Question: Which statement best explains why photosynthesis is the foundation of most food webs?

Choices:
A. Sunlight is the source of energy for nearly all ecosystems.
B. Most ecosystems are found on land instead of in water.
C. Carbon dioxide is more available than other gases.
D. The producers in all ecosystems are plants.

Prompt:
Question: Which statement best explains why photosynthesis is the foundation of most food webs?
A. Sunlight is the source of energy for nearly all ecosystems.
B. Most ecosystems are found on land instead of in water.
C. Carbon dioxide is more available than other gases.
D. The producers in all ecosystems are plants.
Answer:

Question: Which statement best explains why photosynthesis is the foundation of most food webs?

Choices:
A. Carbon dioxide is more available than other gases.
B. The producers in all ecosystems are plants.
C. Sunlight is the source of energy for nearly all ecosystems.
D. Most ecosystems are found on land instead of in water.

Prompt:
Question: Which statement best explains why photosynthesis is the foundation of most food webs?
A. Carbon dioxide is more available than other gases.
B. The producers in all ecosystems are plants.
C. Sunlight is the source of energy for nearly all ecosystems.
D. Most ecosystems are found on land instead of in water.
Answer:

Answer: 2

Question: Which statement best explains why photosynthesis is the foundation of most food webs?

Choices:
1. Sunlight is the source of energy for nearly all ecosystems.
2. Most ecosystems are found on land instead of in water.
3. Carbon dioxide is more available than other gases.
4. The producers in all ecosystems are plants.

Prompt:
Question: Which statement best explains why photosynthesis is the foundation of most food webs?
1. Sunlight is the source of energy for nearly all ecosystems.
2. Most ecosystems are found on land instead of in water.
3. Carbon dioxide is more available than other gases.
4. The producers in all ecosystems are plants.
Answer:

Question: Which statement best explains why photosynthesis is the foundation of most food webs?

Choices:
R. Sunlight is the source of energy for nearly all ecosystems.
V. Most ecosystems are found on land instead of in water.
C. Carbon dioxide is more available than other gases.
Y. The producers in all ecosystems are plants.

Prompt:
Question: Which statement best explains why photosynthesis is the foundation of most food webs?
R. Sunlight is the source of energy for nearly all ecosystems.
V. Most ecosystems are found on land instead of in water.
C. Carbon dioxide is more available than other gases.
Y. The producers in all ecosystems are plants.
Answer:

Question: Which statement best explains why photosynthesis is the foundation of most food webs?

Choices:
R. Carbon dioxide is more available than other gases.
V. The producers in all ecosystems are plants.
C. Sunlight is the source of energy for nearly all ecosystems.
Y. Most ecosystems are found on land instead of in water.

Prompt:
Question: Which statement best explains why photosynthesis is the foundation of most food webs?
R. Carbon dioxide is more available than other gases.
V. The producers in all ecosystems are plants.
C. Sunlight is the source of energy for nearly all ecosystems.
Y. Most ecosystems are found on land instead of in water.
Answer:

Answer: 2


Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?

Choices:
A. safety goggles
B. breathing mask
C. rubber gloves
D. lead apron

Prompt:
Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?
A. safety goggles
B. breathing mask
C. rubber gloves
D. lead apron
Answer:

Answer: 1

Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?

Choices:
A. breathing mask
B. lead apron
C. safety goggles
D. rubber gloves

Prompt:
Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?
A. breathing mask
B. lead apron
C. safety goggles
D. rubber gloves
Answer:

Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?

Choices:
1. safety goggles
2. breathing mask
3. rubber gloves
4. lead apron

Prompt:
Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?
1. safety goggles
2. breathing mask
3. rubber gloves
4. lead apron
Answer:

Answer: 1

Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?

Choices:
E. safety goggles
S. breathing mask
A. rubber gloves
Z. lead apron

Prompt:
Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?
E. safety goggles
S. breathing mask
A. rubber gloves
Z. lead apron
Answer:

Answer: 1

Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?

Choices:
E. breathing mask
S. lead apron
A. safety goggles
Z. rubber gloves

Prompt:
Question: Which piece of safety equipment is used to keep mold spores from entering the respiratory system?
E. breathing mask
S. lead apron
A. safety goggles
Z. rubber gloves
Answer:


Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?

Choices:
A. brain cells
B. bone cells
C. muscle cells
D. ovary cells

Prompt:
Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?
A. brain cells
B. bone cells
C. muscle cells
D. ovary cells
Answer:

Answer: 3

Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?

Choices:
A. ovary cells
B. bone cells
C. brain cells
D. muscle cells

Prompt:
Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?
A. ovary cells
B. bone cells
C. brain cells
D. muscle cells
Answer:

Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?

Choices:
1. brain cells
2. bone cells
3. muscle cells
4. ovary cells

Prompt:
Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?
1. brain cells
2. bone cells
3. muscle cells
4. ovary cells
Answer:

Answer: 3

Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?

Choices:
Z. brain cells
X. bone cells
R. muscle cells
U. ovary cells

Prompt:
Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?
Z. brain cells
X. bone cells
R. muscle cells
U. ovary cells
Answer:

Answer: 3

Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?

Choices:
Z. ovary cells
X. bone cells
R. brain cells
U. muscle cells

Prompt:
Question: Meiosis is a type of cell division in which germ cells divide to produce haploid cells. Where does meiosis occur?
Z. ovary cells
X. bone cells
R. brain cells
U. muscle cells
Answer:


Question: Which characteristic describes the texture of a kitten's fur?

Choices:
A. gray
B. warm
C. long
D. soft

Prompt:
Question: Which characteristic describes the texture of a kitten's fur?
A. gray
B. warm
C. long
D. soft
Answer:

Answer: 3

Question: Which characteristic describes the texture of a kitten's fur?

Choices:
A. gray
B. soft
C. long
D. warm

Prompt:
Question: Which characteristic describes the texture of a kitten's fur?
A. gray
B. soft
C. long
D. warm
Answer:

Answer: 1

Question: Which characteristic describes the texture of a kitten's fur?

Choices:
1. gray
2. warm
3. long
4. soft

Prompt:
Question: Which characteristic describes the texture of a kitten's fur?
1. gray
2. warm
3. long
4. soft
Answer:

Answer: 3

Question: Which characteristic describes the texture of a kitten's fur?

Choices:
B. gray
D. warm
M. long
R. soft

Prompt:
Question: Which characteristic describes the texture of a kitten's fur?
B. gray
D. warm
M. long
R. soft
Answer:

Answer: 3

Question: Which characteristic describes the texture of a kitten's fur?

Choices:
B. gray
D. soft
M. long
R. warm

Prompt:
Question: Which characteristic describes the texture of a kitten's fur?
B. gray
D. soft
M. long
R. warm
Answer:

Answer: 1


Question: Which best describes the structure of an atom?

Choices:
A. a lightweight core surrounded by neutral particles
B. a massive core surrounded by negatively-charged particles
C. a network of interacting positive and negative particles
D. overlapping layers of neutral, positive, and negative particles

Prompt:
Question: Which best describes the structure of an atom?
A. a lightweight core surrounded by neutral particles
B. a massive core surrounded by negatively-charged particles
C. a network of interacting positive and negative particles
D. overlapping layers of neutral, positive, and negative particles
Answer:

Answer: 1

Question: Which best describes the structure of an atom?

Choices:
A. a network of interacting positive and negative particles
B. overlapping layers of neutral, positive, and negative particles
C. a massive core surrounded by negatively-charged particles
D. a lightweight core surrounded by neutral particles

Prompt:
Question: Which best describes the structure of an atom?
A. a network of interacting positive and negative particles
B. overlapping layers of neutral, positive, and negative particles
C. a massive core surrounded by negatively-charged particles
D. a lightweight core surrounded by neutral particles
Answer:

Answer: 2

Question: Which best describes the structure of an atom?

Choices:
1. a lightweight core surrounded by neutral particles
2. a massive core surrounded by negatively-charged particles
3. a network of interacting positive and negative particles
4. overlapping layers of neutral, positive, and negative particles

Prompt:
Question: Which best describes the structure of an atom?
1. a lightweight core surrounded by neutral particles
2. a massive core surrounded by negatively-charged particles
3. a network of interacting positive and negative particles
4. overlapping layers of neutral, positive, and negative particles
Answer:

Answer: 1

Question: Which best describes the structure of an atom?

Choices:
V. a lightweight core surrounded by neutral particles
B. a massive core surrounded by negatively-charged particles
D. a network of interacting positive and negative particles
X. overlapping layers of neutral, positive, and negative particles

Prompt:
Question: Which best describes the structure of an atom?
V. a lightweight core surrounded by neutral particles
B. a massive core surrounded by negatively-charged particles
D. a network of interacting positive and negative particles
X. overlapping layers of neutral, positive, and negative particles
Answer:

Answer: 1

Question: Which best describes the structure of an atom?

Choices:
V. a network of interacting positive and negative particles
B. overlapping layers of neutral, positive, and negative particles
D. a massive core surrounded by negatively-charged particles
X. a lightweight core surrounded by neutral particles

Prompt:
Question: Which best describes the structure of an atom?
V. a network of interacting positive and negative particles
B. overlapping layers of neutral, positive, and negative particles
D. a massive core surrounded by negatively-charged particles
X. a lightweight core surrounded by neutral particles
Answer:

Answer: 2


Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the

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

Prompt:
Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the
A. meter.
B. kilometer.
C. light-year.
D. astronomical unit.
Answer:

Answer: 2

Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the

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

Prompt:
Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the
A. astronomical unit.
B. kilometer.
C. meter.
D. light-year.
Answer:

Answer: 3

Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the

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

Prompt:
Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the
1. meter.
2. kilometer.
3. light-year.
4. astronomical unit.
Answer:

Answer: 2

Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the

Choices:
E. meter.
M. kilometer.
T. light-year.
L. astronomical unit.

Prompt:
Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the
E. meter.
M. kilometer.
T. light-year.
L. astronomical unit.
Answer:

Answer: 2

Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the

Choices:
E. astronomical unit.
M. kilometer.
T. meter.
L. light-year.

Prompt:
Question: To express the distance between the Milky Way galaxy and other galaxies, the most appropriate unit of measurement is the
E. astronomical unit.
M. kilometer.
T. meter.
L. light-year.
Answer:

Answer: 3


Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?

Choices:
A. wash hands
B. turn off all equipment
C. put away all glassware
D. wash instruments and table tops

Prompt:
Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?
A. wash hands
B. turn off all equipment
C. put away all glassware
D. wash instruments and table tops
Answer:

Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?

Choices:
A. put away all glassware
B. turn off all equipment
C. wash hands
D. wash instruments and table tops

Prompt:
Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?
A. put away all glassware
B. turn off all equipment
C. wash hands
D. wash instruments and table tops
Answer:

Answer: 2

Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?

Choices:
1. wash hands
2. turn off all equipment
3. put away all glassware
4. wash instruments and table tops

Prompt:
Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?
1. wash hands
2. turn off all equipment
3. put away all glassware
4. wash instruments and table tops
Answer:

Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?

Choices:
T. wash hands
K. turn off all equipment
N. put away all glassware
P. wash instruments and table tops

Prompt:
Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?
T. wash hands
K. turn off all equipment
N. put away all glassware
P. wash instruments and table tops
Answer:

Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?

Choices:
T. put away all glassware
K. turn off all equipment
N. wash hands
P. wash instruments and table tops

Prompt:
Question: A student has just completed a laboratory activity. What is the last action that the student should perform before leaving the lab area?
T. put away all glassware
K. turn off all equipment
N. wash hands
P. wash instruments and table tops
Answer:

Answer: 2


Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?

Choices:
A. meters
B. centimeters
C. grams
D. milligrams

Prompt:
Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?
A. meters
B. centimeters
C. grams
D. milligrams
Answer:

Answer: 2

Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?

Choices:
A. meters
B. grams
C. centimeters
D. milligrams

Prompt:
Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?
A. meters
B. grams
C. centimeters
D. milligrams
Answer:

Answer: 1

Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?

Choices:
1. meters
2. centimeters
3. grams
4. milligrams

Prompt:
Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?
1. meters
2. centimeters
3. grams
4. milligrams
Answer:

Answer: 2

Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?

Choices:
S. meters
B. centimeters
W. grams
A. milligrams

Prompt:
Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?
S. meters
B. centimeters
W. grams
A. milligrams
Answer:

Answer: 2

Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?

Choices:
S. meters
B. grams
W. centimeters
A. milligrams

Prompt:
Question: Students are investigating the effects of different fertilizers on plant growth. Which units would be best to measure the mass of the fertilizer used?
S. meters
B. grams
W. centimeters
A. milligrams
Answer:

Answer: 1


Question: Plants use sunlight to make

Choices:
A. soil.
B. minerals.
C. food.
D. water.

Prompt:
Question: Plants use sunlight to make
A. soil.
B. minerals.
C. food.
D. water.
Answer:

Answer: 2

Question: Plants use sunlight to make

Choices:
A. food.
B. soil.
C. water.
D. minerals.

Prompt:
Question: Plants use sunlight to make
A. food.
B. soil.
C. water.
D. minerals.
Answer:

Question: Plants use sunlight to make

Choices:
1. soil.
2. minerals.
3. food.
4. water.

Prompt:
Question: Plants use sunlight to make
1. soil.
2. minerals.
3. food.
4. water.
Answer:

Answer: 2

Question: Plants use sunlight to make

Choices:
T. soil.
R. minerals.
V. food.
Y. water.

Prompt:
Question: Plants use sunlight to make
T. soil.
R. minerals.
V. food.
Y. water.
Answer:

Answer: 2

Question: Plants use sunlight to make

Choices:
T. food.
R. soil.
V. water.
Y. minerals.

Prompt:
Question: Plants use sunlight to make
T. food.
R. soil.
V. water.
Y. minerals.
Answer:


Question: Which of these correctly identifies the way materials are transported in a plant?

Choices:
A. Xylem carries water from the roots to the leaves.
B. Phloem carries minerals from the roots to the leaves.
C. Xylem carries sugars from the flowers to the stems.
D. Phloem carries water from the flowers to the stems.

Prompt:
Question: Which of these correctly identifies the way materials are transported in a plant?
A. Xylem carries water from the roots to the leaves.
B. Phloem carries minerals from the roots to the leaves.
C. Xylem carries sugars from the flowers to the stems.
D. Phloem carries water from the flowers to the stems.
Answer:

Question: Which of these correctly identifies the way materials are transported in a plant?

Choices:
A. Phloem carries water from the flowers to the stems.
B. Phloem carries minerals from the roots to the leaves.
C. Xylem carries sugars from the flowers to the stems.
D. Xylem carries water from the roots to the leaves.

Prompt:
Question: Which of these correctly identifies the way materials are transported in a plant?
A. Phloem carries water from the flowers to the stems.
B. Phloem carries minerals from the roots to the leaves.
C. Xylem carries sugars from the flowers to the stems.
D. Xylem carries water from the roots to the leaves.
Answer:

Answer: 3

Question: Which of these correctly identifies the way materials are transported in a plant?

Choices:
1. Xylem carries water from the roots to the leaves.
2. Phloem carries minerals from the roots to the leaves.
3. Xylem carries sugars from the flowers to the stems.
4. Phloem carries water from the flowers to the stems.

Prompt:
Question: Which of these correctly identifies the way materials are transported in a plant?
1. Xylem carries water from the roots to the leaves.
2. Phloem carries minerals from the roots to the leaves.
3. Xylem carries sugars from the flowers to the stems.
4. Phloem carries water from the flowers to the stems.
Answer:

Question: Which of these correctly identifies the way materials are transported in a plant?

Choices:
G. Xylem carries water from the roots to the leaves.
B. Phloem carries minerals from the roots to the leaves.
N. Xylem carries sugars from the flowers to the stems.
J. Phloem carries water from the flowers to the stems.

Prompt:
Question: Which of these correctly identifies the way materials are transported in a plant?
G. Xylem carries water from the roots to the leaves.
B. Phloem carries minerals from the roots to the leaves.
N. Xylem carries sugars from the flowers to the stems.
J. Phloem carries water from the flowers to the stems.
Answer:

Question: Which of these correctly identifies the way materials are transported in a plant?

Choices:
G. Phloem carries water from the flowers to the stems.
B. Phloem carries minerals from the roots to the leaves.
N. Xylem carries sugars from the flowers to the stems.
J. Xylem carries water from the roots to the leaves.

Prompt:
Question: Which of these correctly identifies the way materials are transported in a plant?
G. Phloem carries water from the flowers to the stems.
B. Phloem carries minerals from the roots to the leaves.
N. Xylem carries sugars from the flowers to the stems.
J. Xylem carries water from the roots to the leaves.
Answer:

Answer: 3


Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?

Choices:
A. Rainfall increases.
B. Sunlight is reduced.
C. Wind speed increases.
D. Animal migration is stopped.

Prompt:
Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?
A. Rainfall increases.
B. Sunlight is reduced.
C. Wind speed increases.
D. Animal migration is stopped.
Answer:

Answer: 1

Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?

Choices:
A. Sunlight is reduced.
B. Wind speed increases.
C. Animal migration is stopped.
D. Rainfall increases.

Prompt:
Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?
A. Sunlight is reduced.
B. Wind speed increases.
C. Animal migration is stopped.
D. Rainfall increases.
Answer:

Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?

Choices:
1. Rainfall increases.
2. Sunlight is reduced.
3. Wind speed increases.
4. Animal migration is stopped.

Prompt:
Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?
1. Rainfall increases.
2. Sunlight is reduced.
3. Wind speed increases.
4. Animal migration is stopped.
Answer:

Answer: 1

Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?

Choices:
C. Rainfall increases.
K. Sunlight is reduced.
G. Wind speed increases.
U. Animal migration is stopped.

Prompt:
Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?
C. Rainfall increases.
K. Sunlight is reduced.
G. Wind speed increases.
U. Animal migration is stopped.
Answer:

Answer: 1

Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?

Choices:
C. Sunlight is reduced.
K. Wind speed increases.
G. Animal migration is stopped.
U. Rainfall increases.

Prompt:
Question: When trees develop leaves in the spring, 10 changes occur on the forest floor. Why does the development of leaves cause changes on the forest floor?
C. Sunlight is reduced.
K. Wind speed increases.
G. Animal migration is stopped.
U. Rainfall increases.
Answer:


Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?

Choices:
A. taking in oxygen and transporting it to cells of the body
B. releasing hormones and transporting them to cells of the body
C. absorbing nutrients from food and transporting them to cells in the body
D. collecting waste products from the cells and transporting it out of the body

Prompt:
Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?
A. taking in oxygen and transporting it to cells of the body
B. releasing hormones and transporting them to cells of the body
C. absorbing nutrients from food and transporting them to cells in the body
D. collecting waste products from the cells and transporting it out of the body
Answer:

Answer: 1

Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?

Choices:
A. releasing hormones and transporting them to cells of the body
B. absorbing nutrients from food and transporting them to cells in the body
C. collecting waste products from the cells and transporting it out of the body
D. taking in oxygen and transporting it to cells of the body

Prompt:
Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?
A. releasing hormones and transporting them to cells of the body
B. absorbing nutrients from food and transporting them to cells in the body
C. collecting waste products from the cells and transporting it out of the body
D. taking in oxygen and transporting it to cells of the body
Answer:

Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?

Choices:
1. taking in oxygen and transporting it to cells of the body
2. releasing hormones and transporting them to cells of the body
3. absorbing nutrients from food and transporting them to cells in the body
4. collecting waste products from the cells and transporting it out of the body

Prompt:
Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?
1. taking in oxygen and transporting it to cells of the body
2. releasing hormones and transporting them to cells of the body
3. absorbing nutrients from food and transporting them to cells in the body
4. collecting waste products from the cells and transporting it out of the body
Answer:

Answer: 1

Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?

Choices:
E. taking in oxygen and transporting it to cells of the body
A. releasing hormones and transporting them to cells of the body
W. absorbing nutrients from food and transporting them to cells in the body
Q. collecting waste products from the cells and transporting it out of the body

Prompt:
Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?
E. taking in oxygen and transporting it to cells of the body
A. releasing hormones and transporting them to cells of the body
W. absorbing nutrients from food and transporting them to cells in the body
Q. collecting waste products from the cells and transporting it out of the body
Answer:

Answer: 1

Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?

Choices:
E. releasing hormones and transporting them to cells of the body
A. absorbing nutrients from food and transporting them to cells in the body
W. collecting waste products from the cells and transporting it out of the body
Q. taking in oxygen and transporting it to cells of the body

Prompt:
Question: The circulatory system and the endocrine system work together in the human body. Which describes one way in which these systems interact?
E. releasing hormones and transporting them to cells of the body
A. absorbing nutrients from food and transporting them to cells in the body
W. collecting waste products from the cells and transporting it out of the body
Q. taking in oxygen and transporting it to cells of the body
Answer:


Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?

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

Prompt:
Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?
A. electricity
B. gravity
C. magnetism
D. tension
Answer:

Answer: 1

Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?

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

Prompt:
Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?
A. magnetism
B. tension
C. electricity
D. gravity
Answer:

Answer: 3

Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?

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

Prompt:
Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?
1. electricity
2. gravity
3. magnetism
4. tension
Answer:

Answer: 1

Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?

Choices:
U. electricity
R. gravity
Q. magnetism
D. tension

Prompt:
Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?
U. electricity
R. gravity
Q. magnetism
D. tension
Answer:

Answer: 1

Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?

Choices:
U. magnetism
R. tension
Q. electricity
D. gravity

Prompt:
Question: A student throws a ball into the air. While the ball travels up, the speed of the ball decreases. What force causes the ball to slow while traveling up?
U. magnetism
R. tension
Q. electricity
D. gravity
Answer:

Answer: 3


Question: Which of these will most likely harm a habitat?

Choices:
A. planting trees
B. water pollution
C. rainfall
D. sunlight

Prompt:
Question: Which of these will most likely harm a habitat?
A. planting trees
B. water pollution
C. rainfall
D. sunlight
Answer:

Answer: 1

Question: Which of these will most likely harm a habitat?

Choices:
A. water pollution
B. rainfall
C. sunlight
D. planting trees

Prompt:
Question: Which of these will most likely harm a habitat?
A. water pollution
B. rainfall
C. sunlight
D. planting trees
Answer:

Question: Which of these will most likely harm a habitat?

Choices:
1. planting trees
2. water pollution
3. rainfall
4. sunlight

Prompt:
Question: Which of these will most likely harm a habitat?
1. planting trees
2. water pollution
3. rainfall
4. sunlight
Answer:

Answer: 1

Question: Which of these will most likely harm a habitat?

Choices:
E. planting trees
K. water pollution
H. rainfall
B. sunlight

Prompt:
Question: Which of these will most likely harm a habitat?
E. planting trees
K. water pollution
H. rainfall
B. sunlight
Answer:

Answer: 1

Question: Which of these will most likely harm a habitat?

Choices:
E. water pollution
K. rainfall
H. sunlight
B. planting trees

Prompt:
Question: Which of these will most likely harm a habitat?
E. water pollution
K. rainfall
H. sunlight
B. planting trees
Answer:


Question: All living and nonliving material is composed of

Choices:
A. air
B. elements
C. water
D. soil

Prompt:
Question: All living and nonliving material is composed of
A. air
B. elements
C. water
D. soil
Answer:

Answer: 1

Question: All living and nonliving material is composed of

Choices:
A. soil
B. air
C. elements
D. water

Prompt:
Question: All living and nonliving material is composed of
A. soil
B. air
C. elements
D. water
Answer:

Answer: 2

Question: All living and nonliving material is composed of

Choices:
1. air
2. elements
3. water
4. soil

Prompt:
Question: All living and nonliving material is composed of
1. air
2. elements
3. water
4. soil
Answer:

Answer: 1

Question: All living and nonliving material is composed of

Choices:
W. air
A. elements
P. water
Q. soil

Prompt:
Question: All living and nonliving material is composed of
W. air
A. elements
P. water
Q. soil
Answer:

Answer: 1

Question: All living and nonliving material is composed of

Choices:
W. soil
A. air
P. elements
Q. water

Prompt:
Question: All living and nonliving material is composed of
W. soil
A. air
P. elements
Q. water
Answer:

Answer: 2


Question: Which process best explains how the Grand Canyon became so wide?

Choices:
A. folding
B. erosion
C. deposition
D. sedimentation

Prompt:
Question: Which process best explains how the Grand Canyon became so wide?
A. folding
B. erosion
C. deposition
D. sedimentation
Answer:

Answer: 1

Question: Which process best explains how the Grand Canyon became so wide?

Choices:
A. sedimentation
B. deposition
C. erosion
D. folding

Prompt:
Question: Which process best explains how the Grand Canyon became so wide?
A. sedimentation
B. deposition
C. erosion
D. folding
Answer:

Answer: 2

Question: Which process best explains how the Grand Canyon became so wide?

Choices:
1. folding
2. erosion
3. deposition
4. sedimentation

Prompt:
Question: Which process best explains how the Grand Canyon became so wide?
1. folding
2. erosion
3. deposition
4. sedimentation
Answer:

Answer: 1

Question: Which process best explains how the Grand Canyon became so wide?

Choices:
Q. folding
M. erosion
G. deposition
R. sedimentation

Prompt:
Question: Which process best explains how the Grand Canyon became so wide?
Q. folding
M. erosion
G. deposition
R. sedimentation
Answer:

Answer: 1

Question: Which process best explains how the Grand Canyon became so wide?

Choices:
Q. sedimentation
M. deposition
G. erosion
R. folding

Prompt:
Question: Which process best explains how the Grand Canyon became so wide?
Q. sedimentation
M. deposition
G. erosion
R. folding
Answer:

Answer: 2


Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?

Choices:
A. birds that eat fish from shallow waters
B. fish that live in coral reefs in shallow waters
C. mammals that swim in cold, deep ocean waters
D. crustaceans at the bottom of deep sea ocean waters

Prompt:
Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?
A. birds that eat fish from shallow waters
B. fish that live in coral reefs in shallow waters
C. mammals that swim in cold, deep ocean waters
D. crustaceans at the bottom of deep sea ocean waters
Answer:

Answer: 1

Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?

Choices:
A. crustaceans at the bottom of deep sea ocean waters
B. birds that eat fish from shallow waters
C. fish that live in coral reefs in shallow waters
D. mammals that swim in cold, deep ocean waters

Prompt:
Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?
A. crustaceans at the bottom of deep sea ocean waters
B. birds that eat fish from shallow waters
C. fish that live in coral reefs in shallow waters
D. mammals that swim in cold, deep ocean waters
Answer:

Answer: 2

Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?

Choices:
1. birds that eat fish from shallow waters
2. fish that live in coral reefs in shallow waters
3. mammals that swim in cold, deep ocean waters
4. crustaceans at the bottom of deep sea ocean waters

Prompt:
Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?
1. birds that eat fish from shallow waters
2. fish that live in coral reefs in shallow waters
3. mammals that swim in cold, deep ocean waters
4. crustaceans at the bottom of deep sea ocean waters
Answer:

Answer: 1

Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?

Choices:
S. birds that eat fish from shallow waters
E. fish that live in coral reefs in shallow waters
Q. mammals that swim in cold, deep ocean waters
N. crustaceans at the bottom of deep sea ocean waters

Prompt:
Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?
S. birds that eat fish from shallow waters
E. fish that live in coral reefs in shallow waters
Q. mammals that swim in cold, deep ocean waters
N. crustaceans at the bottom of deep sea ocean waters
Answer:

Answer: 1

Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?

Choices:
S. crustaceans at the bottom of deep sea ocean waters
E. birds that eat fish from shallow waters
Q. fish that live in coral reefs in shallow waters
N. mammals that swim in cold, deep ocean waters

Prompt:
Question: As global temperatures increase, certain organisms will be more affected than others. The changes associated with global warming may result in an increase in sea level. Which organisms will be affected most as a result of the change in sea level?
S. crustaceans at the bottom of deep sea ocean waters
E. birds that eat fish from shallow waters
Q. fish that live in coral reefs in shallow waters
N. mammals that swim in cold, deep ocean waters
Answer:

Answer: 2


Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is

Choices:
A. some of the water was absorbed by the dish.
B. the air condensed.
C. the light shining on the window sill produced more sugar.
D. the water evaporated.

Prompt:
Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is
A. some of the water was absorbed by the dish.
B. the air condensed.
C. the light shining on the window sill produced more sugar.
D. the water evaporated.
Answer:

Answer: 3

Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is

Choices:
A. the light shining on the window sill produced more sugar.
B. the water evaporated.
C. some of the water was absorbed by the dish.
D. the air condensed.

Prompt:
Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is
A. the light shining on the window sill produced more sugar.
B. the water evaporated.
C. some of the water was absorbed by the dish.
D. the air condensed.
Answer:

Answer: 1

Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is

Choices:
1. some of the water was absorbed by the dish.
2. the air condensed.
3. the light shining on the window sill produced more sugar.
4. the water evaporated.

Prompt:
Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is
1. some of the water was absorbed by the dish.
2. the air condensed.
3. the light shining on the window sill produced more sugar.
4. the water evaporated.
Answer:

Answer: 3

Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is

Choices:
B. some of the water was absorbed by the dish.
F. the air condensed.
N. the light shining on the window sill produced more sugar.
K. the water evaporated.

Prompt:
Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is
B. some of the water was absorbed by the dish.
F. the air condensed.
N. the light shining on the window sill produced more sugar.
K. the water evaporated.
Answer:

Answer: 3

Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is

Choices:
B. the light shining on the window sill produced more sugar.
F. the water evaporated.
N. some of the water was absorbed by the dish.
K. the air condensed.

Prompt:
Question: A dish of sugar water was left on a window sill. One week later, there were only sugar crystals left in the dish. The water was gone. The best explanation for the appearance of sugar crystals is
B. the light shining on the window sill produced more sugar.
F. the water evaporated.
N. some of the water was absorbed by the dish.
K. the air condensed.
Answer:

Answer: 1


Question: Using a softball bat to hit a softball is an example of using which simple machine?

Choices:
A. pulley
B. lever
C. inclined plane
D. wheel and axle

Prompt:
Question: Using a softball bat to hit a softball is an example of using which simple machine?
A. pulley
B. lever
C. inclined plane
D. wheel and axle
Answer:

Answer: 1

Question: Using a softball bat to hit a softball is an example of using which simple machine?

Choices:
A. lever
B. pulley
C. inclined plane
D. wheel and axle

Prompt:
Question: Using a softball bat to hit a softball is an example of using which simple machine?
A. lever
B. pulley
C. inclined plane
D. wheel and axle
Answer:

Question: Using a softball bat to hit a softball is an example of using which simple machine?

Choices:
1. pulley
2. lever
3. inclined plane
4. wheel and axle

Prompt:
Question: Using a softball bat to hit a softball is an example of using which simple machine?
1. pulley
2. lever
3. inclined plane
4. wheel and axle
Answer:

Answer: 1

Question: Using a softball bat to hit a softball is an example of using which simple machine?

Choices:
A. pulley
I. lever
X. inclined plane
N. wheel and axle

Prompt:
Question: Using a softball bat to hit a softball is an example of using which simple machine?
A. pulley
I. lever
X. inclined plane
N. wheel and axle
Answer:

Answer: 1

Question: Using a softball bat to hit a softball is an example of using which simple machine?

Choices:
A. lever
I. pulley
X. inclined plane
N. wheel and axle

Prompt:
Question: Using a softball bat to hit a softball is an example of using which simple machine?
A. lever
I. pulley
X. inclined plane
N. wheel and axle
Answer:


Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will

Choices:
A. erode.
B. foliate.
C. precipitate.
D. recrystallize.

Prompt:
Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will
A. erode.
B. foliate.
C. precipitate.
D. recrystallize.
Answer:

Answer: 3

Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will

Choices:
A. recrystallize.
B. erode.
C. foliate.
D. precipitate.

Prompt:
Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will
A. recrystallize.
B. erode.
C. foliate.
D. precipitate.
Answer:

Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will

Choices:
1. erode.
2. foliate.
3. precipitate.
4. recrystallize.

Prompt:
Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will
1. erode.
2. foliate.
3. precipitate.
4. recrystallize.
Answer:

Answer: 3

Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will

Choices:
A. erode.
C. foliate.
K. precipitate.
J. recrystallize.

Prompt:
Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will
A. erode.
C. foliate.
K. precipitate.
J. recrystallize.
Answer:

Answer: 3

Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will

Choices:
A. recrystallize.
C. erode.
K. foliate.
J. precipitate.

Prompt:
Question: When an igneous intrusion comes into contact with surrounding rock, the surrounding rock will
A. recrystallize.
C. erode.
K. foliate.
J. precipitate.
Answer:


Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?

Choices:
A. Primary Succession
B. Stable Communities
C. Climax Communities
D. Secondary Succession

Prompt:
Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?
A. Primary Succession
B. Stable Communities
C. Climax Communities
D. Secondary Succession
Answer:

Answer: 3

Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?

Choices:
A. Primary Succession
B. Secondary Succession
C. Stable Communities
D. Climax Communities

Prompt:
Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?
A. Primary Succession
B. Secondary Succession
C. Stable Communities
D. Climax Communities
Answer:

Answer: 1

Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?

Choices:
1. Primary Succession
2. Stable Communities
3. Climax Communities
4. Secondary Succession

Prompt:
Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?
1. Primary Succession
2. Stable Communities
3. Climax Communities
4. Secondary Succession
Answer:

Answer: 3

Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?

Choices:
Y. Primary Succession
Q. Stable Communities
K. Climax Communities
J. Secondary Succession

Prompt:
Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?
Y. Primary Succession
Q. Stable Communities
K. Climax Communities
J. Secondary Succession
Answer:

Answer: 3

Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?

Choices:
Y. Primary Succession
Q. Secondary Succession
K. Stable Communities
J. Climax Communities

Prompt:
Question: A research scientist writes a paper on the initial regrowth of a forest after a fire has damaged the entire ecosystem. Which title would be best for the paper?
Y. Primary Succession
Q. Secondary Succession
K. Stable Communities
J. Climax Communities
Answer:

Answer: 1


Question: Where do plants get most of the energy they need to live and grow?

Choices:
A. water
B. soil
C. air
D. sunlight

Prompt:
Question: Where do plants get most of the energy they need to live and grow?
A. water
B. soil
C. air
D. sunlight
Answer:

Answer: 3

Question: Where do plants get most of the energy they need to live and grow?

Choices:
A. air
B. sunlight
C. soil
D. water

Prompt:
Question: Where do plants get most of the energy they need to live and grow?
A. air
B. sunlight
C. soil
D. water
Answer:

Answer: 1

Question: Where do plants get most of the energy they need to live and grow?

Choices:
1. water
2. soil
3. air
4. sunlight

Prompt:
Question: Where do plants get most of the energy they need to live and grow?
1. water
2. soil
3. air
4. sunlight
Answer:

Answer: 3

Question: Where do plants get most of the energy they need to live and grow?

Choices:
T. water
I. soil
Y. air
F. sunlight

Prompt:
Question: Where do plants get most of the energy they need to live and grow?
T. water
I. soil
Y. air
F. sunlight
Answer:

Answer: 3

Question: Where do plants get most of the energy they need to live and grow?

Choices:
T. air
I. sunlight
Y. soil
F. water

Prompt:
Question: Where do plants get most of the energy they need to live and grow?
T. air
I. sunlight
Y. soil
F. water
Answer:

Answer: 1


Question: Which is a statement about climate?

Choices:
A. The average temperature yesterday was 15°C.
B. The temperature range today was 10°C to 20°C.
C. The high temperature tomorrow will be 14°C.
D. The average high temperature in May is 20°C.

Prompt:
Question: Which is a statement about climate?
A. The average temperature yesterday was 15°C.
B. The temperature range today was 10°C to 20°C.
C. The high temperature tomorrow will be 14°C.
D. The average high temperature in May is 20°C.
Answer:

Answer: 3

Question: Which is a statement about climate?

Choices:
A. The high temperature tomorrow will be 14°C.
B. The temperature range today was 10°C to 20°C.
C. The average high temperature in May is 20°C.
D. The average temperature yesterday was 15°C.

Prompt:
Question: Which is a statement about climate?
A. The high temperature tomorrow will be 14°C.
B. The temperature range today was 10°C to 20°C.
C. The average high temperature in May is 20°C.
D. The average temperature yesterday was 15°C.
Answer:

Answer: 2

Question: Which is a statement about climate?

Choices:
1. The average temperature yesterday was 15°C.
2. The temperature range today was 10°C to 20°C.
3. The high temperature tomorrow will be 14°C.
4. The average high temperature in May is 20°C.

Prompt:
Question: Which is a statement about climate?
1. The average temperature yesterday was 15°C.
2. The temperature range today was 10°C to 20°C.
3. The high temperature tomorrow will be 14°C.
4. The average high temperature in May is 20°C.
Answer:

Answer: 3

Question: Which is a statement about climate?

Choices:
P. The average temperature yesterday was 15°C.
H. The temperature range today was 10°C to 20°C.
T. The high temperature tomorrow will be 14°C.
G. The average high temperature in May is 20°C.

Prompt:
Question: Which is a statement about climate?
P. The average temperature yesterday was 15°C.
H. The temperature range today was 10°C to 20°C.
T. The high temperature tomorrow will be 14°C.
G. The average high temperature in May is 20°C.
Answer:

Answer: 3

Question: Which is a statement about climate?

Choices:
P. The high temperature tomorrow will be 14°C.
H. The temperature range today was 10°C to 20°C.
T. The average high temperature in May is 20°C.
G. The average temperature yesterday was 15°C.

Prompt:
Question: Which is a statement about climate?
P. The high temperature tomorrow will be 14°C.
H. The temperature range today was 10°C to 20°C.
T. The average high temperature in May is 20°C.
G. The average temperature yesterday was 15°C.
Answer:

Answer: 2


Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?

Choices:
A. gravity
B. wind velocity
C. kinetic energy
D. potential energy

Prompt:
Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?
A. gravity
B. wind velocity
C. kinetic energy
D. potential energy
Answer:

Answer: 2

Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?

Choices:
A. kinetic energy
B. wind velocity
C. gravity
D. potential energy

Prompt:
Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?
A. kinetic energy
B. wind velocity
C. gravity
D. potential energy
Answer:

Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?

Choices:
1. gravity
2. wind velocity
3. kinetic energy
4. potential energy

Prompt:
Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?
1. gravity
2. wind velocity
3. kinetic energy
4. potential energy
Answer:

Answer: 2

Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?

Choices:
S. gravity
M. wind velocity
W. kinetic energy
H. potential energy

Prompt:
Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?
S. gravity
M. wind velocity
W. kinetic energy
H. potential energy
Answer:

Answer: 2

Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?

Choices:
S. kinetic energy
M. wind velocity
W. gravity
H. potential energy

Prompt:
Question: While on a movie set, a stuntman jumps off the roof of a building. As he falls toward an airbag, what is increasing?
S. kinetic energy
M. wind velocity
W. gravity
H. potential energy
Answer:


Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?

Choices:
A. binoculars
B. microscope
C. reading glasses
D. magnifying glass

Prompt:
Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?
A. binoculars
B. microscope
C. reading glasses
D. magnifying glass
Answer:

Answer: 1

Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?

Choices:
A. microscope
B. magnifying glass
C. binoculars
D. reading glasses

Prompt:
Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?
A. microscope
B. magnifying glass
C. binoculars
D. reading glasses
Answer:

Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?

Choices:
1. binoculars
2. microscope
3. reading glasses
4. magnifying glass

Prompt:
Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?
1. binoculars
2. microscope
3. reading glasses
4. magnifying glass
Answer:

Answer: 1

Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?

Choices:
P. binoculars
H. microscope
E. reading glasses
B. magnifying glass

Prompt:
Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?
P. binoculars
H. microscope
E. reading glasses
B. magnifying glass
Answer:

Answer: 1

Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?

Choices:
P. microscope
H. magnifying glass
E. binoculars
B. reading glasses

Prompt:
Question: Jessica wants to see cells in an oak tree leaf. Which tool is best for Jessica to use to see the cells?
P. microscope
H. magnifying glass
E. binoculars
B. reading glasses
Answer:


Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?

Choices:
A. developing a hypothesis after collecting data in the investigation
B. limiting the amount of background research before the investigation
C. designing an investigation with repeated trials during the investigation
D. obtaining other opinions concerning what should happen during the investigation

Prompt:
Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?
A. developing a hypothesis after collecting data in the investigation
B. limiting the amount of background research before the investigation
C. designing an investigation with repeated trials during the investigation
D. obtaining other opinions concerning what should happen during the investigation
Answer:

Answer: 2

Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?

Choices:
A. limiting the amount of background research before the investigation
B. designing an investigation with repeated trials during the investigation
C. developing a hypothesis after collecting data in the investigation
D. obtaining other opinions concerning what should happen during the investigation

Prompt:
Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?
A. limiting the amount of background research before the investigation
B. designing an investigation with repeated trials during the investigation
C. developing a hypothesis after collecting data in the investigation
D. obtaining other opinions concerning what should happen during the investigation
Answer:

Answer: 1

Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?

Choices:
1. developing a hypothesis after collecting data in the investigation
2. limiting the amount of background research before the investigation
3. designing an investigation with repeated trials during the investigation
4. obtaining other opinions concerning what should happen during the investigation

Prompt:
Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?
1. developing a hypothesis after collecting data in the investigation
2. limiting the amount of background research before the investigation
3. designing an investigation with repeated trials during the investigation
4. obtaining other opinions concerning what should happen during the investigation
Answer:

Answer: 2

Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?

Choices:
I. developing a hypothesis after collecting data in the investigation
R. limiting the amount of background research before the investigation
J. designing an investigation with repeated trials during the investigation
M. obtaining other opinions concerning what should happen during the investigation

Prompt:
Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?
I. developing a hypothesis after collecting data in the investigation
R. limiting the amount of background research before the investigation
J. designing an investigation with repeated trials during the investigation
M. obtaining other opinions concerning what should happen during the investigation
Answer:

Answer: 2

Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?

Choices:
I. limiting the amount of background research before the investigation
R. designing an investigation with repeated trials during the investigation
J. developing a hypothesis after collecting data in the investigation
M. obtaining other opinions concerning what should happen during the investigation

Prompt:
Question: Biologists conduct investigations to learn about living organisms. Which method helps reduce bias during an investigation?
I. limiting the amount of background research before the investigation
R. designing an investigation with repeated trials during the investigation
J. developing a hypothesis after collecting data in the investigation
M. obtaining other opinions concerning what should happen during the investigation
Answer:

Answer: 1


Question: Which factor is most likely to cause the number of rabbits living in an area to increase?

Choices:
A. less water
B. fewer predators
C. lack of shelter
D. limited food

Prompt:
Question: Which factor is most likely to cause the number of rabbits living in an area to increase?
A. less water
B. fewer predators
C. lack of shelter
D. limited food
Answer:

Answer: 1

Question: Which factor is most likely to cause the number of rabbits living in an area to increase?

Choices:
A. fewer predators
B. limited food
C. less water
D. lack of shelter

Prompt:
Question: Which factor is most likely to cause the number of rabbits living in an area to increase?
A. fewer predators
B. limited food
C. less water
D. lack of shelter
Answer:

Question: Which factor is most likely to cause the number of rabbits living in an area to increase?

Choices:
1. less water
2. fewer predators
3. lack of shelter
4. limited food

Prompt:
Question: Which factor is most likely to cause the number of rabbits living in an area to increase?
1. less water
2. fewer predators
3. lack of shelter
4. limited food
Answer:

Answer: 1

Question: Which factor is most likely to cause the number of rabbits living in an area to increase?

Choices:
S. less water
Z. fewer predators
J. lack of shelter
N. limited food

Prompt:
Question: Which factor is most likely to cause the number of rabbits living in an area to increase?
S. less water
Z. fewer predators
J. lack of shelter
N. limited food
Answer:

Answer: 1

Question: Which factor is most likely to cause the number of rabbits living in an area to increase?

Choices:
S. fewer predators
Z. limited food
J. less water
N. lack of shelter

Prompt:
Question: Which factor is most likely to cause the number of rabbits living in an area to increase?
S. fewer predators
Z. limited food
J. less water
N. lack of shelter
Answer:


Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.

Choices:
A. pollen
B. dormant
C. flowers
D. recycled

Prompt:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.
A. pollen
B. dormant
C. flowers
D. recycled
Answer:

Answer: 1

Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.

Choices:
A. dormant
B. pollen
C. recycled
D. flowers

Prompt:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.
A. dormant
B. pollen
C. recycled
D. flowers
Answer:

Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.

Choices:
1. pollen
2. dormant
3. flowers
4. recycled

Prompt:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.
1. pollen
2. dormant
3. flowers
4. recycled
Answer:

Answer: 1

Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.

Choices:
C. pollen
R. dormant
L. flowers
S. recycled

Prompt:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.
C. pollen
R. dormant
L. flowers
S. recycled
Answer:

Answer: 1

Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.

Choices:
C. dormant
R. pollen
L. recycled
S. flowers

Prompt:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___.
C. dormant
R. pollen
L. recycled
S. flowers
Answer:


Question: What allows a light bulb to give off light?

Choices:
A. the current flowing through the wire to the light bulb
B. the light bulb giving electrical energy to the battery
C. the light bulb generating heat energy
D. the battery pushing light through the wire

Prompt:
Question: What allows a light bulb to give off light?
A. the current flowing through the wire to the light bulb
B. the light bulb giving electrical energy to the battery
C. the light bulb generating heat energy
D. the battery pushing light through the wire
Answer:

Question: What allows a light bulb to give off light?

Choices:
A. the battery pushing light through the wire
B. the light bulb generating heat energy
C. the current flowing through the wire to the light bulb
D. the light bulb giving electrical energy to the battery

Prompt:
Question: What allows a light bulb to give off light?
A. the battery pushing light through the wire
B. the light bulb generating heat energy
C. the current flowing through the wire to the light bulb
D. the light bulb giving electrical energy to the battery
Answer:

Answer: 2

Question: What allows a light bulb to give off light?

Choices:
1. the current flowing through the wire to the light bulb
2. the light bulb giving electrical energy to the battery
3. the light bulb generating heat energy
4. the battery pushing light through the wire

Prompt:
Question: What allows a light bulb to give off light?
1. the current flowing through the wire to the light bulb
2. the light bulb giving electrical energy to the battery
3. the light bulb generating heat energy
4. the battery pushing light through the wire
Answer:

Question: What allows a light bulb to give off light?

Choices:
C. the current flowing through the wire to the light bulb
F. the light bulb giving electrical energy to the battery
N. the light bulb generating heat energy
R. the battery pushing light through the wire

Prompt:
Question: What allows a light bulb to give off light?
C. the current flowing through the wire to the light bulb
F. the light bulb giving electrical energy to the battery
N. the light bulb generating heat energy
R. the battery pushing light through the wire
Answer:

Question: What allows a light bulb to give off light?

Choices:
C. the battery pushing light through the wire
F. the light bulb generating heat energy
N. the current flowing through the wire to the light bulb
R. the light bulb giving electrical energy to the battery

Prompt:
Question: What allows a light bulb to give off light?
C. the battery pushing light through the wire
F. the light bulb generating heat energy
N. the current flowing through the wire to the light bulb
R. the light bulb giving electrical energy to the battery
Answer:

Answer: 2


Question: What causes sound?

Choices:
A. sunlight
B. vibrations
C. x-rays
D. pitch

Prompt:
Question: What causes sound?
A. sunlight
B. vibrations
C. x-rays
D. pitch
Answer:

Answer: 1

Question: What causes sound?

Choices:
A. x-rays
B. sunlight
C. pitch
D. vibrations

Prompt:
Question: What causes sound?
A. x-rays
B. sunlight
C. pitch
D. vibrations
Answer:

Answer: 3

Question: What causes sound?

Choices:
1. sunlight
2. vibrations
3. x-rays
4. pitch

Prompt:
Question: What causes sound?
1. sunlight
2. vibrations
3. x-rays
4. pitch
Answer:

Answer: 1

Question: What causes sound?

Choices:
U. sunlight
R. vibrations
C. x-rays
D. pitch

Prompt:
Question: What causes sound?
U. sunlight
R. vibrations
C. x-rays
D. pitch
Answer:

Answer: 1

Question: What causes sound?

Choices:
U. x-rays
R. sunlight
C. pitch
D. vibrations

Prompt:
Question: What causes sound?
U. x-rays
R. sunlight
C. pitch
D. vibrations
Answer:

Answer: 3


Question: Photosynthesis occurs in which of these organisms?

Choices:
A. Sunflower plant
B. Mushroom
C. Sunfish
D. Luna moth

Prompt:
Question: Photosynthesis occurs in which of these organisms?
A. Sunflower plant
B. Mushroom
C. Sunfish
D. Luna moth
Answer:

Question: Photosynthesis occurs in which of these organisms?

Choices:
A. Mushroom
B. Sunflower plant
C. Luna moth
D. Sunfish

Prompt:
Question: Photosynthesis occurs in which of these organisms?
A. Mushroom
B. Sunflower plant
C. Luna moth
D. Sunfish
Answer:

Answer: 1

Question: Photosynthesis occurs in which of these organisms?

Choices:
1. Sunflower plant
2. Mushroom
3. Sunfish
4. Luna moth

Prompt:
Question: Photosynthesis occurs in which of these organisms?
1. Sunflower plant
2. Mushroom
3. Sunfish
4. Luna moth
Answer:

Question: Photosynthesis occurs in which of these organisms?

Choices:
Z. Sunflower plant
X. Mushroom
Y. Sunfish
I. Luna moth

Prompt:
Question: Photosynthesis occurs in which of these organisms?
Z. Sunflower plant
X. Mushroom
Y. Sunfish
I. Luna moth
Answer:

Question: Photosynthesis occurs in which of these organisms?

Choices:
Z. Mushroom
X. Sunflower plant
Y. Luna moth
I. Sunfish

Prompt:
Question: Photosynthesis occurs in which of these organisms?
Z. Mushroom
X. Sunflower plant
Y. Luna moth
I. Sunfish
Answer:

Answer: 1


Question: In order for cells to grow at a normal rate, they must

Choices:
A. take in light.
B. be specialized.
C. take in nutrients.
D. be of similar size.

Prompt:
Question: In order for cells to grow at a normal rate, they must
A. take in light.
B. be specialized.
C. take in nutrients.
D. be of similar size.
Answer:

Answer: 2

Question: In order for cells to grow at a normal rate, they must

Choices:
A. take in light.
B. take in nutrients.
C. be of similar size.
D. be specialized.

Prompt:
Question: In order for cells to grow at a normal rate, they must
A. take in light.
B. take in nutrients.
C. be of similar size.
D. be specialized.
Answer:

Answer: 1

Question: In order for cells to grow at a normal rate, they must

Choices:
1. take in light.
2. be specialized.
3. take in nutrients.
4. be of similar size.

Prompt:
Question: In order for cells to grow at a normal rate, they must
1. take in light.
2. be specialized.
3. take in nutrients.
4. be of similar size.
Answer:

Answer: 2

Question: In order for cells to grow at a normal rate, they must

Choices:
W. take in light.
L. be specialized.
S. take in nutrients.
Z. be of similar size.

Prompt:
Question: In order for cells to grow at a normal rate, they must
W. take in light.
L. be specialized.
S. take in nutrients.
Z. be of similar size.
Answer:

Answer: 2

Question: In order for cells to grow at a normal rate, they must

Choices:
W. take in light.
L. take in nutrients.
S. be of similar size.
Z. be specialized.

Prompt:
Question: In order for cells to grow at a normal rate, they must
W. take in light.
L. take in nutrients.
S. be of similar size.
Z. be specialized.
Answer:

Answer: 1


Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?

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

Prompt:
Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?
A. carbon dioxide
B. hydrogen
C. nitrogen
D. oxygen
Answer:

Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?

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

Prompt:
Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?
A. hydrogen
B. oxygen
C. nitrogen
D. carbon dioxide
Answer:

Answer: 3

Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?

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

Prompt:
Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?
1. carbon dioxide
2. hydrogen
3. nitrogen
4. oxygen
Answer:

Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?

Choices:
Y. carbon dioxide
G. hydrogen
I. nitrogen
U. oxygen

Prompt:
Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?
Y. carbon dioxide
G. hydrogen
I. nitrogen
U. oxygen
Answer:

Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?

Choices:
Y. hydrogen
G. oxygen
I. nitrogen
U. carbon dioxide

Prompt:
Question: Marshall learned that plants need a substance from the air to make their own food. What does a plant take from the air in the presence of sunlight?
Y. hydrogen
G. oxygen
I. nitrogen
U. carbon dioxide
Answer:

Answer: 3


Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?

Choices:
A. Millions of years ago, Antarctica was in a warmer location on Earth.
B. Recently, a natural disaster killed all of the fern plants in Antarctica.
C. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
D. Millions of years ago, Earth's south pole was much colder than it is today.

Prompt:
Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?
A. Millions of years ago, Antarctica was in a warmer location on Earth.
B. Recently, a natural disaster killed all of the fern plants in Antarctica.
C. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
D. Millions of years ago, Earth's south pole was much colder than it is today.
Answer:

Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?

Choices:
A. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
B. Recently, a natural disaster killed all of the fern plants in Antarctica.
C. Millions of years ago, Earth's south pole was much colder than it is today.
D. Millions of years ago, Antarctica was in a warmer location on Earth.

Prompt:
Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?
A. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
B. Recently, a natural disaster killed all of the fern plants in Antarctica.
C. Millions of years ago, Earth's south pole was much colder than it is today.
D. Millions of years ago, Antarctica was in a warmer location on Earth.
Answer:

Answer: 3

Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?

Choices:
1. Millions of years ago, Antarctica was in a warmer location on Earth.
2. Recently, a natural disaster killed all of the fern plants in Antarctica.
3. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
4. Millions of years ago, Earth's south pole was much colder than it is today.

Prompt:
Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?
1. Millions of years ago, Antarctica was in a warmer location on Earth.
2. Recently, a natural disaster killed all of the fern plants in Antarctica.
3. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
4. Millions of years ago, Earth's south pole was much colder than it is today.
Answer:

Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?

Choices:
Z. Millions of years ago, Antarctica was in a warmer location on Earth.
U. Recently, a natural disaster killed all of the fern plants in Antarctica.
E. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
V. Millions of years ago, Earth's south pole was much colder than it is today.

Prompt:
Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?
Z. Millions of years ago, Antarctica was in a warmer location on Earth.
U. Recently, a natural disaster killed all of the fern plants in Antarctica.
E. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
V. Millions of years ago, Earth's south pole was much colder than it is today.
Answer:

Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?

Choices:
Z. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
U. Recently, a natural disaster killed all of the fern plants in Antarctica.
E. Millions of years ago, Earth's south pole was much colder than it is today.
V. Millions of years ago, Antarctica was in a warmer location on Earth.

Prompt:
Question: Antarctica is a continent at Earth's south pole. Fossils of tropical fern plants were discovered in Antarctica even though these plants do not grow there today. Which conclusion does the fossil evidence best support?
Z. Recently, birds stopped carrying the seeds of fern plants to Antarctica.
U. Recently, a natural disaster killed all of the fern plants in Antarctica.
E. Millions of years ago, Earth's south pole was much colder than it is today.
V. Millions of years ago, Antarctica was in a warmer location on Earth.
Answer:

Answer: 3


Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?

Choices:
A. The Fission Theory and The Coaccretion Theory
B. The Coaccretion Theory and The Capture Theory
C. The Fission Theory and the Giant Impact Theory
D. The Capture Theory and the Giant Impact Theory

Prompt:
Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?
A. The Fission Theory and The Coaccretion Theory
B. The Coaccretion Theory and The Capture Theory
C. The Fission Theory and the Giant Impact Theory
D. The Capture Theory and the Giant Impact Theory
Answer:

Answer: 2

Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?

Choices:
A. The Fission Theory and The Coaccretion Theory
B. The Coaccretion Theory and The Capture Theory
C. The Capture Theory and the Giant Impact Theory
D. The Fission Theory and the Giant Impact Theory

Prompt:
Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?
A. The Fission Theory and The Coaccretion Theory
B. The Coaccretion Theory and The Capture Theory
C. The Capture Theory and the Giant Impact Theory
D. The Fission Theory and the Giant Impact Theory
Answer:

Answer: 3

Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?

Choices:
1. The Fission Theory and The Coaccretion Theory
2. The Coaccretion Theory and The Capture Theory
3. The Fission Theory and the Giant Impact Theory
4. The Capture Theory and the Giant Impact Theory

Prompt:
Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?
1. The Fission Theory and The Coaccretion Theory
2. The Coaccretion Theory and The Capture Theory
3. The Fission Theory and the Giant Impact Theory
4. The Capture Theory and the Giant Impact Theory
Answer:

Answer: 2

Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?

Choices:
C. The Fission Theory and The Coaccretion Theory
V. The Coaccretion Theory and The Capture Theory
N. The Fission Theory and the Giant Impact Theory
U. The Capture Theory and the Giant Impact Theory

Prompt:
Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?
C. The Fission Theory and The Coaccretion Theory
V. The Coaccretion Theory and The Capture Theory
N. The Fission Theory and the Giant Impact Theory
U. The Capture Theory and the Giant Impact Theory
Answer:

Answer: 2

Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?

Choices:
C. The Fission Theory and The Coaccretion Theory
V. The Coaccretion Theory and The Capture Theory
N. The Capture Theory and the Giant Impact Theory
U. The Fission Theory and the Giant Impact Theory

Prompt:
Question: Which two theories of Moon formation propose that much or all of the material comprising the Moon came from Earth?
C. The Fission Theory and The Coaccretion Theory
V. The Coaccretion Theory and The Capture Theory
N. The Capture Theory and the Giant Impact Theory
U. The Fission Theory and the Giant Impact Theory
Answer:

Answer: 3


Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be

Choices:
A. fair.
B. stormy.
C. foggy.
D. rainy.

Prompt:
Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be
A. fair.
B. stormy.
C. foggy.
D. rainy.
Answer:

Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be

Choices:
A. rainy.
B. foggy.
C. stormy.
D. fair.

Prompt:
Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be
A. rainy.
B. foggy.
C. stormy.
D. fair.
Answer:

Answer: 3

Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be

Choices:
1. fair.
2. stormy.
3. foggy.
4. rainy.

Prompt:
Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be
1. fair.
2. stormy.
3. foggy.
4. rainy.
Answer:

Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be

Choices:
Q. fair.
M. stormy.
J. foggy.
P. rainy.

Prompt:
Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be
Q. fair.
M. stormy.
J. foggy.
P. rainy.
Answer:

Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be

Choices:
Q. rainy.
M. foggy.
J. stormy.
P. fair.

Prompt:
Question: When white, fluffy clouds appear in Massachusetts, the weather that day will MOST LIKELY be
Q. rainy.
M. foggy.
J. stormy.
P. fair.
Answer:

Answer: 3


Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?

Choices:
A. iron, oxygen, nickel, copper.
B. sodium, potassium, gold, hydrogen.
C. helium, neon, argon, krypton.
D. carbon, hydrogen, oxygen, nitrogen.

Prompt:
Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?
A. iron, oxygen, nickel, copper.
B. sodium, potassium, gold, hydrogen.
C. helium, neon, argon, krypton.
D. carbon, hydrogen, oxygen, nitrogen.
Answer:

Answer: 3

Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?

Choices:
A. carbon, hydrogen, oxygen, nitrogen.
B. iron, oxygen, nickel, copper.
C. sodium, potassium, gold, hydrogen.
D. helium, neon, argon, krypton.

Prompt:
Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?
A. carbon, hydrogen, oxygen, nitrogen.
B. iron, oxygen, nickel, copper.
C. sodium, potassium, gold, hydrogen.
D. helium, neon, argon, krypton.
Answer:

Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?

Choices:
1. iron, oxygen, nickel, copper.
2. sodium, potassium, gold, hydrogen.
3. helium, neon, argon, krypton.
4. carbon, hydrogen, oxygen, nitrogen.

Prompt:
Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?
1. iron, oxygen, nickel, copper.
2. sodium, potassium, gold, hydrogen.
3. helium, neon, argon, krypton.
4. carbon, hydrogen, oxygen, nitrogen.
Answer:

Answer: 3

Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?

Choices:
D. iron, oxygen, nickel, copper.
Q. sodium, potassium, gold, hydrogen.
N. helium, neon, argon, krypton.
K. carbon, hydrogen, oxygen, nitrogen.

Prompt:
Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?
D. iron, oxygen, nickel, copper.
Q. sodium, potassium, gold, hydrogen.
N. helium, neon, argon, krypton.
K. carbon, hydrogen, oxygen, nitrogen.
Answer:

Answer: 3

Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?

Choices:
D. carbon, hydrogen, oxygen, nitrogen.
Q. iron, oxygen, nickel, copper.
N. sodium, potassium, gold, hydrogen.
K. helium, neon, argon, krypton.

Prompt:
Question: Plants and animals are composed of organic compounds. Which of the following are the common elements found in organic compounds?
D. carbon, hydrogen, oxygen, nitrogen.
Q. iron, oxygen, nickel, copper.
N. sodium, potassium, gold, hydrogen.
K. helium, neon, argon, krypton.
Answer:


Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?

Choices:
A. remove the old theory from historical records
B. change the research notes in the original theory
C. use the new information to update the old theory
D. ban the public from discussing the old theory

Prompt:
Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?
A. remove the old theory from historical records
B. change the research notes in the original theory
C. use the new information to update the old theory
D. ban the public from discussing the old theory
Answer:

Answer: 2

Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?

Choices:
A. change the research notes in the original theory
B. use the new information to update the old theory
C. remove the old theory from historical records
D. ban the public from discussing the old theory

Prompt:
Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?
A. change the research notes in the original theory
B. use the new information to update the old theory
C. remove the old theory from historical records
D. ban the public from discussing the old theory
Answer:

Answer: 1

Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?

Choices:
1. remove the old theory from historical records
2. change the research notes in the original theory
3. use the new information to update the old theory
4. ban the public from discussing the old theory

Prompt:
Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?
1. remove the old theory from historical records
2. change the research notes in the original theory
3. use the new information to update the old theory
4. ban the public from discussing the old theory
Answer:

Answer: 2

Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?

Choices:
E. remove the old theory from historical records
P. change the research notes in the original theory
Y. use the new information to update the old theory
U. ban the public from discussing the old theory

Prompt:
Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?
E. remove the old theory from historical records
P. change the research notes in the original theory
Y. use the new information to update the old theory
U. ban the public from discussing the old theory
Answer:

Answer: 2

Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?

Choices:
E. change the research notes in the original theory
P. use the new information to update the old theory
Y. remove the old theory from historical records
U. ban the public from discussing the old theory

Prompt:
Question: New research uncovers information that proves that the data from an old theory is partially incorrect. What should the scientific community do about the old theory?
E. change the research notes in the original theory
P. use the new information to update the old theory
Y. remove the old theory from historical records
U. ban the public from discussing the old theory
Answer:

Answer: 1


Question: Which is the greatest benefit of sexual reproduction?

Choices:
A. capable of reproducing by meiosis
B. ability to reproduce without a mate
C. ability to produce genetically different offspring
D. capable of producing offspring genetically identical to parent

Prompt:
Question: Which is the greatest benefit of sexual reproduction?
A. capable of reproducing by meiosis
B. ability to reproduce without a mate
C. ability to produce genetically different offspring
D. capable of producing offspring genetically identical to parent
Answer:

Answer: 2

Question: Which is the greatest benefit of sexual reproduction?

Choices:
A. capable of producing offspring genetically identical to parent
B. ability to produce genetically different offspring
C. capable of reproducing by meiosis
D. ability to reproduce without a mate

Prompt:
Question: Which is the greatest benefit of sexual reproduction?
A. capable of producing offspring genetically identical to parent
B. ability to produce genetically different offspring
C. capable of reproducing by meiosis
D. ability to reproduce without a mate
Answer:

Answer: 1

Question: Which is the greatest benefit of sexual reproduction?

Choices:
1. capable of reproducing by meiosis
2. ability to reproduce without a mate
3. ability to produce genetically different offspring
4. capable of producing offspring genetically identical to parent

Prompt:
Question: Which is the greatest benefit of sexual reproduction?
1. capable of reproducing by meiosis
2. ability to reproduce without a mate
3. ability to produce genetically different offspring
4. capable of producing offspring genetically identical to parent
Answer:

Answer: 2

Question: Which is the greatest benefit of sexual reproduction?

Choices:
Z. capable of reproducing by meiosis
O. ability to reproduce without a mate
D. ability to produce genetically different offspring
Q. capable of producing offspring genetically identical to parent

Prompt:
Question: Which is the greatest benefit of sexual reproduction?
Z. capable of reproducing by meiosis
O. ability to reproduce without a mate
D. ability to produce genetically different offspring
Q. capable of producing offspring genetically identical to parent
Answer:

Answer: 2

Question: Which is the greatest benefit of sexual reproduction?

Choices:
Z. capable of producing offspring genetically identical to parent
O. ability to produce genetically different offspring
D. capable of reproducing by meiosis
Q. ability to reproduce without a mate

Prompt:
Question: Which is the greatest benefit of sexual reproduction?
Z. capable of producing offspring genetically identical to parent
O. ability to produce genetically different offspring
D. capable of reproducing by meiosis
Q. ability to reproduce without a mate
Answer:

Answer: 1


Question: The speed at which sound waves travel depends on the

Choices:
A. distance between the vibration source and the receiver.
B. type of material through which the sound travels.
C. size of the object making the sound.
D. type of device making the sound.

Prompt:
Question: The speed at which sound waves travel depends on the
A. distance between the vibration source and the receiver.
B. type of material through which the sound travels.
C. size of the object making the sound.
D. type of device making the sound.
Answer:

Answer: 1

Question: The speed at which sound waves travel depends on the

Choices:
A. type of material through which the sound travels.
B. type of device making the sound.
C. distance between the vibration source and the receiver.
D. size of the object making the sound.

Prompt:
Question: The speed at which sound waves travel depends on the
A. type of material through which the sound travels.
B. type of device making the sound.
C. distance between the vibration source and the receiver.
D. size of the object making the sound.
Answer:

Question: The speed at which sound waves travel depends on the

Choices:
1. distance between the vibration source and the receiver.
2. type of material through which the sound travels.
3. size of the object making the sound.
4. type of device making the sound.

Prompt:
Question: The speed at which sound waves travel depends on the
1. distance between the vibration source and the receiver.
2. type of material through which the sound travels.
3. size of the object making the sound.
4. type of device making the sound.
Answer:

Answer: 1

Question: The speed at which sound waves travel depends on the

Choices:
K. distance between the vibration source and the receiver.
D. type of material through which the sound travels.
C. size of the object making the sound.
B. type of device making the sound.

Prompt:
Question: The speed at which sound waves travel depends on the
K. distance between the vibration source and the receiver.
D. type of material through which the sound travels.
C. size of the object making the sound.
B. type of device making the sound.
Answer:

Answer: 1

Question: The speed at which sound waves travel depends on the

Choices:
K. type of material through which the sound travels.
D. type of device making the sound.
C. distance between the vibration source and the receiver.
B. size of the object making the sound.

Prompt:
Question: The speed at which sound waves travel depends on the
K. type of material through which the sound travels.
D. type of device making the sound.
C. distance between the vibration source and the receiver.
B. size of the object making the sound.
Answer: