Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?

Choices:
A. weight of heavy machinery moving over the rocks
B. pressure on the rock formation inside Earth
C. a sandstorm that caused the rocks to be eroded
D. a quick burial of the rocks by tons of volcanic ash

Prompt:
Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?
A. weight of heavy machinery moving over the rocks
B. pressure on the rock formation inside Earth
C. a sandstorm that caused the rocks to be eroded
D. a quick burial of the rocks by tons of volcanic ash
Answer:

Answer: 1

Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?

Choices:
A. a quick burial of the rocks by tons of volcanic ash
B. weight of heavy machinery moving over the rocks
C. pressure on the rock formation inside Earth
D. a sandstorm that caused the rocks to be eroded

Prompt:
Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?
A. a quick burial of the rocks by tons of volcanic ash
B. weight of heavy machinery moving over the rocks
C. pressure on the rock formation inside Earth
D. a sandstorm that caused the rocks to be eroded
Answer:

Answer: 2

Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?

Choices:
1. weight of heavy machinery moving over the rocks
2. pressure on the rock formation inside Earth
3. a sandstorm that caused the rocks to be eroded
4. a quick burial of the rocks by tons of volcanic ash

Prompt:
Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?
1. weight of heavy machinery moving over the rocks
2. pressure on the rock formation inside Earth
3. a sandstorm that caused the rocks to be eroded
4. a quick burial of the rocks by tons of volcanic ash
Answer:

Answer: 1

Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?

Choices:
F. weight of heavy machinery moving over the rocks
R. pressure on the rock formation inside Earth
U. a sandstorm that caused the rocks to be eroded
S. a quick burial of the rocks by tons of volcanic ash

Prompt:
Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?
F. weight of heavy machinery moving over the rocks
R. pressure on the rock formation inside Earth
U. a sandstorm that caused the rocks to be eroded
S. a quick burial of the rocks by tons of volcanic ash
Answer:

Answer: 1

Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?

Choices:
F. a quick burial of the rocks by tons of volcanic ash
R. weight of heavy machinery moving over the rocks
U. pressure on the rock formation inside Earth
S. a sandstorm that caused the rocks to be eroded

Prompt:
Question: A scientist finds a metamorphic rock formation next to a magma chamber and determines that it was originally a sedimentary rock formation. He concludes that the temperature of the magma chamber caused the rock formation to become metamorphic. Which is another reliable explanation of how the rock formation was changed?
F. a quick burial of the rocks by tons of volcanic ash
R. weight of heavy machinery moving over the rocks
U. pressure on the rock formation inside Earth
S. a sandstorm that caused the rocks to be eroded
Answer:

Answer: 2


Question: Earth orbiting the Sun causes

Choices:
A. the changing of the seasons.
B. daily tidal cycles.
C. day to become night.
D. the phases of the Moon.

Prompt:
Question: Earth orbiting the Sun causes
A. the changing of the seasons.
B. daily tidal cycles.
C. day to become night.
D. the phases of the Moon.
Answer:

Question: Earth orbiting the Sun causes

Choices:
A. daily tidal cycles.
B. the changing of the seasons.
C. day to become night.
D. the phases of the Moon.

Prompt:
Question: Earth orbiting the Sun causes
A. daily tidal cycles.
B. the changing of the seasons.
C. day to become night.
D. the phases of the Moon.
Answer:

Answer: 1

Question: Earth orbiting the Sun causes

Choices:
1. the changing of the seasons.
2. daily tidal cycles.
3. day to become night.
4. the phases of the Moon.

Prompt:
Question: Earth orbiting the Sun causes
1. the changing of the seasons.
2. daily tidal cycles.
3. day to become night.
4. the phases of the Moon.
Answer:

Question: Earth orbiting the Sun causes

Choices:
Z. the changing of the seasons.
L. daily tidal cycles.
B. day to become night.
E. the phases of the Moon.

Prompt:
Question: Earth orbiting the Sun causes
Z. the changing of the seasons.
L. daily tidal cycles.
B. day to become night.
E. the phases of the Moon.
Answer:

Question: Earth orbiting the Sun causes

Choices:
Z. daily tidal cycles.
L. the changing of the seasons.
B. day to become night.
E. the phases of the Moon.

Prompt:
Question: Earth orbiting the Sun causes
Z. daily tidal cycles.
L. the changing of the seasons.
B. day to become night.
E. the phases of the Moon.
Answer:

Answer: 1


Question: The cycle of night and day on Earth is a result of

Choices:
A. the Moon revolving around Earth.
B. Earth revolving around the Sun.
C. the Moon rotating on its axis.
D. Earth rotating on its axis.

Prompt:
Question: The cycle of night and day on Earth is a result of
A. the Moon revolving around Earth.
B. Earth revolving around the Sun.
C. the Moon rotating on its axis.
D. Earth rotating on its axis.
Answer:

Answer: 3

Question: The cycle of night and day on Earth is a result of

Choices:
A. Earth revolving around the Sun.
B. the Moon rotating on its axis.
C. Earth rotating on its axis.
D. the Moon revolving around Earth.

Prompt:
Question: The cycle of night and day on Earth is a result of
A. Earth revolving around the Sun.
B. the Moon rotating on its axis.
C. Earth rotating on its axis.
D. the Moon revolving around Earth.
Answer:

Answer: 2

Question: The cycle of night and day on Earth is a result of

Choices:
1. the Moon revolving around Earth.
2. Earth revolving around the Sun.
3. the Moon rotating on its axis.
4. Earth rotating on its axis.

Prompt:
Question: The cycle of night and day on Earth is a result of
1. the Moon revolving around Earth.
2. Earth revolving around the Sun.
3. the Moon rotating on its axis.
4. Earth rotating on its axis.
Answer:

Answer: 3

Question: The cycle of night and day on Earth is a result of

Choices:
F. the Moon revolving around Earth.
U. Earth revolving around the Sun.
Q. the Moon rotating on its axis.
A. Earth rotating on its axis.

Prompt:
Question: The cycle of night and day on Earth is a result of
F. the Moon revolving around Earth.
U. Earth revolving around the Sun.
Q. the Moon rotating on its axis.
A. Earth rotating on its axis.
Answer:

Answer: 3

Question: The cycle of night and day on Earth is a result of

Choices:
F. Earth revolving around the Sun.
U. the Moon rotating on its axis.
Q. Earth rotating on its axis.
A. the Moon revolving around Earth.

Prompt:
Question: The cycle of night and day on Earth is a result of
F. Earth revolving around the Sun.
U. the Moon rotating on its axis.
Q. Earth rotating on its axis.
A. the Moon revolving around Earth.
Answer:

Answer: 2


Question: Which of these traits is most influenced by environment?

Choices:
A. weight
B. hair color
C. blood type
D. handedness

Prompt:
Question: Which of these traits is most influenced by environment?
A. weight
B. hair color
C. blood type
D. handedness
Answer:

Question: Which of these traits is most influenced by environment?

Choices:
A. blood type
B. handedness
C. weight
D. hair color

Prompt:
Question: Which of these traits is most influenced by environment?
A. blood type
B. handedness
C. weight
D. hair color
Answer:

Answer: 2

Question: Which of these traits is most influenced by environment?

Choices:
1. weight
2. hair color
3. blood type
4. handedness

Prompt:
Question: Which of these traits is most influenced by environment?
1. weight
2. hair color
3. blood type
4. handedness
Answer:

Question: Which of these traits is most influenced by environment?

Choices:
R. weight
B. hair color
K. blood type
S. handedness

Prompt:
Question: Which of these traits is most influenced by environment?
R. weight
B. hair color
K. blood type
S. handedness
Answer:

Question: Which of these traits is most influenced by environment?

Choices:
R. blood type
B. handedness
K. weight
S. hair color

Prompt:
Question: Which of these traits is most influenced by environment?
R. blood type
B. handedness
K. weight
S. hair color
Answer:

Answer: 2


Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?

Choices:
A. Nitrogen is chemically inert.
B. Sodium vapor reflects solar energy.
C. Carbon dioxide traps solar energy.
D. Argon is unable to react with water.

Prompt:
Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?
A. Nitrogen is chemically inert.
B. Sodium vapor reflects solar energy.
C. Carbon dioxide traps solar energy.
D. Argon is unable to react with water.
Answer:

Answer: 2

Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?

Choices:
A. Carbon dioxide traps solar energy.
B. Sodium vapor reflects solar energy.
C. Argon is unable to react with water.
D. Nitrogen is chemically inert.

Prompt:
Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?
A. Carbon dioxide traps solar energy.
B. Sodium vapor reflects solar energy.
C. Argon is unable to react with water.
D. Nitrogen is chemically inert.
Answer:

Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?

Choices:
1. Nitrogen is chemically inert.
2. Sodium vapor reflects solar energy.
3. Carbon dioxide traps solar energy.
4. Argon is unable to react with water.

Prompt:
Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?
1. Nitrogen is chemically inert.
2. Sodium vapor reflects solar energy.
3. Carbon dioxide traps solar energy.
4. Argon is unable to react with water.
Answer:

Answer: 2

Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?

Choices:
Y. Nitrogen is chemically inert.
H. Sodium vapor reflects solar energy.
Z. Carbon dioxide traps solar energy.
G. Argon is unable to react with water.

Prompt:
Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?
Y. Nitrogen is chemically inert.
H. Sodium vapor reflects solar energy.
Z. Carbon dioxide traps solar energy.
G. Argon is unable to react with water.
Answer:

Answer: 2

Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?

Choices:
Y. Carbon dioxide traps solar energy.
H. Sodium vapor reflects solar energy.
Z. Argon is unable to react with water.
G. Nitrogen is chemically inert.

Prompt:
Question: Which statement describes a characteristic of a gas that has a significant effect on the climates of both Earth and Venus?
Y. Carbon dioxide traps solar energy.
H. Sodium vapor reflects solar energy.
Z. Argon is unable to react with water.
G. Nitrogen is chemically inert.
Answer:


Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?

Choices:
A. identifying genetic disorders
B. determining the parts of an atom
C. observing distant objects in space
D. making very accurate measurements

Prompt:
Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?
A. identifying genetic disorders
B. determining the parts of an atom
C. observing distant objects in space
D. making very accurate measurements
Answer:

Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?

Choices:
A. making very accurate measurements
B. observing distant objects in space
C. identifying genetic disorders
D. determining the parts of an atom

Prompt:
Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?
A. making very accurate measurements
B. observing distant objects in space
C. identifying genetic disorders
D. determining the parts of an atom
Answer:

Answer: 2

Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?

Choices:
1. identifying genetic disorders
2. determining the parts of an atom
3. observing distant objects in space
4. making very accurate measurements

Prompt:
Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?
1. identifying genetic disorders
2. determining the parts of an atom
3. observing distant objects in space
4. making very accurate measurements
Answer:

Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?

Choices:
C. identifying genetic disorders
T. determining the parts of an atom
X. observing distant objects in space
U. making very accurate measurements

Prompt:
Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?
C. identifying genetic disorders
T. determining the parts of an atom
X. observing distant objects in space
U. making very accurate measurements
Answer:

Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?

Choices:
C. making very accurate measurements
T. observing distant objects in space
X. identifying genetic disorders
U. determining the parts of an atom

Prompt:
Question: DNA technology has improved greatly in the last twenty years. Which task has been made easier by the development of DNA technology?
C. making very accurate measurements
T. observing distant objects in space
X. identifying genetic disorders
U. determining the parts of an atom
Answer:

Answer: 2


Question: Which condition is necessary for metamorphic rocks to form?

Choices:
A. constant weathering and erosion
B. extreme pressure and heating
C. rapid burial of sediments
D. slow cooling of magma

Prompt:
Question: Which condition is necessary for metamorphic rocks to form?
A. constant weathering and erosion
B. extreme pressure and heating
C. rapid burial of sediments
D. slow cooling of magma
Answer:

Answer: 1

Question: Which condition is necessary for metamorphic rocks to form?

Choices:
A. constant weathering and erosion
B. rapid burial of sediments
C. slow cooling of magma
D. extreme pressure and heating

Prompt:
Question: Which condition is necessary for metamorphic rocks to form?
A. constant weathering and erosion
B. rapid burial of sediments
C. slow cooling of magma
D. extreme pressure and heating
Answer:

Answer: 3

Question: Which condition is necessary for metamorphic rocks to form?

Choices:
1. constant weathering and erosion
2. extreme pressure and heating
3. rapid burial of sediments
4. slow cooling of magma

Prompt:
Question: Which condition is necessary for metamorphic rocks to form?
1. constant weathering and erosion
2. extreme pressure and heating
3. rapid burial of sediments
4. slow cooling of magma
Answer:

Answer: 1

Question: Which condition is necessary for metamorphic rocks to form?

Choices:
J. constant weathering and erosion
D. extreme pressure and heating
X. rapid burial of sediments
G. slow cooling of magma

Prompt:
Question: Which condition is necessary for metamorphic rocks to form?
J. constant weathering and erosion
D. extreme pressure and heating
X. rapid burial of sediments
G. slow cooling of magma
Answer:

Answer: 1

Question: Which condition is necessary for metamorphic rocks to form?

Choices:
J. constant weathering and erosion
D. rapid burial of sediments
X. slow cooling of magma
G. extreme pressure and heating

Prompt:
Question: Which condition is necessary for metamorphic rocks to form?
J. constant weathering and erosion
D. rapid burial of sediments
X. slow cooling of magma
G. extreme pressure and heating
Answer:

Answer: 3


Question: Which event helps to renew a resource?

Choices:
A. A seed is planted from a tree.
B. An offshore rig pumps oil.
C. A car is filled with gasoline.
D. An office is heated with coal.

Prompt:
Question: Which event helps to renew a resource?
A. A seed is planted from a tree.
B. An offshore rig pumps oil.
C. A car is filled with gasoline.
D. An office is heated with coal.
Answer:

Question: Which event helps to renew a resource?

Choices:
A. An offshore rig pumps oil.
B. A seed is planted from a tree.
C. An office is heated with coal.
D. A car is filled with gasoline.

Prompt:
Question: Which event helps to renew a resource?
A. An offshore rig pumps oil.
B. A seed is planted from a tree.
C. An office is heated with coal.
D. A car is filled with gasoline.
Answer:

Answer: 1

Question: Which event helps to renew a resource?

Choices:
1. A seed is planted from a tree.
2. An offshore rig pumps oil.
3. A car is filled with gasoline.
4. An office is heated with coal.

Prompt:
Question: Which event helps to renew a resource?
1. A seed is planted from a tree.
2. An offshore rig pumps oil.
3. A car is filled with gasoline.
4. An office is heated with coal.
Answer:

Question: Which event helps to renew a resource?

Choices:
V. A seed is planted from a tree.
Z. An offshore rig pumps oil.
I. A car is filled with gasoline.
Y. An office is heated with coal.

Prompt:
Question: Which event helps to renew a resource?
V. A seed is planted from a tree.
Z. An offshore rig pumps oil.
I. A car is filled with gasoline.
Y. An office is heated with coal.
Answer:

Question: Which event helps to renew a resource?

Choices:
V. An offshore rig pumps oil.
Z. A seed is planted from a tree.
I. An office is heated with coal.
Y. A car is filled with gasoline.

Prompt:
Question: Which event helps to renew a resource?
V. An offshore rig pumps oil.
Z. A seed is planted from a tree.
I. An office is heated with coal.
Y. A car is filled with gasoline.
Answer:

Answer: 1


Question: Which part of a plant takes in water and nutrients from the soil?

Choices:
A. root
B. stem
C. flower
D. leaf

Prompt:
Question: Which part of a plant takes in water and nutrients from the soil?
A. root
B. stem
C. flower
D. leaf
Answer:

Question: Which part of a plant takes in water and nutrients from the soil?

Choices:
A. stem
B. root
C. flower
D. leaf

Prompt:
Question: Which part of a plant takes in water and nutrients from the soil?
A. stem
B. root
C. flower
D. leaf
Answer:

Answer: 1

Question: Which part of a plant takes in water and nutrients from the soil?

Choices:
1. root
2. stem
3. flower
4. leaf

Prompt:
Question: Which part of a plant takes in water and nutrients from the soil?
1. root
2. stem
3. flower
4. leaf
Answer:

Question: Which part of a plant takes in water and nutrients from the soil?

Choices:
D. root
P. stem
K. flower
J. leaf

Prompt:
Question: Which part of a plant takes in water and nutrients from the soil?
D. root
P. stem
K. flower
J. leaf
Answer:

Question: Which part of a plant takes in water and nutrients from the soil?

Choices:
D. stem
P. root
K. flower
J. leaf

Prompt:
Question: Which part of a plant takes in water and nutrients from the soil?
D. stem
P. root
K. flower
J. leaf
Answer:

Answer: 1


Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?

Choices:
A. kinetic energy converted to potential energy
B. chemical energy converted to kinetic energy
C. chemical energy converted to thermal energy
D. thermal energy converted to potential energy

Prompt:
Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?
A. kinetic energy converted to potential energy
B. chemical energy converted to kinetic energy
C. chemical energy converted to thermal energy
D. thermal energy converted to potential energy
Answer:

Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?

Choices:
A. thermal energy converted to potential energy
B. kinetic energy converted to potential energy
C. chemical energy converted to kinetic energy
D. chemical energy converted to thermal energy

Prompt:
Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?
A. thermal energy converted to potential energy
B. kinetic energy converted to potential energy
C. chemical energy converted to kinetic energy
D. chemical energy converted to thermal energy
Answer:

Answer: 1

Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?

Choices:
1. kinetic energy converted to potential energy
2. chemical energy converted to kinetic energy
3. chemical energy converted to thermal energy
4. thermal energy converted to potential energy

Prompt:
Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?
1. kinetic energy converted to potential energy
2. chemical energy converted to kinetic energy
3. chemical energy converted to thermal energy
4. thermal energy converted to potential energy
Answer:

Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?

Choices:
X. kinetic energy converted to potential energy
K. chemical energy converted to kinetic energy
O. chemical energy converted to thermal energy
Q. thermal energy converted to potential energy

Prompt:
Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?
X. kinetic energy converted to potential energy
K. chemical energy converted to kinetic energy
O. chemical energy converted to thermal energy
Q. thermal energy converted to potential energy
Answer:

Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?

Choices:
X. thermal energy converted to potential energy
K. kinetic energy converted to potential energy
O. chemical energy converted to kinetic energy
Q. chemical energy converted to thermal energy

Prompt:
Question: A certain type of hybrid car utilizes a braking system in which energy is recovered and stored in batteries. This is an example of which type of energy conversion?
X. thermal energy converted to potential energy
K. kinetic energy converted to potential energy
O. chemical energy converted to kinetic energy
Q. chemical energy converted to thermal energy
Answer:

Answer: 1


Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?

Choices:
A. parasitism
B. commensalism
C. mutualism
D. neutralism

Prompt:
Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?
A. parasitism
B. commensalism
C. mutualism
D. neutralism
Answer:

Answer: 2

Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?

Choices:
A. neutralism
B. parasitism
C. commensalism
D. mutualism

Prompt:
Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?
A. neutralism
B. parasitism
C. commensalism
D. mutualism
Answer:

Answer: 3

Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?

Choices:
1. parasitism
2. commensalism
3. mutualism
4. neutralism

Prompt:
Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?
1. parasitism
2. commensalism
3. mutualism
4. neutralism
Answer:

Answer: 2

Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?

Choices:
P. parasitism
R. commensalism
M. mutualism
H. neutralism

Prompt:
Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?
P. parasitism
R. commensalism
M. mutualism
H. neutralism
Answer:

Answer: 2

Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?

Choices:
P. neutralism
R. parasitism
M. commensalism
H. mutualism

Prompt:
Question: Clownfish take shelter in the tentacles of sea anemones and keep sea anemones clean. Which type of relationship does this represent?
P. neutralism
R. parasitism
M. commensalism
H. mutualism
Answer:

Answer: 3


Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?

Choices:
A. a robin that builds a nest
B. an owl that calls at night
C. a duck that swims in water
D. a goose that migrates in winter

Prompt:
Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?
A. a robin that builds a nest
B. an owl that calls at night
C. a duck that swims in water
D. a goose that migrates in winter
Answer:

Answer: 3

Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?

Choices:
A. a goose that migrates in winter
B. a robin that builds a nest
C. a duck that swims in water
D. an owl that calls at night

Prompt:
Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?
A. a goose that migrates in winter
B. a robin that builds a nest
C. a duck that swims in water
D. an owl that calls at night
Answer:

Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?

Choices:
1. a robin that builds a nest
2. an owl that calls at night
3. a duck that swims in water
4. a goose that migrates in winter

Prompt:
Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?
1. a robin that builds a nest
2. an owl that calls at night
3. a duck that swims in water
4. a goose that migrates in winter
Answer:

Answer: 3

Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?

Choices:
P. a robin that builds a nest
C. an owl that calls at night
Q. a duck that swims in water
B. a goose that migrates in winter

Prompt:
Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?
P. a robin that builds a nest
C. an owl that calls at night
Q. a duck that swims in water
B. a goose that migrates in winter
Answer:

Answer: 3

Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?

Choices:
P. a goose that migrates in winter
C. a robin that builds a nest
Q. a duck that swims in water
B. an owl that calls at night

Prompt:
Question: Some animals have behaviors that help them find food when little is available. Which best describes an animal with this type of behavior?
P. a goose that migrates in winter
C. a robin that builds a nest
Q. a duck that swims in water
B. an owl that calls at night
Answer:


Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?

Choices:
A. barometer
B. hygrometer
C. anemometer
D. weather vane

Prompt:
Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?
A. barometer
B. hygrometer
C. anemometer
D. weather vane
Answer:

Answer: 2

Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?

Choices:
A. barometer
B. anemometer
C. weather vane
D. hygrometer

Prompt:
Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?
A. barometer
B. anemometer
C. weather vane
D. hygrometer
Answer:

Answer: 1

Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?

Choices:
1. barometer
2. hygrometer
3. anemometer
4. weather vane

Prompt:
Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?
1. barometer
2. hygrometer
3. anemometer
4. weather vane
Answer:

Answer: 2

Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?

Choices:
Q. barometer
V. hygrometer
T. anemometer
S. weather vane

Prompt:
Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?
Q. barometer
V. hygrometer
T. anemometer
S. weather vane
Answer:

Answer: 2

Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?

Choices:
Q. barometer
V. anemometer
T. weather vane
S. hygrometer

Prompt:
Question: Part of a student's experiment is to measure changes in wind speed several hours before a storm. What piece of equipment should the student use?
Q. barometer
V. anemometer
T. weather vane
S. hygrometer
Answer:

Answer: 1


Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of

Choices:
A. circulation
B. competition
C. mutation
D. respiration

Prompt:
Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of
A. circulation
B. competition
C. mutation
D. respiration
Answer:

Answer: 2

Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of

Choices:
A. circulation
B. competition
C. respiration
D. mutation

Prompt:
Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of
A. circulation
B. competition
C. respiration
D. mutation
Answer:

Answer: 3

Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of

Choices:
1. circulation
2. competition
3. mutation
4. respiration

Prompt:
Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of
1. circulation
2. competition
3. mutation
4. respiration
Answer:

Answer: 2

Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of

Choices:
S. circulation
Q. competition
T. mutation
C. respiration

Prompt:
Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of
S. circulation
Q. competition
T. mutation
C. respiration
Answer:

Answer: 2

Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of

Choices:
S. circulation
Q. competition
T. respiration
C. mutation

Prompt:
Question: An organism is born with a genetic abnormality not present in any of its ancestors. This abnormality is most likely the result of
S. circulation
Q. competition
T. respiration
C. mutation
Answer:

Answer: 3


Question: The length of one day on Earth is determined by how long it takes

Choices:
A. the Moon to revolve once
B. the Moon to rotate once
C. Earth to rotate once
D. Earth to revolve once

Prompt:
Question: The length of one day on Earth is determined by how long it takes
A. the Moon to revolve once
B. the Moon to rotate once
C. Earth to rotate once
D. Earth to revolve once
Answer:

Answer: 2

Question: The length of one day on Earth is determined by how long it takes

Choices:
A. Earth to rotate once
B. Earth to revolve once
C. the Moon to revolve once
D. the Moon to rotate once

Prompt:
Question: The length of one day on Earth is determined by how long it takes
A. Earth to rotate once
B. Earth to revolve once
C. the Moon to revolve once
D. the Moon to rotate once
Answer:

Question: The length of one day on Earth is determined by how long it takes

Choices:
1. the Moon to revolve once
2. the Moon to rotate once
3. Earth to rotate once
4. Earth to revolve once

Prompt:
Question: The length of one day on Earth is determined by how long it takes
1. the Moon to revolve once
2. the Moon to rotate once
3. Earth to rotate once
4. Earth to revolve once
Answer:

Answer: 2

Question: The length of one day on Earth is determined by how long it takes

Choices:
L. the Moon to revolve once
Q. the Moon to rotate once
F. Earth to rotate once
Z. Earth to revolve once

Prompt:
Question: The length of one day on Earth is determined by how long it takes
L. the Moon to revolve once
Q. the Moon to rotate once
F. Earth to rotate once
Z. Earth to revolve once
Answer:

Answer: 2

Question: The length of one day on Earth is determined by how long it takes

Choices:
L. Earth to rotate once
Q. Earth to revolve once
F. the Moon to revolve once
Z. the Moon to rotate once

Prompt:
Question: The length of one day on Earth is determined by how long it takes
L. Earth to rotate once
Q. Earth to revolve once
F. the Moon to revolve once
Z. the Moon to rotate once
Answer:


Question: When a rock is placed in a graduated cylinder containing water, the height of the water will

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

Prompt:
Question: When a rock is placed in a graduated cylinder containing water, the height of the water will
A. decrease
B. increase
C. remain the same
Answer:

Answer: 1

Question: When a rock is placed in a graduated cylinder containing water, the height of the water will

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

Prompt:
Question: When a rock is placed in a graduated cylinder containing water, the height of the water will
A. increase
B. remain the same
C. decrease
Answer:

Question: When a rock is placed in a graduated cylinder containing water, the height of the water will

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

Prompt:
Question: When a rock is placed in a graduated cylinder containing water, the height of the water will
1. decrease
2. increase
3. remain the same
Answer:

Answer: 1

Question: When a rock is placed in a graduated cylinder containing water, the height of the water will

Choices:
Y. decrease
G. increase
V. remain the same

Prompt:
Question: When a rock is placed in a graduated cylinder containing water, the height of the water will
Y. decrease
G. increase
V. remain the same
Answer:

Answer: 1

Question: When a rock is placed in a graduated cylinder containing water, the height of the water will

Choices:
Y. increase
G. remain the same
V. decrease

Prompt:
Question: When a rock is placed in a graduated cylinder containing water, the height of the water will
Y. increase
G. remain the same
V. decrease
Answer:


Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will

Choices:
A. evaporate sooner.
B. take longer to increase in temperature.
C. condense over a longer period.
D. chemically break down at a faster rate.

Prompt:
Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will
A. evaporate sooner.
B. take longer to increase in temperature.
C. condense over a longer period.
D. chemically break down at a faster rate.
Answer:

Answer: 1

Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will

Choices:
A. chemically break down at a faster rate.
B. evaporate sooner.
C. take longer to increase in temperature.
D. condense over a longer period.

Prompt:
Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will
A. chemically break down at a faster rate.
B. evaporate sooner.
C. take longer to increase in temperature.
D. condense over a longer period.
Answer:

Answer: 2

Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will

Choices:
1. evaporate sooner.
2. take longer to increase in temperature.
3. condense over a longer period.
4. chemically break down at a faster rate.

Prompt:
Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will
1. evaporate sooner.
2. take longer to increase in temperature.
3. condense over a longer period.
4. chemically break down at a faster rate.
Answer:

Answer: 1

Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will

Choices:
G. evaporate sooner.
Y. take longer to increase in temperature.
S. condense over a longer period.
P. chemically break down at a faster rate.

Prompt:
Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will
G. evaporate sooner.
Y. take longer to increase in temperature.
S. condense over a longer period.
P. chemically break down at a faster rate.
Answer:

Answer: 1

Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will

Choices:
G. chemically break down at a faster rate.
Y. evaporate sooner.
S. take longer to increase in temperature.
P. condense over a longer period.

Prompt:
Question: A student heats the same amount of two different liquids over Bunsen burners. Each liquid is at room temperature when the student begins. If liquid 1 has a higher specific heat than liquid 2, then liquid 1 will
G. chemically break down at a faster rate.
Y. evaporate sooner.
S. take longer to increase in temperature.
P. condense over a longer period.
Answer:

Answer: 2


Question: Through which activity do animals get the carbon that is needed for their bodies?

Choices:
A. eating
B. breathing
C. running
D. sleeping

Prompt:
Question: Through which activity do animals get the carbon that is needed for their bodies?
A. eating
B. breathing
C. running
D. sleeping
Answer:

Question: Through which activity do animals get the carbon that is needed for their bodies?

Choices:
A. breathing
B. eating
C. sleeping
D. running

Prompt:
Question: Through which activity do animals get the carbon that is needed for their bodies?
A. breathing
B. eating
C. sleeping
D. running
Answer:

Answer: 1

Question: Through which activity do animals get the carbon that is needed for their bodies?

Choices:
1. eating
2. breathing
3. running
4. sleeping

Prompt:
Question: Through which activity do animals get the carbon that is needed for their bodies?
1. eating
2. breathing
3. running
4. sleeping
Answer:

Question: Through which activity do animals get the carbon that is needed for their bodies?

Choices:
M. eating
A. breathing
Z. running
C. sleeping

Prompt:
Question: Through which activity do animals get the carbon that is needed for their bodies?
M. eating
A. breathing
Z. running
C. sleeping
Answer:

Question: Through which activity do animals get the carbon that is needed for their bodies?

Choices:
M. breathing
A. eating
Z. sleeping
C. running

Prompt:
Question: Through which activity do animals get the carbon that is needed for their bodies?
M. breathing
A. eating
Z. sleeping
C. running
Answer:

Answer: 1


Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?

Choices:
A. Archaebacteria
B. Fungi
C. Plantae
D. Protista

Prompt:
Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?
A. Archaebacteria
B. Fungi
C. Plantae
D. Protista
Answer:

Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?

Choices:
A. Plantae
B. Fungi
C. Archaebacteria
D. Protista

Prompt:
Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?
A. Plantae
B. Fungi
C. Archaebacteria
D. Protista
Answer:

Answer: 2

Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?

Choices:
1. Archaebacteria
2. Fungi
3. Plantae
4. Protista

Prompt:
Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?
1. Archaebacteria
2. Fungi
3. Plantae
4. Protista
Answer:

Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?

Choices:
T. Archaebacteria
J. Fungi
P. Plantae
G. Protista

Prompt:
Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?
T. Archaebacteria
J. Fungi
P. Plantae
G. Protista
Answer:

Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?

Choices:
T. Plantae
J. Fungi
P. Archaebacteria
G. Protista

Prompt:
Question: Scientists have discovered organisms that thrive in hot water that is 90°C (194°F) and do not need sunlight or oxygen to live. Into which kingdom would the scientists classify these organisms?
T. Plantae
J. Fungi
P. Archaebacteria
G. Protista
Answer:

Answer: 2


Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?

Choices:
A. Integumentary and endocrine systems
B. Muscular and respiratory systems
C. Nervous and muscular systems
D. Skeletal and nervous systems

Prompt:
Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?
A. Integumentary and endocrine systems
B. Muscular and respiratory systems
C. Nervous and muscular systems
D. Skeletal and nervous systems
Answer:

Answer: 2

Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?

Choices:
A. Nervous and muscular systems
B. Skeletal and nervous systems
C. Integumentary and endocrine systems
D. Muscular and respiratory systems

Prompt:
Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?
A. Nervous and muscular systems
B. Skeletal and nervous systems
C. Integumentary and endocrine systems
D. Muscular and respiratory systems
Answer:

Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?

Choices:
1. Integumentary and endocrine systems
2. Muscular and respiratory systems
3. Nervous and muscular systems
4. Skeletal and nervous systems

Prompt:
Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?
1. Integumentary and endocrine systems
2. Muscular and respiratory systems
3. Nervous and muscular systems
4. Skeletal and nervous systems
Answer:

Answer: 2

Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?

Choices:
A. Integumentary and endocrine systems
X. Muscular and respiratory systems
J. Nervous and muscular systems
R. Skeletal and nervous systems

Prompt:
Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?
A. Integumentary and endocrine systems
X. Muscular and respiratory systems
J. Nervous and muscular systems
R. Skeletal and nervous systems
Answer:

Answer: 2

Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?

Choices:
A. Nervous and muscular systems
X. Skeletal and nervous systems
J. Integumentary and endocrine systems
R. Muscular and respiratory systems

Prompt:
Question: A cook touches a hot stove and quickly moves his hand away. What are the two primary body systems that work together to produce this response?
A. Nervous and muscular systems
X. Skeletal and nervous systems
J. Integumentary and endocrine systems
R. Muscular and respiratory systems
Answer:


Question: Which statement correctly describes both gases and liquids?

Choices:
A. Their shapes stay the same in any container.
B. Their shapes change when they are in different containers.
C. Their volumes stay the same in any container.
D. Their volumes change when they are in different containers.

Prompt:
Question: Which statement correctly describes both gases and liquids?
A. Their shapes stay the same in any container.
B. Their shapes change when they are in different containers.
C. Their volumes stay the same in any container.
D. Their volumes change when they are in different containers.
Answer:

Answer: 1

Question: Which statement correctly describes both gases and liquids?

Choices:
A. Their volumes change when they are in different containers.
B. Their volumes stay the same in any container.
C. Their shapes stay the same in any container.
D. Their shapes change when they are in different containers.

Prompt:
Question: Which statement correctly describes both gases and liquids?
A. Their volumes change when they are in different containers.
B. Their volumes stay the same in any container.
C. Their shapes stay the same in any container.
D. Their shapes change when they are in different containers.
Answer:

Answer: 3

Question: Which statement correctly describes both gases and liquids?

Choices:
1. Their shapes stay the same in any container.
2. Their shapes change when they are in different containers.
3. Their volumes stay the same in any container.
4. Their volumes change when they are in different containers.

Prompt:
Question: Which statement correctly describes both gases and liquids?
1. Their shapes stay the same in any container.
2. Their shapes change when they are in different containers.
3. Their volumes stay the same in any container.
4. Their volumes change when they are in different containers.
Answer:

Answer: 1

Question: Which statement correctly describes both gases and liquids?

Choices:
W. Their shapes stay the same in any container.
B. Their shapes change when they are in different containers.
L. Their volumes stay the same in any container.
S. Their volumes change when they are in different containers.

Prompt:
Question: Which statement correctly describes both gases and liquids?
W. Their shapes stay the same in any container.
B. Their shapes change when they are in different containers.
L. Their volumes stay the same in any container.
S. Their volumes change when they are in different containers.
Answer:

Answer: 1

Question: Which statement correctly describes both gases and liquids?

Choices:
W. Their volumes change when they are in different containers.
B. Their volumes stay the same in any container.
L. Their shapes stay the same in any container.
S. Their shapes change when they are in different containers.

Prompt:
Question: Which statement correctly describes both gases and liquids?
W. Their volumes change when they are in different containers.
B. Their volumes stay the same in any container.
L. Their shapes stay the same in any container.
S. Their shapes change when they are in different containers.
Answer:

Answer: 3


Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?

Choices:
A. learned behavior
B. migration instinct
C. response to stimuli
D. reproductive strategy

Prompt:
Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?
A. learned behavior
B. migration instinct
C. response to stimuli
D. reproductive strategy
Answer:

Answer: 2

Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?

Choices:
A. response to stimuli
B. reproductive strategy
C. migration instinct
D. learned behavior

Prompt:
Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?
A. response to stimuli
B. reproductive strategy
C. migration instinct
D. learned behavior
Answer:

Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?

Choices:
1. learned behavior
2. migration instinct
3. response to stimuli
4. reproductive strategy

Prompt:
Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?
1. learned behavior
2. migration instinct
3. response to stimuli
4. reproductive strategy
Answer:

Answer: 2

Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?

Choices:
D. learned behavior
Z. migration instinct
R. response to stimuli
O. reproductive strategy

Prompt:
Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?
D. learned behavior
Z. migration instinct
R. response to stimuli
O. reproductive strategy
Answer:

Answer: 2

Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?

Choices:
D. response to stimuli
Z. reproductive strategy
R. migration instinct
O. learned behavior

Prompt:
Question: When the soil is saturated, earthworms move to the top of the soil to obtain oxygen. This behavior is evidence of which biological concept in earthworms?
D. response to stimuli
Z. reproductive strategy
R. migration instinct
O. learned behavior
Answer:


Question: Which of the following is more likely to occur in a plant cell than in an animal cell?

Choices:
A. synthesis of enzymes
B. formation of cellulose
C. breakdown of glucose
D. active transport of ions

Prompt:
Question: Which of the following is more likely to occur in a plant cell than in an animal cell?
A. synthesis of enzymes
B. formation of cellulose
C. breakdown of glucose
D. active transport of ions
Answer:

Answer: 1

Question: Which of the following is more likely to occur in a plant cell than in an animal cell?

Choices:
A. synthesis of enzymes
B. active transport of ions
C. formation of cellulose
D. breakdown of glucose

Prompt:
Question: Which of the following is more likely to occur in a plant cell than in an animal cell?
A. synthesis of enzymes
B. active transport of ions
C. formation of cellulose
D. breakdown of glucose
Answer:

Answer: 2

Question: Which of the following is more likely to occur in a plant cell than in an animal cell?

Choices:
1. synthesis of enzymes
2. formation of cellulose
3. breakdown of glucose
4. active transport of ions

Prompt:
Question: Which of the following is more likely to occur in a plant cell than in an animal cell?
1. synthesis of enzymes
2. formation of cellulose
3. breakdown of glucose
4. active transport of ions
Answer:

Answer: 1

Question: Which of the following is more likely to occur in a plant cell than in an animal cell?

Choices:
M. synthesis of enzymes
P. formation of cellulose
K. breakdown of glucose
S. active transport of ions

Prompt:
Question: Which of the following is more likely to occur in a plant cell than in an animal cell?
M. synthesis of enzymes
P. formation of cellulose
K. breakdown of glucose
S. active transport of ions
Answer:

Answer: 1

Question: Which of the following is more likely to occur in a plant cell than in an animal cell?

Choices:
M. synthesis of enzymes
P. active transport of ions
K. formation of cellulose
S. breakdown of glucose

Prompt:
Question: Which of the following is more likely to occur in a plant cell than in an animal cell?
M. synthesis of enzymes
P. active transport of ions
K. formation of cellulose
S. breakdown of glucose
Answer:

Answer: 2


Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately

Choices:
A. 1 day
B. 28 days
C. 180 days
D. 365 days

Prompt:
Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately
A. 1 day
B. 28 days
C. 180 days
D. 365 days
Answer:

Answer: 3

Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately

Choices:
A. 28 days
B. 365 days
C. 180 days
D. 1 day

Prompt:
Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately
A. 28 days
B. 365 days
C. 180 days
D. 1 day
Answer:

Answer: 1

Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately

Choices:
1. 1 day
2. 28 days
3. 180 days
4. 365 days

Prompt:
Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately
1. 1 day
2. 28 days
3. 180 days
4. 365 days
Answer:

Answer: 3

Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately

Choices:
E. 1 day
U. 28 days
Z. 180 days
W. 365 days

Prompt:
Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately
E. 1 day
U. 28 days
Z. 180 days
W. 365 days
Answer:

Answer: 3

Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately

Choices:
E. 28 days
U. 365 days
Z. 180 days
W. 1 day

Prompt:
Question: Earth revolves around the sun. The amount of time needed for Earth to complete one revolution around the sun is approximately
E. 28 days
U. 365 days
Z. 180 days
W. 1 day
Answer:

Answer: 1


Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?

Choices:
A. fish births increase
B. fish populations decrease
C. sediment on the bottom of the bay decreases
D. the rate of water runoff into the bay increases

Prompt:
Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?
A. fish births increase
B. fish populations decrease
C. sediment on the bottom of the bay decreases
D. the rate of water runoff into the bay increases
Answer:

Answer: 1

Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?

Choices:
A. fish populations decrease
B. the rate of water runoff into the bay increases
C. sediment on the bottom of the bay decreases
D. fish births increase

Prompt:
Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?
A. fish populations decrease
B. the rate of water runoff into the bay increases
C. sediment on the bottom of the bay decreases
D. fish births increase
Answer:

Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?

Choices:
1. fish births increase
2. fish populations decrease
3. sediment on the bottom of the bay decreases
4. the rate of water runoff into the bay increases

Prompt:
Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?
1. fish births increase
2. fish populations decrease
3. sediment on the bottom of the bay decreases
4. the rate of water runoff into the bay increases
Answer:

Answer: 1

Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?

Choices:
L. fish births increase
V. fish populations decrease
Y. sediment on the bottom of the bay decreases
T. the rate of water runoff into the bay increases

Prompt:
Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?
L. fish births increase
V. fish populations decrease
Y. sediment on the bottom of the bay decreases
T. the rate of water runoff into the bay increases
Answer:

Answer: 1

Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?

Choices:
L. fish populations decrease
V. the rate of water runoff into the bay increases
Y. sediment on the bottom of the bay decreases
T. fish births increase

Prompt:
Question: Excess nitrogen fertilizers sometimes drain into waterways that flow into the Chesapeake Bay. This nitrogen may cause algae blooms, which reduce dissolved oxygen in the water. How does nitrogen negatively affect the Chesapeake Bay?
L. fish populations decrease
V. the rate of water runoff into the bay increases
Y. sediment on the bottom of the bay decreases
T. fish births increase
Answer:


Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?

Choices:
A. The heat comes from the Sun.
B. The heat comes from pools of underground water.
C. The heat comes from deep within Earth.
D. The heat comes from decaying plants and animals.

Prompt:
Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?
A. The heat comes from the Sun.
B. The heat comes from pools of underground water.
C. The heat comes from deep within Earth.
D. The heat comes from decaying plants and animals.
Answer:

Answer: 2

Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?

Choices:
A. The heat comes from the Sun.
B. The heat comes from pools of underground water.
C. The heat comes from decaying plants and animals.
D. The heat comes from deep within Earth.

Prompt:
Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?
A. The heat comes from the Sun.
B. The heat comes from pools of underground water.
C. The heat comes from decaying plants and animals.
D. The heat comes from deep within Earth.
Answer:

Answer: 3

Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?

Choices:
1. The heat comes from the Sun.
2. The heat comes from pools of underground water.
3. The heat comes from deep within Earth.
4. The heat comes from decaying plants and animals.

Prompt:
Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?
1. The heat comes from the Sun.
2. The heat comes from pools of underground water.
3. The heat comes from deep within Earth.
4. The heat comes from decaying plants and animals.
Answer:

Answer: 2

Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?

Choices:
D. The heat comes from the Sun.
W. The heat comes from pools of underground water.
B. The heat comes from deep within Earth.
S. The heat comes from decaying plants and animals.

Prompt:
Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?
D. The heat comes from the Sun.
W. The heat comes from pools of underground water.
B. The heat comes from deep within Earth.
S. The heat comes from decaying plants and animals.
Answer:

Answer: 2

Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?

Choices:
D. The heat comes from the Sun.
W. The heat comes from pools of underground water.
B. The heat comes from decaying plants and animals.
S. The heat comes from deep within Earth.

Prompt:
Question: Mount Arenal, a volcano in Costa Rica, is erupting. Heat is being released during the eruption. What is the source of the heat?
D. The heat comes from the Sun.
W. The heat comes from pools of underground water.
B. The heat comes from decaying plants and animals.
S. The heat comes from deep within Earth.
Answer:

Answer: 3


Question: Which statement describes how the umbilical cord supports a developing fetus?

Choices:
A. It provides a protective barrier between the mother and the fetus.
B. It keeps the fetus inside the mother until birth.
C. It provides a navel when the baby is born.
D. It supplies oxygen and nutrients to the fetus.

Prompt:
Question: Which statement describes how the umbilical cord supports a developing fetus?
A. It provides a protective barrier between the mother and the fetus.
B. It keeps the fetus inside the mother until birth.
C. It provides a navel when the baby is born.
D. It supplies oxygen and nutrients to the fetus.
Answer:

Answer: 3

Question: Which statement describes how the umbilical cord supports a developing fetus?

Choices:
A. It supplies oxygen and nutrients to the fetus.
B. It provides a protective barrier between the mother and the fetus.
C. It provides a navel when the baby is born.
D. It keeps the fetus inside the mother until birth.

Prompt:
Question: Which statement describes how the umbilical cord supports a developing fetus?
A. It supplies oxygen and nutrients to the fetus.
B. It provides a protective barrier between the mother and the fetus.
C. It provides a navel when the baby is born.
D. It keeps the fetus inside the mother until birth.
Answer:

Question: Which statement describes how the umbilical cord supports a developing fetus?

Choices:
1. It provides a protective barrier between the mother and the fetus.
2. It keeps the fetus inside the mother until birth.
3. It provides a navel when the baby is born.
4. It supplies oxygen and nutrients to the fetus.

Prompt:
Question: Which statement describes how the umbilical cord supports a developing fetus?
1. It provides a protective barrier between the mother and the fetus.
2. It keeps the fetus inside the mother until birth.
3. It provides a navel when the baby is born.
4. It supplies oxygen and nutrients to the fetus.
Answer:

Answer: 3

Question: Which statement describes how the umbilical cord supports a developing fetus?

Choices:
M. It provides a protective barrier between the mother and the fetus.
N. It keeps the fetus inside the mother until birth.
C. It provides a navel when the baby is born.
G. It supplies oxygen and nutrients to the fetus.

Prompt:
Question: Which statement describes how the umbilical cord supports a developing fetus?
M. It provides a protective barrier between the mother and the fetus.
N. It keeps the fetus inside the mother until birth.
C. It provides a navel when the baby is born.
G. It supplies oxygen and nutrients to the fetus.
Answer:

Answer: 3

Question: Which statement describes how the umbilical cord supports a developing fetus?

Choices:
M. It supplies oxygen and nutrients to the fetus.
N. It provides a protective barrier between the mother and the fetus.
C. It provides a navel when the baby is born.
G. It keeps the fetus inside the mother until birth.

Prompt:
Question: Which statement describes how the umbilical cord supports a developing fetus?
M. It supplies oxygen and nutrients to the fetus.
N. It provides a protective barrier between the mother and the fetus.
C. It provides a navel when the baby is born.
G. It keeps the fetus inside the mother until birth.
Answer:


Question: Which two human body systems are most responsible for getting oxygen to cells?

Choices:
A. digestive and skeletal
B. skeletal and circulatory
C. circulatory and respiratory
D. respiratory and digestive

Prompt:
Question: Which two human body systems are most responsible for getting oxygen to cells?
A. digestive and skeletal
B. skeletal and circulatory
C. circulatory and respiratory
D. respiratory and digestive
Answer:

Answer: 2

Question: Which two human body systems are most responsible for getting oxygen to cells?

Choices:
A. digestive and skeletal
B. circulatory and respiratory
C. respiratory and digestive
D. skeletal and circulatory

Prompt:
Question: Which two human body systems are most responsible for getting oxygen to cells?
A. digestive and skeletal
B. circulatory and respiratory
C. respiratory and digestive
D. skeletal and circulatory
Answer:

Answer: 1

Question: Which two human body systems are most responsible for getting oxygen to cells?

Choices:
1. digestive and skeletal
2. skeletal and circulatory
3. circulatory and respiratory
4. respiratory and digestive

Prompt:
Question: Which two human body systems are most responsible for getting oxygen to cells?
1. digestive and skeletal
2. skeletal and circulatory
3. circulatory and respiratory
4. respiratory and digestive
Answer:

Answer: 2

Question: Which two human body systems are most responsible for getting oxygen to cells?

Choices:
H. digestive and skeletal
S. skeletal and circulatory
J. circulatory and respiratory
Z. respiratory and digestive

Prompt:
Question: Which two human body systems are most responsible for getting oxygen to cells?
H. digestive and skeletal
S. skeletal and circulatory
J. circulatory and respiratory
Z. respiratory and digestive
Answer:

Answer: 2

Question: Which two human body systems are most responsible for getting oxygen to cells?

Choices:
H. digestive and skeletal
S. circulatory and respiratory
J. respiratory and digestive
Z. skeletal and circulatory

Prompt:
Question: Which two human body systems are most responsible for getting oxygen to cells?
H. digestive and skeletal
S. circulatory and respiratory
J. respiratory and digestive
Z. skeletal and circulatory
Answer:

Answer: 1


Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?

Choices:
A. 1 tall plant to 3 short plants
B. 2 tall plants to 2 short plants
C. 3 tall plants to 1 short plant
D. 4 tall plants to 0 short plants

Prompt:
Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?
A. 1 tall plant to 3 short plants
B. 2 tall plants to 2 short plants
C. 3 tall plants to 1 short plant
D. 4 tall plants to 0 short plants
Answer:

Answer: 1

Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?

Choices:
A. 2 tall plants to 2 short plants
B. 4 tall plants to 0 short plants
C. 3 tall plants to 1 short plant
D. 1 tall plant to 3 short plants

Prompt:
Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?
A. 2 tall plants to 2 short plants
B. 4 tall plants to 0 short plants
C. 3 tall plants to 1 short plant
D. 1 tall plant to 3 short plants
Answer:

Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?

Choices:
1. 1 tall plant to 3 short plants
2. 2 tall plants to 2 short plants
3. 3 tall plants to 1 short plant
4. 4 tall plants to 0 short plants

Prompt:
Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?
1. 1 tall plant to 3 short plants
2. 2 tall plants to 2 short plants
3. 3 tall plants to 1 short plant
4. 4 tall plants to 0 short plants
Answer:

Answer: 1

Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?

Choices:
C. 1 tall plant to 3 short plants
E. 2 tall plants to 2 short plants
T. 3 tall plants to 1 short plant
V. 4 tall plants to 0 short plants

Prompt:
Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?
C. 1 tall plant to 3 short plants
E. 2 tall plants to 2 short plants
T. 3 tall plants to 1 short plant
V. 4 tall plants to 0 short plants
Answer:

Answer: 1

Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?

Choices:
C. 2 tall plants to 2 short plants
E. 4 tall plants to 0 short plants
T. 3 tall plants to 1 short plant
V. 1 tall plant to 3 short plants

Prompt:
Question: In their science classroom, Sam and Julia cross a heterozygous tall (Tt) pea plant with a homozygous short (tt) pea plant. What ratio represents the results Sam and Julia can expect?
C. 2 tall plants to 2 short plants
E. 4 tall plants to 0 short plants
T. 3 tall plants to 1 short plant
V. 1 tall plant to 3 short plants
Answer:


Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become

Choices:
A. warmer.
B. cooler.
C. more acidic.
D. more alkaline.

Prompt:
Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become
A. warmer.
B. cooler.
C. more acidic.
D. more alkaline.
Answer:

Answer: 2

Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become

Choices:
A. more acidic.
B. cooler.
C. more alkaline.
D. warmer.

Prompt:
Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become
A. more acidic.
B. cooler.
C. more alkaline.
D. warmer.
Answer:

Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become

Choices:
1. warmer.
2. cooler.
3. more acidic.
4. more alkaline.

Prompt:
Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become
1. warmer.
2. cooler.
3. more acidic.
4. more alkaline.
Answer:

Answer: 2

Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become

Choices:
L. warmer.
W. cooler.
N. more acidic.
V. more alkaline.

Prompt:
Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become
L. warmer.
W. cooler.
N. more acidic.
V. more alkaline.
Answer:

Answer: 2

Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become

Choices:
L. more acidic.
W. cooler.
N. more alkaline.
V. warmer.

Prompt:
Question: When atmospheric carbon dioxide increases, some of the carbon dioxide dissolves in the ocean causing the ocean to become
L. more acidic.
W. cooler.
N. more alkaline.
V. warmer.
Answer:


Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?

Choices:
A. magma
B. igneous
C. sedimentary
D. metamorphic

Prompt:
Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?
A. magma
B. igneous
C. sedimentary
D. metamorphic
Answer:

Answer: 2

Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?

Choices:
A. metamorphic
B. sedimentary
C. igneous
D. magma

Prompt:
Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?
A. metamorphic
B. sedimentary
C. igneous
D. magma
Answer:

Answer: 1

Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?

Choices:
1. magma
2. igneous
3. sedimentary
4. metamorphic

Prompt:
Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?
1. magma
2. igneous
3. sedimentary
4. metamorphic
Answer:

Answer: 2

Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?

Choices:
P. magma
O. igneous
U. sedimentary
J. metamorphic

Prompt:
Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?
P. magma
O. igneous
U. sedimentary
J. metamorphic
Answer:

Answer: 2

Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?

Choices:
P. metamorphic
O. sedimentary
U. igneous
J. magma

Prompt:
Question: Over time, dried lava from an old volcano is worn down and broken into small pieces. When these pieces pile up and are cemented together to form new rock, how would this new rock be classified?
P. metamorphic
O. sedimentary
U. igneous
J. magma
Answer:

Answer: 1


Question: When potassium and bromine atoms form chemical bonds, which of these is produced?

Choices:
A. an element
B. a mixture
C. a compound
D. a new form of matter

Prompt:
Question: When potassium and bromine atoms form chemical bonds, which of these is produced?
A. an element
B. a mixture
C. a compound
D. a new form of matter
Answer:

Answer: 2

Question: When potassium and bromine atoms form chemical bonds, which of these is produced?

Choices:
A. an element
B. a compound
C. a new form of matter
D. a mixture

Prompt:
Question: When potassium and bromine atoms form chemical bonds, which of these is produced?
A. an element
B. a compound
C. a new form of matter
D. a mixture
Answer:

Answer: 1

Question: When potassium and bromine atoms form chemical bonds, which of these is produced?

Choices:
1. an element
2. a mixture
3. a compound
4. a new form of matter

Prompt:
Question: When potassium and bromine atoms form chemical bonds, which of these is produced?
1. an element
2. a mixture
3. a compound
4. a new form of matter
Answer:

Answer: 2

Question: When potassium and bromine atoms form chemical bonds, which of these is produced?

Choices:
S. an element
X. a mixture
C. a compound
Y. a new form of matter

Prompt:
Question: When potassium and bromine atoms form chemical bonds, which of these is produced?
S. an element
X. a mixture
C. a compound
Y. a new form of matter
Answer:

Answer: 2

Question: When potassium and bromine atoms form chemical bonds, which of these is produced?

Choices:
S. an element
X. a compound
C. a new form of matter
Y. a mixture

Prompt:
Question: When potassium and bromine atoms form chemical bonds, which of these is produced?
S. an element
X. a compound
C. a new form of matter
Y. a mixture
Answer:

Answer: 1


Question: How often does Earth rotate on its axis?

Choices:
A. once every 12 hours
B. once every 24 hours
C. once every month
D. once every year

Prompt:
Question: How often does Earth rotate on its axis?
A. once every 12 hours
B. once every 24 hours
C. once every month
D. once every year
Answer:

Answer: 1

Question: How often does Earth rotate on its axis?

Choices:
A. once every 24 hours
B. once every 12 hours
C. once every month
D. once every year

Prompt:
Question: How often does Earth rotate on its axis?
A. once every 24 hours
B. once every 12 hours
C. once every month
D. once every year
Answer:

Question: How often does Earth rotate on its axis?

Choices:
1. once every 12 hours
2. once every 24 hours
3. once every month
4. once every year

Prompt:
Question: How often does Earth rotate on its axis?
1. once every 12 hours
2. once every 24 hours
3. once every month
4. once every year
Answer:

Answer: 1

Question: How often does Earth rotate on its axis?

Choices:
Q. once every 12 hours
P. once every 24 hours
D. once every month
O. once every year

Prompt:
Question: How often does Earth rotate on its axis?
Q. once every 12 hours
P. once every 24 hours
D. once every month
O. once every year
Answer:

Answer: 1

Question: How often does Earth rotate on its axis?

Choices:
Q. once every 24 hours
P. once every 12 hours
D. once every month
O. once every year

Prompt:
Question: How often does Earth rotate on its axis?
Q. once every 24 hours
P. once every 12 hours
D. once every month
O. once every year
Answer:


Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?

Choices:
A. a bar graph
B. a pie chart
C. a line graph
D. a scatterplot

Prompt:
Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?
A. a bar graph
B. a pie chart
C. a line graph
D. a scatterplot
Answer:

Answer: 1

Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?

Choices:
A. a pie chart
B. a line graph
C. a bar graph
D. a scatterplot

Prompt:
Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?
A. a pie chart
B. a line graph
C. a bar graph
D. a scatterplot
Answer:

Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?

Choices:
1. a bar graph
2. a pie chart
3. a line graph
4. a scatterplot

Prompt:
Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?
1. a bar graph
2. a pie chart
3. a line graph
4. a scatterplot
Answer:

Answer: 1

Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?

Choices:
O. a bar graph
C. a pie chart
U. a line graph
Z. a scatterplot

Prompt:
Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?
O. a bar graph
C. a pie chart
U. a line graph
Z. a scatterplot
Answer:

Answer: 1

Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?

Choices:
O. a pie chart
C. a line graph
U. a bar graph
Z. a scatterplot

Prompt:
Question: The elements that make up the atmosphere of Earth can be listed as percentages or can be shown in a graph. Which type of graph would best show this information?
O. a pie chart
C. a line graph
U. a bar graph
Z. a scatterplot
Answer:


Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?

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

Prompt:
Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?
A. heat
B. oxygen
C. protein
D. water
Answer:

Answer: 1

Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?

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

Prompt:
Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?
A. oxygen
B. protein
C. water
D. heat
Answer:

Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?

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

Prompt:
Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?
1. heat
2. oxygen
3. protein
4. water
Answer:

Answer: 1

Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?

Choices:
P. heat
Z. oxygen
X. protein
Q. water

Prompt:
Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?
P. heat
Z. oxygen
X. protein
Q. water
Answer:

Answer: 1

Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?

Choices:
P. oxygen
Z. protein
X. water
Q. heat

Prompt:
Question: Animals give off carbon dioxide that plants take in through leaves. What do plants give off as a result of photosynthesis that animals need to breathe?
P. oxygen
Z. protein
X. water
Q. heat
Answer:


Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?

Choices:
A. Argon, Ar
B. Oxygen, O2
C. Water, H2O
D. Nitrogen, N2

Prompt:
Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?
A. Argon, Ar
B. Oxygen, O2
C. Water, H2O
D. Nitrogen, N2
Answer:

Answer: 2

Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?

Choices:
A. Nitrogen, N2
B. Argon, Ar
C. Oxygen, O2
D. Water, H2O

Prompt:
Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?
A. Nitrogen, N2
B. Argon, Ar
C. Oxygen, O2
D. Water, H2O
Answer:

Answer: 3

Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?

Choices:
1. Argon, Ar
2. Oxygen, O2
3. Water, H2O
4. Nitrogen, N2

Prompt:
Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?
1. Argon, Ar
2. Oxygen, O2
3. Water, H2O
4. Nitrogen, N2
Answer:

Answer: 2

Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?

Choices:
T. Argon, Ar
M. Oxygen, O2
Z. Water, H2O
O. Nitrogen, N2

Prompt:
Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?
T. Argon, Ar
M. Oxygen, O2
Z. Water, H2O
O. Nitrogen, N2
Answer:

Answer: 2

Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?

Choices:
T. Nitrogen, N2
M. Argon, Ar
Z. Oxygen, O2
O. Water, H2O

Prompt:
Question: Air is composed of many different substances. Which of the following components of air is a compound rather than an element?
T. Nitrogen, N2
M. Argon, Ar
Z. Oxygen, O2
O. Water, H2O
Answer:

Answer: 3


Question: Which factor is responsible for the presence of equatorial deserts?

Choices:
A. global warming
B. asteroid impacts
C. tilt of the Earth's axis
D. the solar activity cycle

Prompt:
Question: Which factor is responsible for the presence of equatorial deserts?
A. global warming
B. asteroid impacts
C. tilt of the Earth's axis
D. the solar activity cycle
Answer:

Answer: 2

Question: Which factor is responsible for the presence of equatorial deserts?

Choices:
A. tilt of the Earth's axis
B. the solar activity cycle
C. global warming
D. asteroid impacts

Prompt:
Question: Which factor is responsible for the presence of equatorial deserts?
A. tilt of the Earth's axis
B. the solar activity cycle
C. global warming
D. asteroid impacts
Answer:

Question: Which factor is responsible for the presence of equatorial deserts?

Choices:
1. global warming
2. asteroid impacts
3. tilt of the Earth's axis
4. the solar activity cycle

Prompt:
Question: Which factor is responsible for the presence of equatorial deserts?
1. global warming
2. asteroid impacts
3. tilt of the Earth's axis
4. the solar activity cycle
Answer:

Answer: 2

Question: Which factor is responsible for the presence of equatorial deserts?

Choices:
W. global warming
A. asteroid impacts
O. tilt of the Earth's axis
C. the solar activity cycle

Prompt:
Question: Which factor is responsible for the presence of equatorial deserts?
W. global warming
A. asteroid impacts
O. tilt of the Earth's axis
C. the solar activity cycle
Answer:

Answer: 2

Question: Which factor is responsible for the presence of equatorial deserts?

Choices:
W. tilt of the Earth's axis
A. the solar activity cycle
O. global warming
C. asteroid impacts

Prompt:
Question: Which factor is responsible for the presence of equatorial deserts?
W. tilt of the Earth's axis
A. the solar activity cycle
O. global warming
C. asteroid impacts
Answer:


Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because

Choices:
A. it makes food easier to find.
B. predators avoid the moth.
C. it aids in attracting a mate.
D. the moth blends in with its surroundings.

Prompt:
Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because
A. it makes food easier to find.
B. predators avoid the moth.
C. it aids in attracting a mate.
D. the moth blends in with its surroundings.
Answer:

Answer: 1

Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because

Choices:
A. it makes food easier to find.
B. it aids in attracting a mate.
C. the moth blends in with its surroundings.
D. predators avoid the moth.

Prompt:
Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because
A. it makes food easier to find.
B. it aids in attracting a mate.
C. the moth blends in with its surroundings.
D. predators avoid the moth.
Answer:

Answer: 3

Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because

Choices:
1. it makes food easier to find.
2. predators avoid the moth.
3. it aids in attracting a mate.
4. the moth blends in with its surroundings.

Prompt:
Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because
1. it makes food easier to find.
2. predators avoid the moth.
3. it aids in attracting a mate.
4. the moth blends in with its surroundings.
Answer:

Answer: 1

Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because

Choices:
H. it makes food easier to find.
O. predators avoid the moth.
M. it aids in attracting a mate.
V. the moth blends in with its surroundings.

Prompt:
Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because
H. it makes food easier to find.
O. predators avoid the moth.
M. it aids in attracting a mate.
V. the moth blends in with its surroundings.
Answer:

Answer: 1

Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because

Choices:
H. it makes food easier to find.
O. it aids in attracting a mate.
M. the moth blends in with its surroundings.
V. predators avoid the moth.

Prompt:
Question: The ash borer moth looks similar to a wasp, but it does not have the ability to sting. This adaptation most likely helps the moth survive because
H. it makes food easier to find.
O. it aids in attracting a mate.
M. the moth blends in with its surroundings.
V. predators avoid the moth.
Answer:

Answer: 3


Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?

Choices:
A. circulatory system
B. nervous system
C. respiratory system
D. excretory system

Prompt:
Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?
A. circulatory system
B. nervous system
C. respiratory system
D. excretory system
Answer:

Answer: 1

Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?

Choices:
A. nervous system
B. excretory system
C. respiratory system
D. circulatory system

Prompt:
Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?
A. nervous system
B. excretory system
C. respiratory system
D. circulatory system
Answer:

Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?

Choices:
1. circulatory system
2. nervous system
3. respiratory system
4. excretory system

Prompt:
Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?
1. circulatory system
2. nervous system
3. respiratory system
4. excretory system
Answer:

Answer: 1

Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?

Choices:
V. circulatory system
A. nervous system
P. respiratory system
O. excretory system

Prompt:
Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?
V. circulatory system
A. nervous system
P. respiratory system
O. excretory system
Answer:

Answer: 1

Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?

Choices:
V. nervous system
A. excretory system
P. respiratory system
O. circulatory system

Prompt:
Question: Which organ system communicates with cells in muscle tissue so that the muscles contract or relax, allowing the body to move?
V. nervous system
A. excretory system
P. respiratory system
O. circulatory system
Answer: