy. The function of the chloroplast is to
A. synthesize proteins.
B. transform proteins into useful nutrients.
C. synthesize sugars.
D. transform sugar into cellular energy.
Answer:

Answer: 2

Question: Chloroplasts absorb light energy. The function of the chloroplast is to

Choices:
1. synthesize sugars.
2. synthesize proteins.
3. transform sugar into cellular energy.
4. transform proteins into useful nutrients.

Prompt:
Question: Chloroplasts absorb light energy. The function of the chloroplast is to
1. synthesize sugars.
2. synthesize proteins.
3. transform sugar into cellular energy.
4. transform proteins into useful nutrients.
Answer:

Question: Chloroplasts absorb light energy. The function of the chloroplast is to

Choices:
H. synthesize sugars.
L. synthesize proteins.
C. transform sugar into cellular energy.
V. transform proteins into useful nutrients.

Prompt:
Question: Chloroplasts absorb light energy. The function of the chloroplast is to
H. synthesize sugars.
L. synthesize proteins.
C. transform sugar into cellular energy.
V. transform proteins into useful nutrients.
Answer:

Question: Chloroplasts absorb light energy. The function of the chloroplast is to

Choices:
H. synthesize proteins.
L. transform proteins into useful nutrients.
C. synthesize sugars.
V. transform sugar into cellular energy.

Prompt:
Question: Chloroplasts absorb light energy. The function of the chloroplast is to
H. synthesize proteins.
L. transform proteins into useful nutrients.
C. synthesize sugars.
V. transform sugar into cellular energy.
Answer:

Answer: 2


Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are

Choices:
A. physical.
B. chemical.
C. electrical.
D. mechanical.

Prompt:
Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are
A. physical.
B. chemical.
C. electrical.
D. mechanical.
Answer:

Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are

Choices:
A. chemical.
B. physical.
C. electrical.
D. mechanical.

Prompt:
Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are
A. chemical.
B. physical.
C. electrical.
D. mechanical.
Answer:

Answer: 1

Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are

Choices:
1. physical.
2. chemical.
3. electrical.
4. mechanical.

Prompt:
Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are
1. physical.
2. chemical.
3. electrical.
4. mechanical.
Answer:

Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are

Choices:
G. physical.
Q. chemical.
W. electrical.
U. mechanical.

Prompt:
Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are
G. physical.
Q. chemical.
W. electrical.
U. mechanical.
Answer:

Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are

Choices:
G. chemical.
Q. physical.
W. electrical.
U. mechanical.

Prompt:
Question: When water changes from a liquid to a gas and then the steam condenses back to the liquid form, these types of changes are
G. chemical.
Q. physical.
W. electrical.
U. mechanical.
Answer:

Answer: 1


Question: What direction is the movement of the energy in a food web?

Choices:
A. consumer to producer
B. producer to consumer
C. decomposer to producer
D. decomposer to consumer

Prompt:
Question: What direction is the movement of the energy in a food web?
A. consumer to producer
B. producer to consumer
C. decomposer to producer
D. decomposer to consumer
Answer:

Answer: 1

Question: What direction is the movement of the energy in a food web?

Choices:
A. producer to consumer
B. decomposer to consumer
C. consumer to producer
D. decomposer to producer

Prompt:
Question: What direction is the movement of the energy in a food web?
A. producer to consumer
B. decomposer to consumer
C. consumer to producer
D. decomposer to producer
Answer:

Question: What direction is the movement of the energy in a food web?

Choices:
1. consumer to producer
2. producer to consumer
3. decomposer to producer
4. decomposer to consumer

Prompt:
Question: What direction is the movement of the energy in a food web?
1. consumer to producer
2. producer to consumer
3. decomposer to producer
4. decomposer to consumer
Answer:

Answer: 1

Question: What direction is the movement of the energy in a food web?

Choices:
F. consumer to producer
A. producer to consumer
Y. decomposer to producer
M. decomposer to consumer

Prompt:
Question: What direction is the movement of the energy in a food web?
F. consumer to producer
A. producer to consumer
Y. decomposer to producer
M. decomposer to consumer
Answer:

Answer: 1

Question: What direction is the movement of the energy in a food web?

Choices:
F. producer to consumer
A. decomposer to consumer
Y. consumer to producer
M. decomposer to producer

Prompt:
Question: What direction is the movement of the energy in a food web?
F. producer to consumer
A. decomposer to consumer
Y. consumer to producer
M. decomposer to producer
Answer:


Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?

Choices:
A. Its height increases.
B. Its height decreases.
C. Its length shortens.
D. It crests.

Prompt:
Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?
A. Its height increases.
B. Its height decreases.
C. Its length shortens.
D. It crests.
Answer:

Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?

Choices:
A. Its height decreases.
B. It crests.
C. Its length shortens.
D. Its height increases.

Prompt:
Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?
A. Its height decreases.
B. It crests.
C. Its length shortens.
D. Its height increases.
Answer:

Answer: 3

Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?

Choices:
1. Its height increases.
2. Its height decreases.
3. Its length shortens.
4. It crests.

Prompt:
Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?
1. Its height increases.
2. Its height decreases.
3. Its length shortens.
4. It crests.
Answer:

Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?

Choices:
Z. Its height increases.
J. Its height decreases.
I. Its length shortens.
P. It crests.

Prompt:
Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?
Z. Its height increases.
J. Its height decreases.
I. Its length shortens.
P. It crests.
Answer:

Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?

Choices:
Z. Its height decreases.
J. It crests.
I. Its length shortens.
P. Its height increases.

Prompt:
Question: When the velocity of an ocean wave decreases as it approaches a shore, what happens to the wave?
Z. Its height decreases.
J. It crests.
I. Its length shortens.
P. Its height increases.
Answer:

Answer: 3


Question: Which is a force that keeps Earth in orbit around the Sun?

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

Prompt:
Question: Which is a force that keeps Earth in orbit around the Sun?
A. friction
B. gravity
C. radiation
D. magnetism
Answer:

Answer: 1

Question: Which is a force that keeps Earth in orbit around the Sun?

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

Prompt:
Question: Which is a force that keeps Earth in orbit around the Sun?
A. radiation
B. magnetism
C. gravity
D. friction
Answer:

Answer: 2

Question: Which is a force that keeps Earth in orbit around the Sun?

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

Prompt:
Question: Which is a force that keeps Earth in orbit around the Sun?
1. friction
2. gravity
3. radiation
4. magnetism
Answer:

Answer: 1

Question: Which is a force that keeps Earth in orbit around the Sun?

Choices:
G. friction
D. gravity
V. radiation
U. magnetism

Prompt:
Question: Which is a force that keeps Earth in orbit around the Sun?
G. friction
D. gravity
V. radiation
U. magnetism
Answer:

Answer: 1

Question: Which is a force that keeps Earth in orbit around the Sun?

Choices:
G. radiation
D. magnetism
V. gravity
U. friction

Prompt:
Question: Which is a force that keeps Earth in orbit around the Sun?
G. radiation
D. magnetism
V. gravity
U. friction
Answer:

Answer: 2


Question: Substances enter any plant or animal cell by passing through which of the following structures?

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

Prompt:
Question: Substances enter any plant or animal cell by passing through which of the following structures?
A. nucleus
B. cell membrane
C. vacuole
D. chloroplast
Answer:

Answer: 1

Question: Substances enter any plant or animal cell by passing through which of the following structures?

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

Prompt:
Question: Substances enter any plant or animal cell by passing through which of the following structures?
A. cell membrane
B. vacuole
C. nucleus
D. chloroplast
Answer:

Question: Substances enter any plant or animal cell by passing through which of the following structures?

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

Prompt:
Question: Substances enter any plant or animal cell by passing through which of the following structures?
1. nucleus
2. cell membrane
3. vacuole
4. chloroplast
Answer:

Answer: 1

Question: Substances enter any plant or animal cell by passing through which of the following structures?

Choices:
V. nucleus
H. cell membrane
P. vacuole
M. chloroplast

Prompt:
Question: Substances enter any plant or animal cell by passing through which of the following structures?
V. nucleus
H. cell membrane
P. vacuole
M. chloroplast
Answer:

Answer: 1

Question: Substances enter any plant or animal cell by passing through which of the following structures?

Choices:
V. cell membrane
H. vacuole
P. nucleus
M. chloroplast

Prompt:
Question: Substances enter any plant or animal cell by passing through which of the following structures?
V. cell membrane
H. vacuole
P. nucleus
M. chloroplast
Answer:


Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?

Choices:
A. Some diseases can be treated.
B. Purple clothing can be made.
C. Sea animals are not needed to make purple dye.
D. Perkins is famous for discovering a new medicine.

Prompt:
Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?
A. Some diseases can be treated.
B. Purple clothing can be made.
C. Sea animals are not needed to make purple dye.
D. Perkins is famous for discovering a new medicine.
Answer:

Answer: 2

Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?

Choices:
A. Some diseases can be treated.
B. Perkins is famous for discovering a new medicine.
C. Purple clothing can be made.
D. Sea animals are not needed to make purple dye.

Prompt:
Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?
A. Some diseases can be treated.
B. Perkins is famous for discovering a new medicine.
C. Purple clothing can be made.
D. Sea animals are not needed to make purple dye.
Answer:

Answer: 3

Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?

Choices:
1. Some diseases can be treated.
2. Purple clothing can be made.
3. Sea animals are not needed to make purple dye.
4. Perkins is famous for discovering a new medicine.

Prompt:
Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?
1. Some diseases can be treated.
2. Purple clothing can be made.
3. Sea animals are not needed to make purple dye.
4. Perkins is famous for discovering a new medicine.
Answer:

Answer: 2

Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?

Choices:
M. Some diseases can be treated.
D. Purple clothing can be made.
K. Sea animals are not needed to make purple dye.
R. Perkins is famous for discovering a new medicine.

Prompt:
Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?
M. Some diseases can be treated.
D. Purple clothing can be made.
K. Sea animals are not needed to make purple dye.
R. Perkins is famous for discovering a new medicine.
Answer:

Answer: 2

Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?

Choices:
M. Some diseases can be treated.
D. Perkins is famous for discovering a new medicine.
K. Purple clothing can be made.
R. Sea animals are not needed to make purple dye.

Prompt:
Question: Many years ago, purple dye was made from some sea animals. Then, in 1856, William Perkins tried to make a new medicine. Instead, he found a way to make purple dye from coal. What is a positive effect of his discovery?
M. Some diseases can be treated.
D. Perkins is famous for discovering a new medicine.
K. Purple clothing can be made.
R. Sea animals are not needed to make purple dye.
Answer:

Answer: 3


Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is

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

Prompt:
Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is
A. a solution.
B. a mixture.
C. a compound.
D. an element.
Answer:

Answer: 2

Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is

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

Prompt:
Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is
A. an element.
B. a compound.
C. a solution.
D. a mixture.
Answer:

Answer: 1

Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is

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

Prompt:
Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is
1. a solution.
2. a mixture.
3. a compound.
4. an element.
Answer:

Answer: 2

Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is

Choices:
V. a solution.
S. a mixture.
P. a compound.
N. an element.

Prompt:
Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is
V. a solution.
S. a mixture.
P. a compound.
N. an element.
Answer:

Answer: 2

Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is

Choices:
V. an element.
S. a compound.
P. a solution.
N. a mixture.

Prompt:
Question: When magnesium (Mg) metal is burned in the presence of oxygen (O?), magnesium oxide (MgO) is produced. The properties of magnesium oxide are different than the individual properties of magnesium and oxygen because magnesium oxide is
V. an element.
S. a compound.
P. a solution.
N. a mixture.
Answer:

Answer: 1


Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?

Choices:
A. It was once underwater.
B. It was once much warmer.
C. It has become a rockier place.
D. It has changed little from then.

Prompt:
Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?
A. It was once underwater.
B. It was once much warmer.
C. It has become a rockier place.
D. It has changed little from then.
Answer:

Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?

Choices:
A. It has changed little from then.
B. It was once underwater.
C. It was once much warmer.
D. It has become a rockier place.

Prompt:
Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?
A. It has changed little from then.
B. It was once underwater.
C. It was once much warmer.
D. It has become a rockier place.
Answer:

Answer: 1

Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?

Choices:
1. It was once underwater.
2. It was once much warmer.
3. It has become a rockier place.
4. It has changed little from then.

Prompt:
Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?
1. It was once underwater.
2. It was once much warmer.
3. It has become a rockier place.
4. It has changed little from then.
Answer:

Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?

Choices:
M. It was once underwater.
U. It was once much warmer.
F. It has become a rockier place.
L. It has changed little from then.

Prompt:
Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?
M. It was once underwater.
U. It was once much warmer.
F. It has become a rockier place.
L. It has changed little from then.
Answer:

Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?

Choices:
M. It has changed little from then.
U. It was once underwater.
F. It was once much warmer.
L. It has become a rockier place.

Prompt:
Question: Fossils of sea animals were found in a cave in Arkansas. What does this mean about that area of Arkansas in the past?
M. It has changed little from then.
U. It was once underwater.
F. It was once much warmer.
L. It has become a rockier place.
Answer:

Answer: 1


Question: Which instrument would be best for measuring the volume of a pebble?

Choices:
A. metric ruler
B. stopwatch
C. triple beam balance
D. graduated cylinder

Prompt:
Question: Which instrument would be best for measuring the volume of a pebble?
A. metric ruler
B. stopwatch
C. triple beam balance
D. graduated cylinder
Answer:

Answer: 3

Question: Which instrument would be best for measuring the volume of a pebble?

Choices:
A. triple beam balance
B. graduated cylinder
C. stopwatch
D. metric ruler

Prompt:
Question: Which instrument would be best for measuring the volume of a pebble?
A. triple beam balance
B. graduated cylinder
C. stopwatch
D. metric ruler
Answer:

Answer: 1

Question: Which instrument would be best for measuring the volume of a pebble?

Choices:
1. metric ruler
2. stopwatch
3. triple beam balance
4. graduated cylinder

Prompt:
Question: Which instrument would be best for measuring the volume of a pebble?
1. metric ruler
2. stopwatch
3. triple beam balance
4. graduated cylinder
Answer:

Answer: 3

Question: Which instrument would be best for measuring the volume of a pebble?

Choices:
I. metric ruler
C. stopwatch
V. triple beam balance
B. graduated cylinder

Prompt:
Question: Which instrument would be best for measuring the volume of a pebble?
I. metric ruler
C. stopwatch
V. triple beam balance
B. graduated cylinder
Answer:

Answer: 3

Question: Which instrument would be best for measuring the volume of a pebble?

Choices:
I. triple beam balance
C. graduated cylinder
V. stopwatch
B. metric ruler

Prompt:
Question: Which instrument would be best for measuring the volume of a pebble?
I. triple beam balance
C. graduated cylinder
V. stopwatch
B. metric ruler
Answer:

Answer: 1


Question: Which of these is a waste product of plant cells?

Choices:
A. minerals
B. oxygen
C. heat
D. water

Prompt:
Question: Which of these is a waste product of plant cells?
A. minerals
B. oxygen
C. heat
D. water
Answer:

Answer: 1

Question: Which of these is a waste product of plant cells?

Choices:
A. oxygen
B. minerals
C. heat
D. water

Prompt:
Question: Which of these is a waste product of plant cells?
A. oxygen
B. minerals
C. heat
D. water
Answer:

Question: Which of these is a waste product of plant cells?

Choices:
1. minerals
2. oxygen
3. heat
4. water

Prompt:
Question: Which of these is a waste product of plant cells?
1. minerals
2. oxygen
3. heat
4. water
Answer:

Answer: 1

Question: Which of these is a waste product of plant cells?

Choices:
W. minerals
N. oxygen
M. heat
D. water

Prompt:
Question: Which of these is a waste product of plant cells?
W. minerals
N. oxygen
M. heat
D. water
Answer:

Answer: 1

Question: Which of these is a waste product of plant cells?

Choices:
W. oxygen
N. minerals
M. heat
D. water

Prompt:
Question: Which of these is a waste product of plant cells?
W. oxygen
N. minerals
M. heat
D. water
Answer:


Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?

Choices:
A. a source of solar power
B. a source of electrical power
C. a source of renewable energy
D. a source of nonrenewable energy

Prompt:
Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?
A. a source of solar power
B. a source of electrical power
C. a source of renewable energy
D. a source of nonrenewable energy
Answer:

Answer: 3

Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?

Choices:
A. a source of nonrenewable energy
B. a source of solar power
C. a source of renewable energy
D. a source of electrical power

Prompt:
Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?
A. a source of nonrenewable energy
B. a source of solar power
C. a source of renewable energy
D. a source of electrical power
Answer:

Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?

Choices:
1. a source of solar power
2. a source of electrical power
3. a source of renewable energy
4. a source of nonrenewable energy

Prompt:
Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?
1. a source of solar power
2. a source of electrical power
3. a source of renewable energy
4. a source of nonrenewable energy
Answer:

Answer: 3

Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?

Choices:
K. a source of solar power
A. a source of electrical power
Z. a source of renewable energy
P. a source of nonrenewable energy

Prompt:
Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?
K. a source of solar power
A. a source of electrical power
Z. a source of renewable energy
P. a source of nonrenewable energy
Answer:

Answer: 3

Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?

Choices:
K. a source of nonrenewable energy
A. a source of solar power
Z. a source of renewable energy
P. a source of electrical power

Prompt:
Question: It can take millions of years for fossil fuels to form. These fossil fuels form underground from decaying plants and animals. Which term best describes a fossil fuel?
K. a source of nonrenewable energy
A. a source of solar power
Z. a source of renewable energy
P. a source of electrical power
Answer:


Question: Earth's hydrosphere is best described as the

Choices:
A. relatively thin layer of rock found above Earth's mantle
B. relatively thin layer of water covering most of Earth's crust
C. hot liquid rock located in Earth's outer core
D. very dense rock located in Earth's inner core

Prompt:
Question: Earth's hydrosphere is best described as the
A. relatively thin layer of rock found above Earth's mantle
B. relatively thin layer of water covering most of Earth's crust
C. hot liquid rock located in Earth's outer core
D. very dense rock located in Earth's inner core
Answer:

Answer: 1

Question: Earth's hydrosphere is best described as the

Choices:
A. very dense rock located in Earth's inner core
B. hot liquid rock located in Earth's outer core
C. relatively thin layer of rock found above Earth's mantle
D. relatively thin layer of water covering most of Earth's crust

Prompt:
Question: Earth's hydrosphere is best described as the
A. very dense rock located in Earth's inner core
B. hot liquid rock located in Earth's outer core
C. relatively thin layer of rock found above Earth's mantle
D. relatively thin layer of water covering most of Earth's crust
Answer:

Answer: 3

Question: Earth's hydrosphere is best described as the

Choices:
1. relatively thin layer of rock found above Earth's mantle
2. relatively thin layer of water covering most of Earth's crust
3. hot liquid rock located in Earth's outer core
4. very dense rock located in Earth's inner core

Prompt:
Question: Earth's hydrosphere is best described as the
1. relatively thin layer of rock found above Earth's mantle
2. relatively thin layer of water covering most of Earth's crust
3. hot liquid rock located in Earth's outer core
4. very dense rock located in Earth's inner core
Answer:

Answer: 1

Question: Earth's hydrosphere is best described as the

Choices:
M. relatively thin layer of rock found above Earth's mantle
H. relatively thin layer of water covering most of Earth's crust
I. hot liquid rock located in Earth's outer core
U. very dense rock located in Earth's inner core

Prompt:
Question: Earth's hydrosphere is best described as the
M. relatively thin layer of rock found above Earth's mantle
H. relatively thin layer of water covering most of Earth's crust
I. hot liquid rock located in Earth's outer core
U. very dense rock located in Earth's inner core
Answer:

Answer: 1

Question: Earth's hydrosphere is best described as the

Choices:
M. very dense rock located in Earth's inner core
H. hot liquid rock located in Earth's outer core
I. relatively thin layer of rock found above Earth's mantle
U. relatively thin layer of water covering most of Earth's crust

Prompt:
Question: Earth's hydrosphere is best described as the
M. very dense rock located in Earth's inner core
H. hot liquid rock located in Earth's outer core
I. relatively thin layer of rock found above Earth's mantle
U. relatively thin layer of water covering most of Earth's crust
Answer:

Answer: 3


Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?

Choices:
A. friction
B. speed
C. gravity
D. mass

Prompt:
Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?
A. friction
B. speed
C. gravity
D. mass
Answer:

Answer: 2

Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?

Choices:
A. friction
B. mass
C. speed
D. gravity

Prompt:
Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?
A. friction
B. mass
C. speed
D. gravity
Answer:

Answer: 3

Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?

Choices:
1. friction
2. speed
3. gravity
4. mass

Prompt:
Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?
1. friction
2. speed
3. gravity
4. mass
Answer:

Answer: 2

Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?

Choices:
G. friction
Y. speed
L. gravity
T. mass

Prompt:
Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?
G. friction
Y. speed
L. gravity
T. mass
Answer:

Answer: 2

Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?

Choices:
G. friction
Y. mass
L. speed
T. gravity

Prompt:
Question: When riding a roller coaster, an electric motor pulls the roller coaster to the top of the first hill. What force pulls the roller coaster down the hill?
G. friction
Y. mass
L. speed
T. gravity
Answer:

Answer: 3


Question: Which of these organisms is classified as a decomposer?

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

Prompt:
Question: Which of these organisms is classified as a decomposer?
A. hawk
B. mushroom
C. mouse
D. grass
Answer:

Answer: 1

Question: Which of these organisms is classified as a decomposer?

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

Prompt:
Question: Which of these organisms is classified as a decomposer?
A. mushroom
B. hawk
C. grass
D. mouse
Answer:

Question: Which of these organisms is classified as a decomposer?

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

Prompt:
Question: Which of these organisms is classified as a decomposer?
1. hawk
2. mushroom
3. mouse
4. grass
Answer:

Answer: 1

Question: Which of these organisms is classified as a decomposer?

Choices:
H. hawk
F. mushroom
I. mouse
U. grass

Prompt:
Question: Which of these organisms is classified as a decomposer?
H. hawk
F. mushroom
I. mouse
U. grass
Answer:

Answer: 1

Question: Which of these organisms is classified as a decomposer?

Choices:
H. mushroom
F. hawk
I. grass
U. mouse

Prompt:
Question: Which of these organisms is classified as a decomposer?
H. mushroom
F. hawk
I. grass
U. mouse
Answer:


Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?

Choices:
A. reptile
B. fish
C. amphibian
D. mammal

Prompt:
Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?
A. reptile
B. fish
C. amphibian
D. mammal
Answer:

Answer: 2

Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?

Choices:
A. fish
B. amphibian
C. mammal
D. reptile

Prompt:
Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?
A. fish
B. amphibian
C. mammal
D. reptile
Answer:

Answer: 1

Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?

Choices:
1. reptile
2. fish
3. amphibian
4. mammal

Prompt:
Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?
1. reptile
2. fish
3. amphibian
4. mammal
Answer:

Answer: 2

Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?

Choices:
M. reptile
I. fish
E. amphibian
R. mammal

Prompt:
Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?
M. reptile
I. fish
E. amphibian
R. mammal
Answer:

Answer: 2

Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?

Choices:
M. fish
I. amphibian
E. mammal
R. reptile

Prompt:
Question: A cold-blooded vertebrate with smooth skin belongs to what class of animals?
M. fish
I. amphibian
E. mammal
R. reptile
Answer:

Answer: 1


Question: Which of these best describes a tornado?

Choices:
A. A winter storm that produces frozen precipitation
B. A rotating funnel-shaped cloud with strong winds and thunderstorms
C. A severe weather condition with low temperatures and blowing snow
D. A storm that forms over warm ocean water and has extremely strong winds

Prompt:
Question: Which of these best describes a tornado?
A. A winter storm that produces frozen precipitation
B. A rotating funnel-shaped cloud with strong winds and thunderstorms
C. A severe weather condition with low temperatures and blowing snow
D. A storm that forms over warm ocean water and has extremely strong winds
Answer:

Answer: 1

Question: Which of these best describes a tornado?

Choices:
A. A storm that forms over warm ocean water and has extremely strong winds
B. A severe weather condition with low temperatures and blowing snow
C. A winter storm that produces frozen precipitation
D. A rotating funnel-shaped cloud with strong winds and thunderstorms

Prompt:
Question: Which of these best describes a tornado?
A. A storm that forms over warm ocean water and has extremely strong winds
B. A severe weather condition with low temperatures and blowing snow
C. A winter storm that produces frozen precipitation
D. A rotating funnel-shaped cloud with strong winds and thunderstorms
Answer:

Answer: 3

Question: Which of these best describes a tornado?

Choices:
1. A winter storm that produces frozen precipitation
2. A rotating funnel-shaped cloud with strong winds and thunderstorms
3. A severe weather condition with low temperatures and blowing snow
4. A storm that forms over warm ocean water and has extremely strong winds

Prompt:
Question: Which of these best describes a tornado?
1. A winter storm that produces frozen precipitation
2. A rotating funnel-shaped cloud with strong winds and thunderstorms
3. A severe weather condition with low temperatures and blowing snow
4. A storm that forms over warm ocean water and has extremely strong winds
Answer:

Answer: 1

Question: Which of these best describes a tornado?

Choices:
R. A winter storm that produces frozen precipitation
Y. A rotating funnel-shaped cloud with strong winds and thunderstorms
M. A severe weather condition with low temperatures and blowing snow
G. A storm that forms over warm ocean water and has extremely strong winds

Prompt:
Question: Which of these best describes a tornado?
R. A winter storm that produces frozen precipitation
Y. A rotating funnel-shaped cloud with strong winds and thunderstorms
M. A severe weather condition with low temperatures and blowing snow
G. A storm that forms over warm ocean water and has extremely strong winds
Answer:

Answer: 1

Question: Which of these best describes a tornado?

Choices:
R. A storm that forms over warm ocean water and has extremely strong winds
Y. A severe weather condition with low temperatures and blowing snow
M. A winter storm that produces frozen precipitation
G. A rotating funnel-shaped cloud with strong winds and thunderstorms

Prompt:
Question: Which of these best describes a tornado?
R. A storm that forms over warm ocean water and has extremely strong winds
Y. A severe weather condition with low temperatures and blowing snow
M. A winter storm that produces frozen precipitation
G. A rotating funnel-shaped cloud with strong winds and thunderstorms
Answer:

Answer: 3


Question: Plants use carbon dioxide from the atmosphere during the process of

Choices:
A. respiration.
B. fertilization.
C. evaporation.
D. photosynthesis.

Prompt:
Question: Plants use carbon dioxide from the atmosphere during the process of
A. respiration.
B. fertilization.
C. evaporation.
D. photosynthesis.
Answer:

Answer: 3

Question: Plants use carbon dioxide from the atmosphere during the process of

Choices:
A. photosynthesis.
B. fertilization.
C. evaporation.
D. respiration.

Prompt:
Question: Plants use carbon dioxide from the atmosphere during the process of
A. photosynthesis.
B. fertilization.
C. evaporation.
D. respiration.
Answer:

Question: Plants use carbon dioxide from the atmosphere during the process of

Choices:
1. respiration.
2. fertilization.
3. evaporation.
4. photosynthesis.

Prompt:
Question: Plants use carbon dioxide from the atmosphere during the process of
1. respiration.
2. fertilization.
3. evaporation.
4. photosynthesis.
Answer:

Answer: 3

Question: Plants use carbon dioxide from the atmosphere during the process of

Choices:
E. respiration.
Q. fertilization.
P. evaporation.
B. photosynthesis.

Prompt:
Question: Plants use carbon dioxide from the atmosphere during the process of
E. respiration.
Q. fertilization.
P. evaporation.
B. photosynthesis.
Answer:

Answer: 3

Question: Plants use carbon dioxide from the atmosphere during the process of

Choices:
E. photosynthesis.
Q. fertilization.
P. evaporation.
B. respiration.

Prompt:
Question: Plants use carbon dioxide from the atmosphere during the process of
E. photosynthesis.
Q. fertilization.
P. evaporation.
B. respiration.
Answer:


Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?

Choices:
A. deltas
B. mountains
C. dunes
D. islands

Prompt:
Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?
A. deltas
B. mountains
C. dunes
D. islands
Answer:

Answer: 1

Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?

Choices:
A. mountains
B. dunes
C. deltas
D. islands

Prompt:
Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?
A. mountains
B. dunes
C. deltas
D. islands
Answer:

Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?

Choices:
1. deltas
2. mountains
3. dunes
4. islands

Prompt:
Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?
1. deltas
2. mountains
3. dunes
4. islands
Answer:

Answer: 1

Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?

Choices:
F. deltas
J. mountains
G. dunes
I. islands

Prompt:
Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?
F. deltas
J. mountains
G. dunes
I. islands
Answer:

Answer: 1

Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?

Choices:
F. mountains
J. dunes
G. deltas
I. islands

Prompt:
Question: A reverse fault occurs when one side of a fault plane is driven up over the other side. Reverse faults can cause which of these landforms?
F. mountains
J. dunes
G. deltas
I. islands
Answer:


Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?

Choices:
A. a glass jar
B. a paper cup
C. a wooden box
D. a plastic bottle

Prompt:
Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?
A. a glass jar
B. a paper cup
C. a wooden box
D. a plastic bottle
Answer:

Answer: 3

Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?

Choices:
A. a wooden box
B. a glass jar
C. a plastic bottle
D. a paper cup

Prompt:
Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?
A. a wooden box
B. a glass jar
C. a plastic bottle
D. a paper cup
Answer:

Answer: 2

Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?

Choices:
1. a glass jar
2. a paper cup
3. a wooden box
4. a plastic bottle

Prompt:
Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?
1. a glass jar
2. a paper cup
3. a wooden box
4. a plastic bottle
Answer:

Answer: 3

Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?

Choices:
S. a glass jar
G. a paper cup
V. a wooden box
M. a plastic bottle

Prompt:
Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?
S. a glass jar
G. a paper cup
V. a wooden box
M. a plastic bottle
Answer:

Answer: 3

Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?

Choices:
S. a wooden box
G. a glass jar
V. a plastic bottle
M. a paper cup

Prompt:
Question: A student is collecting water samples. The student needs a container that holds water, will not break easily, and can be used many times. Which of the following containers will best meet the student's needs?
S. a wooden box
G. a glass jar
V. a plastic bottle
M. a paper cup
Answer:

Answer: 2


Question: What condition is most likely to spread an illness between people?

Choices:
A. a virus suspended in the air
B. an accident on a playground
C. a genetic mutation in somatic cells
D. an occurrence of acid rain

Prompt:
Question: What condition is most likely to spread an illness between people?
A. a virus suspended in the air
B. an accident on a playground
C. a genetic mutation in somatic cells
D. an occurrence of acid rain
Answer:

Question: What condition is most likely to spread an illness between people?

Choices:
A. an accident on a playground
B. a genetic mutation in somatic cells
C. an occurrence of acid rain
D. a virus suspended in the air

Prompt:
Question: What condition is most likely to spread an illness between people?
A. an accident on a playground
B. a genetic mutation in somatic cells
C. an occurrence of acid rain
D. a virus suspended in the air
Answer:

Answer: 3

Question: What condition is most likely to spread an illness between people?

Choices:
1. a virus suspended in the air
2. an accident on a playground
3. a genetic mutation in somatic cells
4. an occurrence of acid rain

Prompt:
Question: What condition is most likely to spread an illness between people?
1. a virus suspended in the air
2. an accident on a playground
3. a genetic mutation in somatic cells
4. an occurrence of acid rain
Answer:

Question: What condition is most likely to spread an illness between people?

Choices:
L. a virus suspended in the air
Y. an accident on a playground
B. a genetic mutation in somatic cells
W. an occurrence of acid rain

Prompt:
Question: What condition is most likely to spread an illness between people?
L. a virus suspended in the air
Y. an accident on a playground
B. a genetic mutation in somatic cells
W. an occurrence of acid rain
Answer:

Question: What condition is most likely to spread an illness between people?

Choices:
L. an accident on a playground
Y. a genetic mutation in somatic cells
B. an occurrence of acid rain
W. a virus suspended in the air

Prompt:
Question: What condition is most likely to spread an illness between people?
L. an accident on a playground
Y. a genetic mutation in somatic cells
B. an occurrence of acid rain
W. a virus suspended in the air
Answer:

Answer: 3


Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?

Choices:
A. deep-sea currents
B. earthquake formation
C. spreading of the sea floor
D. sedimentary rocks

Prompt:
Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?
A. deep-sea currents
B. earthquake formation
C. spreading of the sea floor
D. sedimentary rocks
Answer:

Answer: 2

Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?

Choices:
A. deep-sea currents
B. earthquake formation
C. sedimentary rocks
D. spreading of the sea floor

Prompt:
Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?
A. deep-sea currents
B. earthquake formation
C. sedimentary rocks
D. spreading of the sea floor
Answer:

Answer: 3

Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?

Choices:
1. deep-sea currents
2. earthquake formation
3. spreading of the sea floor
4. sedimentary rocks

Prompt:
Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?
1. deep-sea currents
2. earthquake formation
3. spreading of the sea floor
4. sedimentary rocks
Answer:

Answer: 2

Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?

Choices:
X. deep-sea currents
E. earthquake formation
V. spreading of the sea floor
P. sedimentary rocks

Prompt:
Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?
X. deep-sea currents
E. earthquake formation
V. spreading of the sea floor
P. sedimentary rocks
Answer:

Answer: 2

Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?

Choices:
X. deep-sea currents
E. earthquake formation
V. sedimentary rocks
P. spreading of the sea floor

Prompt:
Question: When scientists proposed the Theory of Continental Drift, there were many skeptics. Which discovery confirmed that the continents move on plates?
X. deep-sea currents
E. earthquake formation
V. sedimentary rocks
P. spreading of the sea floor
Answer:

Answer: 3


Question: Which two things are produced when a plant breaks down sugar to release energy?

Choices:
A. carbon dioxide and water
B. oxygen and carbon dioxide
C. carbon dioxide and food
D. oxygen and food

Prompt:
Question: Which two things are produced when a plant breaks down sugar to release energy?
A. carbon dioxide and water
B. oxygen and carbon dioxide
C. carbon dioxide and food
D. oxygen and food
Answer:

Question: Which two things are produced when a plant breaks down sugar to release energy?

Choices:
A. oxygen and food
B. carbon dioxide and food
C. oxygen and carbon dioxide
D. carbon dioxide and water

Prompt:
Question: Which two things are produced when a plant breaks down sugar to release energy?
A. oxygen and food
B. carbon dioxide and food
C. oxygen and carbon dioxide
D. carbon dioxide and water
Answer:

Answer: 3

Question: Which two things are produced when a plant breaks down sugar to release energy?

Choices:
1. carbon dioxide and water
2. oxygen and carbon dioxide
3. carbon dioxide and food
4. oxygen and food

Prompt:
Question: Which two things are produced when a plant breaks down sugar to release energy?
1. carbon dioxide and water
2. oxygen and carbon dioxide
3. carbon dioxide and food
4. oxygen and food
Answer:

Question: Which two things are produced when a plant breaks down sugar to release energy?

Choices:
Q. carbon dioxide and water
R. oxygen and carbon dioxide
X. carbon dioxide and food
P. oxygen and food

Prompt:
Question: Which two things are produced when a plant breaks down sugar to release energy?
Q. carbon dioxide and water
R. oxygen and carbon dioxide
X. carbon dioxide and food
P. oxygen and food
Answer:

Question: Which two things are produced when a plant breaks down sugar to release energy?

Choices:
Q. oxygen and food
R. carbon dioxide and food
X. oxygen and carbon dioxide
P. carbon dioxide and water

Prompt:
Question: Which two things are produced when a plant breaks down sugar to release energy?
Q. oxygen and food
R. carbon dioxide and food
X. oxygen and carbon dioxide
P. carbon dioxide and water
Answer:

Answer: 3


Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?

Choices:
A. linear movement due west
B. linear movement due south
C. clockwise movement
D. counterclockwise movement

Prompt:
Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?
A. linear movement due west
B. linear movement due south
C. clockwise movement
D. counterclockwise movement
Answer:

Answer: 2

Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?

Choices:
A. clockwise movement
B. counterclockwise movement
C. linear movement due south
D. linear movement due west

Prompt:
Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?
A. clockwise movement
B. counterclockwise movement
C. linear movement due south
D. linear movement due west
Answer:

Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?

Choices:
1. linear movement due west
2. linear movement due south
3. clockwise movement
4. counterclockwise movement

Prompt:
Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?
1. linear movement due west
2. linear movement due south
3. clockwise movement
4. counterclockwise movement
Answer:

Answer: 2

Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?

Choices:
D. linear movement due west
Z. linear movement due south
R. clockwise movement
H. counterclockwise movement

Prompt:
Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?
D. linear movement due west
Z. linear movement due south
R. clockwise movement
H. counterclockwise movement
Answer:

Answer: 2

Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?

Choices:
D. clockwise movement
Z. counterclockwise movement
R. linear movement due south
H. linear movement due west

Prompt:
Question: A scientist wants to track contaminant movement in the Gulf Stream. The Gulf Stream is a warm water current in the North Atlantic Ocean and is part of the North Atlantic gyre. The gyre is influenced by the Coriolis effect. To follow the contaminant after it exits the Gulf Stream, the scientist needs to know characteristics of the North Atlantic gyre. Which of these best describes a movement of the North Atlantic gyre the scientist needs to know?
D. clockwise movement
Z. counterclockwise movement
R. linear movement due south
H. linear movement due west
Answer: