Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?

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

Prompt:
Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?
A. mutualism
B. commensalism
C. parasitism
D. phototropism
Answer:

Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?

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

Prompt:
Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?
A. phototropism
B. parasitism
C. commensalism
D. mutualism
Answer:

Answer: 3

Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?

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

Prompt:
Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?
1. mutualism
2. commensalism
3. parasitism
4. phototropism
Answer:

Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?

Choices:
T. mutualism
L. commensalism
W. parasitism
I. phototropism

Prompt:
Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?
T. mutualism
L. commensalism
W. parasitism
I. phototropism
Answer:

Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?

Choices:
T. phototropism
L. parasitism
W. commensalism
I. mutualism

Prompt:
Question: A plover bird eats bits of food that become stuck in a crocodile's teeth without being hurt. The crocodile gets its teeth cleaned and the bird gets food. Which type of relationship exists between the bird and the crocodile?
T. phototropism
L. parasitism
W. commensalism
I. mutualism
Answer:

Answer: 3


Question: What can scientists learn about the past by studying sedimentary rocks?

Choices:
A. how a species changed over time
B. how animals made a shelter
C. the color of leaves on a plant
D. the number of chambers in a dinosaur's heart

Prompt:
Question: What can scientists learn about the past by studying sedimentary rocks?
A. how a species changed over time
B. how animals made a shelter
C. the color of leaves on a plant
D. the number of chambers in a dinosaur's heart
Answer:

Question: What can scientists learn about the past by studying sedimentary rocks?

Choices:
A. the number of chambers in a dinosaur's heart
B. how animals made a shelter
C. the color of leaves on a plant
D. how a species changed over time

Prompt:
Question: What can scientists learn about the past by studying sedimentary rocks?
A. the number of chambers in a dinosaur's heart
B. how animals made a shelter
C. the color of leaves on a plant
D. how a species changed over time
Answer:

Answer: 3

Question: What can scientists learn about the past by studying sedimentary rocks?

Choices:
1. how a species changed over time
2. how animals made a shelter
3. the color of leaves on a plant
4. the number of chambers in a dinosaur's heart

Prompt:
Question: What can scientists learn about the past by studying sedimentary rocks?
1. how a species changed over time
2. how animals made a shelter
3. the color of leaves on a plant
4. the number of chambers in a dinosaur's heart
Answer:

Question: What can scientists learn about the past by studying sedimentary rocks?

Choices:
U. how a species changed over time
Q. how animals made a shelter
N. the color of leaves on a plant
E. the number of chambers in a dinosaur's heart

Prompt:
Question: What can scientists learn about the past by studying sedimentary rocks?
U. how a species changed over time
Q. how animals made a shelter
N. the color of leaves on a plant
E. the number of chambers in a dinosaur's heart
Answer:

Question: What can scientists learn about the past by studying sedimentary rocks?

Choices:
U. the number of chambers in a dinosaur's heart
Q. how animals made a shelter
N. the color of leaves on a plant
E. how a species changed over time

Prompt:
Question: What can scientists learn about the past by studying sedimentary rocks?
U. the number of chambers in a dinosaur's heart
Q. how animals made a shelter
N. the color of leaves on a plant
E. how a species changed over time
Answer:

Answer: 3


Question: A scientific explanation should include a demonstration of the relationships between

Choices:
A. measurement, form, and function.
B. changes, interactions, and formulas.
C. logic, evidence, and current knowledge.
D. hypothesis, problem solving, and lab equipment.

Prompt:
Question: A scientific explanation should include a demonstration of the relationships between
A. measurement, form, and function.
B. changes, interactions, and formulas.
C. logic, evidence, and current knowledge.
D. hypothesis, problem solving, and lab equipment.
Answer:

Answer: 2

Question: A scientific explanation should include a demonstration of the relationships between

Choices:
A. changes, interactions, and formulas.
B. logic, evidence, and current knowledge.
C. measurement, form, and function.
D. hypothesis, problem solving, and lab equipment.

Prompt:
Question: A scientific explanation should include a demonstration of the relationships between
A. changes, interactions, and formulas.
B. logic, evidence, and current knowledge.
C. measurement, form, and function.
D. hypothesis, problem solving, and lab equipment.
Answer:

Answer: 1

Question: A scientific explanation should include a demonstration of the relationships between

Choices:
1. measurement, form, and function.
2. changes, interactions, and formulas.
3. logic, evidence, and current knowledge.
4. hypothesis, problem solving, and lab equipment.

Prompt:
Question: A scientific explanation should include a demonstration of the relationships between
1. measurement, form, and function.
2. changes, interactions, and formulas.
3. logic, evidence, and current knowledge.
4. hypothesis, problem solving, and lab equipment.
Answer:

Answer: 2

Question: A scientific explanation should include a demonstration of the relationships between

Choices:
N. measurement, form, and function.
I. changes, interactions, and formulas.
B. logic, evidence, and current knowledge.
L. hypothesis, problem solving, and lab equipment.

Prompt:
Question: A scientific explanation should include a demonstration of the relationships between
N. measurement, form, and function.
I. changes, interactions, and formulas.
B. logic, evidence, and current knowledge.
L. hypothesis, problem solving, and lab equipment.
Answer:

Answer: 2

Question: A scientific explanation should include a demonstration of the relationships between

Choices:
N. changes, interactions, and formulas.
I. logic, evidence, and current knowledge.
B. measurement, form, and function.
L. hypothesis, problem solving, and lab equipment.

Prompt:
Question: A scientific explanation should include a demonstration of the relationships between
N. changes, interactions, and formulas.
I. logic, evidence, and current knowledge.
B. measurement, form, and function.
L. hypothesis, problem solving, and lab equipment.
Answer:

Answer: 1


Question: A plant that has traits identical to the parent plant provides evidence that the plant

Choices:
A. resulted from sexual reproduction.
B. resulted from asexual reproduction.
C. will develop many seeds.
D. will have large leaves.

Prompt:
Question: A plant that has traits identical to the parent plant provides evidence that the plant
A. resulted from sexual reproduction.
B. resulted from asexual reproduction.
C. will develop many seeds.
D. will have large leaves.
Answer:

Answer: 1

Question: A plant that has traits identical to the parent plant provides evidence that the plant

Choices:
A. resulted from asexual reproduction.
B. resulted from sexual reproduction.
C. will have large leaves.
D. will develop many seeds.

Prompt:
Question: A plant that has traits identical to the parent plant provides evidence that the plant
A. resulted from asexual reproduction.
B. resulted from sexual reproduction.
C. will have large leaves.
D. will develop many seeds.
Answer:

Question: A plant that has traits identical to the parent plant provides evidence that the plant

Choices:
1. resulted from sexual reproduction.
2. resulted from asexual reproduction.
3. will develop many seeds.
4. will have large leaves.

Prompt:
Question: A plant that has traits identical to the parent plant provides evidence that the plant
1. resulted from sexual reproduction.
2. resulted from asexual reproduction.
3. will develop many seeds.
4. will have large leaves.
Answer:

Answer: 1

Question: A plant that has traits identical to the parent plant provides evidence that the plant

Choices:
Q. resulted from sexual reproduction.
N. resulted from asexual reproduction.
R. will develop many seeds.
I. will have large leaves.

Prompt:
Question: A plant that has traits identical to the parent plant provides evidence that the plant
Q. resulted from sexual reproduction.
N. resulted from asexual reproduction.
R. will develop many seeds.
I. will have large leaves.
Answer:

Answer: 1

Question: A plant that has traits identical to the parent plant provides evidence that the plant

Choices:
Q. resulted from asexual reproduction.
N. resulted from sexual reproduction.
R. will have large leaves.
I. will develop many seeds.

Prompt:
Question: A plant that has traits identical to the parent plant provides evidence that the plant
Q. resulted from asexual reproduction.
N. resulted from sexual reproduction.
R. will have large leaves.
I. will develop many seeds.
Answer:


Question: Which property would best help a student determine if two substances are made of two different elements?

Choices:
A. mass
B. shape
C. density
D. volume

Prompt:
Question: Which property would best help a student determine if two substances are made of two different elements?
A. mass
B. shape
C. density
D. volume
Answer:

Answer: 2

Question: Which property would best help a student determine if two substances are made of two different elements?

Choices:
A. mass
B. volume
C. shape
D. density

Prompt:
Question: Which property would best help a student determine if two substances are made of two different elements?
A. mass
B. volume
C. shape
D. density
Answer:

Answer: 3

Question: Which property would best help a student determine if two substances are made of two different elements?

Choices:
1. mass
2. shape
3. density
4. volume

Prompt:
Question: Which property would best help a student determine if two substances are made of two different elements?
1. mass
2. shape
3. density
4. volume
Answer:

Answer: 2

Question: Which property would best help a student determine if two substances are made of two different elements?

Choices:
Q. mass
X. shape
B. density
W. volume

Prompt:
Question: Which property would best help a student determine if two substances are made of two different elements?
Q. mass
X. shape
B. density
W. volume
Answer:

Answer: 2

Question: Which property would best help a student determine if two substances are made of two different elements?

Choices:
Q. mass
X. volume
B. shape
W. density

Prompt:
Question: Which property would best help a student determine if two substances are made of two different elements?
Q. mass
X. volume
B. shape
W. density
Answer:

Answer: 3


Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in

Choices:
A. crystals.
B. lava.
C. sedimentary rock.
D. metamorphic rock.

Prompt:
Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in
A. crystals.
B. lava.
C. sedimentary rock.
D. metamorphic rock.
Answer:

Answer: 2

Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in

Choices:
A. sedimentary rock.
B. metamorphic rock.
C. crystals.
D. lava.

Prompt:
Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in
A. sedimentary rock.
B. metamorphic rock.
C. crystals.
D. lava.
Answer:

Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in

Choices:
1. crystals.
2. lava.
3. sedimentary rock.
4. metamorphic rock.

Prompt:
Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in
1. crystals.
2. lava.
3. sedimentary rock.
4. metamorphic rock.
Answer:

Answer: 2

Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in

Choices:
L. crystals.
Z. lava.
P. sedimentary rock.
H. metamorphic rock.

Prompt:
Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in
L. crystals.
Z. lava.
P. sedimentary rock.
H. metamorphic rock.
Answer:

Answer: 2

Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in

Choices:
L. sedimentary rock.
Z. metamorphic rock.
P. crystals.
H. lava.

Prompt:
Question: Evidence of organisms that lived on Earth a long time ago would most likely be found in
L. sedimentary rock.
Z. metamorphic rock.
P. crystals.
H. lava.
Answer:


Question: Which type of energy does a radiator give off ?

Choices:
A. heat
B. light
C. solar
D. electrical

Prompt:
Question: Which type of energy does a radiator give off ?
A. heat
B. light
C. solar
D. electrical
Answer:

Question: Which type of energy does a radiator give off ?

Choices:
A. electrical
B. heat
C. solar
D. light

Prompt:
Question: Which type of energy does a radiator give off ?
A. electrical
B. heat
C. solar
D. light
Answer:

Answer: 1

Question: Which type of energy does a radiator give off ?

Choices:
1. heat
2. light
3. solar
4. electrical

Prompt:
Question: Which type of energy does a radiator give off ?
1. heat
2. light
3. solar
4. electrical
Answer:

Question: Which type of energy does a radiator give off ?

Choices:
A. heat
Y. light
I. solar
T. electrical

Prompt:
Question: Which type of energy does a radiator give off ?
A. heat
Y. light
I. solar
T. electrical
Answer:

Question: Which type of energy does a radiator give off ?

Choices:
A. electrical
Y. heat
I. solar
T. light

Prompt:
Question: Which type of energy does a radiator give off ?
A. electrical
Y. heat
I. solar
T. light
Answer:

Answer: 1


Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?

Choices:
A. Animalia
B. Eubacteria
C. Fungi
D. Protista

Prompt:
Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?
A. Animalia
B. Eubacteria
C. Fungi
D. Protista
Answer:

Answer: 2

Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?

Choices:
A. Eubacteria
B. Fungi
C. Animalia
D. Protista

Prompt:
Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?
A. Eubacteria
B. Fungi
C. Animalia
D. Protista
Answer:

Answer: 1

Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?

Choices:
1. Animalia
2. Eubacteria
3. Fungi
4. Protista

Prompt:
Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?
1. Animalia
2. Eubacteria
3. Fungi
4. Protista
Answer:

Answer: 2

Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?

Choices:
Q. Animalia
A. Eubacteria
C. Fungi
W. Protista

Prompt:
Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?
Q. Animalia
A. Eubacteria
C. Fungi
W. Protista
Answer:

Answer: 2

Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?

Choices:
Q. Eubacteria
A. Fungi
C. Animalia
W. Protista

Prompt:
Question: While hiking through Granville State Forest, a student finds an unusual plant-like organism that appears to lack chlorophyll. When the student examines a sample using a microscope, he sees many cells with cell walls and no chloroplasts. This organism is most likely a member of what Kingdom?
Q. Eubacteria
A. Fungi
C. Animalia
W. Protista
Answer:

Answer: 1


Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?

Choices:
A. size of seeds and amount of solution used
B. time of day and number of seeds germinated
C. type of detergent and amount of solution used
D. number of seeds germinated and average length of shoot

Prompt:
Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?
A. size of seeds and amount of solution used
B. time of day and number of seeds germinated
C. type of detergent and amount of solution used
D. number of seeds germinated and average length of shoot
Answer:

Answer: 1

Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?

Choices:
A. time of day and number of seeds germinated
B. type of detergent and amount of solution used
C. number of seeds germinated and average length of shoot
D. size of seeds and amount of solution used

Prompt:
Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?
A. time of day and number of seeds germinated
B. type of detergent and amount of solution used
C. number of seeds germinated and average length of shoot
D. size of seeds and amount of solution used
Answer:

Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?

Choices:
1. size of seeds and amount of solution used
2. time of day and number of seeds germinated
3. type of detergent and amount of solution used
4. number of seeds germinated and average length of shoot

Prompt:
Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?
1. size of seeds and amount of solution used
2. time of day and number of seeds germinated
3. type of detergent and amount of solution used
4. number of seeds germinated and average length of shoot
Answer:

Answer: 1

Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?

Choices:
W. size of seeds and amount of solution used
X. time of day and number of seeds germinated
N. type of detergent and amount of solution used
D. number of seeds germinated and average length of shoot

Prompt:
Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?
W. size of seeds and amount of solution used
X. time of day and number of seeds germinated
N. type of detergent and amount of solution used
D. number of seeds germinated and average length of shoot
Answer:

Answer: 1

Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?

Choices:
W. time of day and number of seeds germinated
X. type of detergent and amount of solution used
N. number of seeds germinated and average length of shoot
D. size of seeds and amount of solution used

Prompt:
Question: A student conducts an experiment to determine the effect soap has on the growth of radish seeds. He puts 30 seeds in three different dishes: one with water, one with a 1% soap solution, and one with a 10% soap solution. Which type of data should he collect?
W. time of day and number of seeds germinated
X. type of detergent and amount of solution used
N. number of seeds germinated and average length of shoot
D. size of seeds and amount of solution used
Answer:


Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?

Choices:
A. The number of cars produced has decreased.
B. The need for custom manufacturing has increased.
C. The efficiency of manufacturing plants has increased.
D. The number of countries producing cars has decreased.

Prompt:
Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?
A. The number of cars produced has decreased.
B. The need for custom manufacturing has increased.
C. The efficiency of manufacturing plants has increased.
D. The number of countries producing cars has decreased.
Answer:

Answer: 2

Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?

Choices:
A. The number of cars produced has decreased.
B. The need for custom manufacturing has increased.
C. The number of countries producing cars has decreased.
D. The efficiency of manufacturing plants has increased.

Prompt:
Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?
A. The number of cars produced has decreased.
B. The need for custom manufacturing has increased.
C. The number of countries producing cars has decreased.
D. The efficiency of manufacturing plants has increased.
Answer:

Answer: 3

Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?

Choices:
1. The number of cars produced has decreased.
2. The need for custom manufacturing has increased.
3. The efficiency of manufacturing plants has increased.
4. The number of countries producing cars has decreased.

Prompt:
Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?
1. The number of cars produced has decreased.
2. The need for custom manufacturing has increased.
3. The efficiency of manufacturing plants has increased.
4. The number of countries producing cars has decreased.
Answer:

Answer: 2

Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?

Choices:
Q. The number of cars produced has decreased.
W. The need for custom manufacturing has increased.
C. The efficiency of manufacturing plants has increased.
I. The number of countries producing cars has decreased.

Prompt:
Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?
Q. The number of cars produced has decreased.
W. The need for custom manufacturing has increased.
C. The efficiency of manufacturing plants has increased.
I. The number of countries producing cars has decreased.
Answer:

Answer: 2

Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?

Choices:
Q. The number of cars produced has decreased.
W. The need for custom manufacturing has increased.
C. The number of countries producing cars has decreased.
I. The efficiency of manufacturing plants has increased.

Prompt:
Question: Which of the following statements best describes how the use of interchangeable parts has affected car manufacturing?
Q. The number of cars produced has decreased.
W. The need for custom manufacturing has increased.
C. The number of countries producing cars has decreased.
I. The efficiency of manufacturing plants has increased.
Answer:

Answer: 3


Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?

Choices:
A. speed of the car
B. direction of the car
C. energy of the car
D. acceleration of the car

Prompt:
Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?
A. speed of the car
B. direction of the car
C. energy of the car
D. acceleration of the car
Answer:

Answer: 3

Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?

Choices:
A. acceleration of the car
B. speed of the car
C. direction of the car
D. energy of the car

Prompt:
Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?
A. acceleration of the car
B. speed of the car
C. direction of the car
D. energy of the car
Answer:

Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?

Choices:
1. speed of the car
2. direction of the car
3. energy of the car
4. acceleration of the car

Prompt:
Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?
1. speed of the car
2. direction of the car
3. energy of the car
4. acceleration of the car
Answer:

Answer: 3

Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?

Choices:
A. speed of the car
H. direction of the car
J. energy of the car
Y. acceleration of the car

Prompt:
Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?
A. speed of the car
H. direction of the car
J. energy of the car
Y. acceleration of the car
Answer:

Answer: 3

Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?

Choices:
A. acceleration of the car
H. speed of the car
J. direction of the car
Y. energy of the car

Prompt:
Question: Which quantity must equal zero if a car is moving at a constant rate along a straight line?
A. acceleration of the car
H. speed of the car
J. direction of the car
Y. energy of the car
Answer:


Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?

Choices:
A. wind turbines
B. hydroelectric dams
C. fossil fuels
D. solar cells

Prompt:
Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?
A. wind turbines
B. hydroelectric dams
C. fossil fuels
D. solar cells
Answer:

Answer: 2

Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?

Choices:
A. hydroelectric dams
B. wind turbines
C. solar cells
D. fossil fuels

Prompt:
Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?
A. hydroelectric dams
B. wind turbines
C. solar cells
D. fossil fuels
Answer:

Answer: 3

Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?

Choices:
1. wind turbines
2. hydroelectric dams
3. fossil fuels
4. solar cells

Prompt:
Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?
1. wind turbines
2. hydroelectric dams
3. fossil fuels
4. solar cells
Answer:

Answer: 2

Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?

Choices:
G. wind turbines
X. hydroelectric dams
H. fossil fuels
S. solar cells

Prompt:
Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?
G. wind turbines
X. hydroelectric dams
H. fossil fuels
S. solar cells
Answer:

Answer: 2

Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?

Choices:
G. hydroelectric dams
X. wind turbines
H. solar cells
S. fossil fuels

Prompt:
Question: Which widely used energy sources are nonrenewable and also a source of greenhouse gas emissions?
G. hydroelectric dams
X. wind turbines
H. solar cells
S. fossil fuels
Answer:

Answer: 3


Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?

Choices:
A. propulsion
B. suspension
C. control
D. structure

Prompt:
Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?
A. propulsion
B. suspension
C. control
D. structure
Answer:

Answer: 2

Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?

Choices:
A. suspension
B. control
C. structure
D. propulsion

Prompt:
Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?
A. suspension
B. control
C. structure
D. propulsion
Answer:

Answer: 1

Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?

Choices:
1. propulsion
2. suspension
3. control
4. structure

Prompt:
Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?
1. propulsion
2. suspension
3. control
4. structure
Answer:

Answer: 2

Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?

Choices:
I. propulsion
S. suspension
N. control
C. structure

Prompt:
Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?
I. propulsion
S. suspension
N. control
C. structure
Answer:

Answer: 2

Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?

Choices:
I. suspension
S. control
N. structure
C. propulsion

Prompt:
Question: Use the information below to answer the question. In solid fuel rockets, a fuel mixture is burned and once the mixture starts burning it cannot be stopped. In liquid fuel rockets, there is a tank of fuel and a tank of oxygen. The burning of the fuel can be stopped by preventing the flow of fuel and oxygen into the combustion chamber. Based on this information, which system is more highly developed in liquid fuel rockets than in solid fuel rockets?
I. suspension
S. control
N. structure
C. propulsion
Answer:

Answer: 1


Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?

Choices:
A. electric car
B. digital camera
C. high-speed Internet
D. battery-powered radio

Prompt:
Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?
A. electric car
B. digital camera
C. high-speed Internet
D. battery-powered radio
Answer:

Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?

Choices:
A. battery-powered radio
B. digital camera
C. electric car
D. high-speed Internet

Prompt:
Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?
A. battery-powered radio
B. digital camera
C. electric car
D. high-speed Internet
Answer:

Answer: 2

Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?

Choices:
1. electric car
2. digital camera
3. high-speed Internet
4. battery-powered radio

Prompt:
Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?
1. electric car
2. digital camera
3. high-speed Internet
4. battery-powered radio
Answer:

Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?

Choices:
V. electric car
O. digital camera
N. high-speed Internet
C. battery-powered radio

Prompt:
Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?
V. electric car
O. digital camera
N. high-speed Internet
C. battery-powered radio
Answer:

Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?

Choices:
V. battery-powered radio
O. digital camera
N. electric car
C. high-speed Internet

Prompt:
Question: Some research has shown that the burning of fossil fuels contributes to an effect called global warming, which scientists believe is changing the chemical makeup of Earth's atmosphere. Use of which invention would help lower this effect?
V. battery-powered radio
O. digital camera
N. electric car
C. high-speed Internet
Answer:

Answer: 2


Question: Which food contains the highest percentage of protein?

Choices:
A. rice
B. dates
C. carrots
D. chicken

Prompt:
Question: Which food contains the highest percentage of protein?
A. rice
B. dates
C. carrots
D. chicken
Answer:

Answer: 3

Question: Which food contains the highest percentage of protein?

Choices:
A. chicken
B. dates
C. carrots
D. rice

Prompt:
Question: Which food contains the highest percentage of protein?
A. chicken
B. dates
C. carrots
D. rice
Answer:

Question: Which food contains the highest percentage of protein?

Choices:
1. rice
2. dates
3. carrots
4. chicken

Prompt:
Question: Which food contains the highest percentage of protein?
1. rice
2. dates
3. carrots
4. chicken
Answer:

Answer: 3

Question: Which food contains the highest percentage of protein?

Choices:
L. rice
T. dates
Y. carrots
O. chicken

Prompt:
Question: Which food contains the highest percentage of protein?
L. rice
T. dates
Y. carrots
O. chicken
Answer:

Answer: 3

Question: Which food contains the highest percentage of protein?

Choices:
L. chicken
T. dates
Y. carrots
O. rice

Prompt:
Question: Which food contains the highest percentage of protein?
L. chicken
T. dates
Y. carrots
O. rice
Answer:


Question: When conducting an investigation involving an open flame, it is most important to

Choices:
A. turn out the lights to see better.
B. smell the product that is being burned.
C. work near the sink to put out possible fires.
D. wear appropriate protective clothing and eyewear.

Prompt:
Question: When conducting an investigation involving an open flame, it is most important to
A. turn out the lights to see better.
B. smell the product that is being burned.
C. work near the sink to put out possible fires.
D. wear appropriate protective clothing and eyewear.
Answer:

Answer: 3

Question: When conducting an investigation involving an open flame, it is most important to

Choices:
A. smell the product that is being burned.
B. wear appropriate protective clothing and eyewear.
C. turn out the lights to see better.
D. work near the sink to put out possible fires.

Prompt:
Question: When conducting an investigation involving an open flame, it is most important to
A. smell the product that is being burned.
B. wear appropriate protective clothing and eyewear.
C. turn out the lights to see better.
D. work near the sink to put out possible fires.
Answer:

Answer: 1

Question: When conducting an investigation involving an open flame, it is most important to

Choices:
1. turn out the lights to see better.
2. smell the product that is being burned.
3. work near the sink to put out possible fires.
4. wear appropriate protective clothing and eyewear.

Prompt:
Question: When conducting an investigation involving an open flame, it is most important to
1. turn out the lights to see better.
2. smell the product that is being burned.
3. work near the sink to put out possible fires.
4. wear appropriate protective clothing and eyewear.
Answer:

Answer: 3

Question: When conducting an investigation involving an open flame, it is most important to

Choices:
Q. turn out the lights to see better.
Y. smell the product that is being burned.
W. work near the sink to put out possible fires.
S. wear appropriate protective clothing and eyewear.

Prompt:
Question: When conducting an investigation involving an open flame, it is most important to
Q. turn out the lights to see better.
Y. smell the product that is being burned.
W. work near the sink to put out possible fires.
S. wear appropriate protective clothing and eyewear.
Answer:

Answer: 3

Question: When conducting an investigation involving an open flame, it is most important to

Choices:
Q. smell the product that is being burned.
Y. wear appropriate protective clothing and eyewear.
W. turn out the lights to see better.
S. work near the sink to put out possible fires.

Prompt:
Question: When conducting an investigation involving an open flame, it is most important to
Q. smell the product that is being burned.
Y. wear appropriate protective clothing and eyewear.
W. turn out the lights to see better.
S. work near the sink to put out possible fires.
Answer:

Answer: 1


Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?

Choices:
A. floods
B. blizzards
C. hailstorms
D. avalanches

Prompt:
Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?
A. floods
B. blizzards
C. hailstorms
D. avalanches
Answer:

Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?

Choices:
A. blizzards
B. avalanches
C. floods
D. hailstorms

Prompt:
Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?
A. blizzards
B. avalanches
C. floods
D. hailstorms
Answer:

Answer: 2

Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?

Choices:
1. floods
2. blizzards
3. hailstorms
4. avalanches

Prompt:
Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?
1. floods
2. blizzards
3. hailstorms
4. avalanches
Answer:

Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?

Choices:
D. floods
I. blizzards
B. hailstorms
T. avalanches

Prompt:
Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?
D. floods
I. blizzards
B. hailstorms
T. avalanches
Answer:

Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?

Choices:
D. blizzards
I. avalanches
B. floods
T. hailstorms

Prompt:
Question: In ecosystems where people live, which of the following are most likely to cause an increase in diseases transmitted by water?
D. blizzards
I. avalanches
B. floods
T. hailstorms
Answer:

Answer: 2


Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?

Choices:
A. Both ants and aphids benefit.
B. Both ants and aphids are unaffected.
C. The ants benefit and the aphids are harmed.
D. The aphids benefit and the ants are unaffected.

Prompt:
Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?
A. Both ants and aphids benefit.
B. Both ants and aphids are unaffected.
C. The ants benefit and the aphids are harmed.
D. The aphids benefit and the ants are unaffected.
Answer:

Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?

Choices:
A. The aphids benefit and the ants are unaffected.
B. The ants benefit and the aphids are harmed.
C. Both ants and aphids benefit.
D. Both ants and aphids are unaffected.

Prompt:
Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?
A. The aphids benefit and the ants are unaffected.
B. The ants benefit and the aphids are harmed.
C. Both ants and aphids benefit.
D. Both ants and aphids are unaffected.
Answer:

Answer: 2

Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?

Choices:
1. Both ants and aphids benefit.
2. Both ants and aphids are unaffected.
3. The ants benefit and the aphids are harmed.
4. The aphids benefit and the ants are unaffected.

Prompt:
Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?
1. Both ants and aphids benefit.
2. Both ants and aphids are unaffected.
3. The ants benefit and the aphids are harmed.
4. The aphids benefit and the ants are unaffected.
Answer:

Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?

Choices:
U. Both ants and aphids benefit.
I. Both ants and aphids are unaffected.
O. The ants benefit and the aphids are harmed.
X. The aphids benefit and the ants are unaffected.

Prompt:
Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?
U. Both ants and aphids benefit.
I. Both ants and aphids are unaffected.
O. The ants benefit and the aphids are harmed.
X. The aphids benefit and the ants are unaffected.
Answer:

Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?

Choices:
U. The aphids benefit and the ants are unaffected.
I. The ants benefit and the aphids are harmed.
O. Both ants and aphids benefit.
X. Both ants and aphids are unaffected.

Prompt:
Question: Aphids are small insects that sometimes live near ants. The ants protect the aphids from predators. The aphids produce a sweet substance that the ants eat. Which statement describes the relationship between ants and aphids?
U. The aphids benefit and the ants are unaffected.
I. The ants benefit and the aphids are harmed.
O. Both ants and aphids benefit.
X. Both ants and aphids are unaffected.
Answer:

Answer: 2


Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?

Choices:
A. earthworms making tunnels under the surface
B. cattle making depressions with their hooves
C. horses making trenches when they gallop
D. sheep pulling up plants by their roots

Prompt:
Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?
A. earthworms making tunnels under the surface
B. cattle making depressions with their hooves
C. horses making trenches when they gallop
D. sheep pulling up plants by their roots
Answer:

Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?

Choices:
A. horses making trenches when they gallop
B. sheep pulling up plants by their roots
C. cattle making depressions with their hooves
D. earthworms making tunnels under the surface

Prompt:
Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?
A. horses making trenches when they gallop
B. sheep pulling up plants by their roots
C. cattle making depressions with their hooves
D. earthworms making tunnels under the surface
Answer:

Answer: 3

Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?

Choices:
1. earthworms making tunnels under the surface
2. cattle making depressions with their hooves
3. horses making trenches when they gallop
4. sheep pulling up plants by their roots

Prompt:
Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?
1. earthworms making tunnels under the surface
2. cattle making depressions with their hooves
3. horses making trenches when they gallop
4. sheep pulling up plants by their roots
Answer:

Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?

Choices:
K. earthworms making tunnels under the surface
X. cattle making depressions with their hooves
S. horses making trenches when they gallop
J. sheep pulling up plants by their roots

Prompt:
Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?
K. earthworms making tunnels under the surface
X. cattle making depressions with their hooves
S. horses making trenches when they gallop
J. sheep pulling up plants by their roots
Answer:

Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?

Choices:
K. horses making trenches when they gallop
X. sheep pulling up plants by their roots
S. cattle making depressions with their hooves
J. earthworms making tunnels under the surface

Prompt:
Question: Soil will pack down over time which decreases the ability of the soil to hold water. Which animals would best help the soil hold water?
K. horses making trenches when they gallop
X. sheep pulling up plants by their roots
S. cattle making depressions with their hooves
J. earthworms making tunnels under the surface
Answer:

Answer: 3


Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?

Choices:
A. by the type of item
B. by the size of the item
C. by the person who located the item
D. by the soil layer where the item was found

Prompt:
Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?
A. by the type of item
B. by the size of the item
C. by the person who located the item
D. by the soil layer where the item was found
Answer:

Answer: 3

Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?

Choices:
A. by the type of item
B. by the soil layer where the item was found
C. by the size of the item
D. by the person who located the item

Prompt:
Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?
A. by the type of item
B. by the soil layer where the item was found
C. by the size of the item
D. by the person who located the item
Answer:

Answer: 1

Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?

Choices:
1. by the type of item
2. by the size of the item
3. by the person who located the item
4. by the soil layer where the item was found

Prompt:
Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?
1. by the type of item
2. by the size of the item
3. by the person who located the item
4. by the soil layer where the item was found
Answer:

Answer: 3

Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?

Choices:
N. by the type of item
S. by the size of the item
R. by the person who located the item
U. by the soil layer where the item was found

Prompt:
Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?
N. by the type of item
S. by the size of the item
R. by the person who located the item
U. by the soil layer where the item was found
Answer:

Answer: 3

Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?

Choices:
N. by the type of item
S. by the soil layer where the item was found
R. by the size of the item
U. by the person who located the item

Prompt:
Question: At an archaeological dig site, scientists, volunteers, and students collect items used by people living hundreds of years ago. To determine the history of the different people who may have lived at the site, which is the best method to classify the recovered items?
N. by the type of item
S. by the soil layer where the item was found
R. by the size of the item
U. by the person who located the item
Answer:

Answer: 1


Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?

Choices:
A. global warming
B. decreased winds
C. the start of an ice age
D. increased desertification

Prompt:
Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?
A. global warming
B. decreased winds
C. the start of an ice age
D. increased desertification
Answer:

Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?

Choices:
A. increased desertification
B. global warming
C. the start of an ice age
D. decreased winds

Prompt:
Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?
A. increased desertification
B. global warming
C. the start of an ice age
D. decreased winds
Answer:

Answer: 1

Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?

Choices:
1. global warming
2. decreased winds
3. the start of an ice age
4. increased desertification

Prompt:
Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?
1. global warming
2. decreased winds
3. the start of an ice age
4. increased desertification
Answer:

Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?

Choices:
Z. global warming
C. decreased winds
M. the start of an ice age
S. increased desertification

Prompt:
Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?
Z. global warming
C. decreased winds
M. the start of an ice age
S. increased desertification
Answer:

Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?

Choices:
Z. increased desertification
C. global warming
M. the start of an ice age
S. decreased winds

Prompt:
Question: It is hypothesized that in the next 200 years, the lowest land areas on Earth could be submerged beneath rising oceans. Which climate change would most likely cause this to occur?
Z. increased desertification
C. global warming
M. the start of an ice age
S. decreased winds
Answer:

Answer: 1


Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?

Choices:
A. the Sun
B. the Moon
C. asteroids
D. comets

Prompt:
Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?
A. the Sun
B. the Moon
C. asteroids
D. comets
Answer:

Answer: 1

Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?

Choices:
A. the Moon
B. asteroids
C. the Sun
D. comets

Prompt:
Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?
A. the Moon
B. asteroids
C. the Sun
D. comets
Answer:

Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?

Choices:
1. the Sun
2. the Moon
3. asteroids
4. comets

Prompt:
Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?
1. the Sun
2. the Moon
3. asteroids
4. comets
Answer:

Answer: 1

Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?

Choices:
Z. the Sun
Q. the Moon
X. asteroids
N. comets

Prompt:
Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?
Z. the Sun
Q. the Moon
X. asteroids
N. comets
Answer:

Answer: 1

Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?

Choices:
Z. the Moon
Q. asteroids
X. the Sun
N. comets

Prompt:
Question: Miriam notices when she goes to the beach that sometimes the water rises as high as the pier. At other times of the day, the water barely covers the pillars under the pier. These differences in water level are primarily due to the gravitational influence of which of the following?
Z. the Moon
Q. asteroids
X. the Sun
N. comets
Answer:


Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely

Choices:
A. different from copper or oxygen.
B. similar to both copper and oxygen.
C. similar only to copper.
D. similar only to oxygen.

Prompt:
Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely
A. different from copper or oxygen.
B. similar to both copper and oxygen.
C. similar only to copper.
D. similar only to oxygen.
Answer:

Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely

Choices:
A. similar only to copper.
B. different from copper or oxygen.
C. similar only to oxygen.
D. similar to both copper and oxygen.

Prompt:
Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely
A. similar only to copper.
B. different from copper or oxygen.
C. similar only to oxygen.
D. similar to both copper and oxygen.
Answer:

Answer: 1

Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely

Choices:
1. different from copper or oxygen.
2. similar to both copper and oxygen.
3. similar only to copper.
4. similar only to oxygen.

Prompt:
Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely
1. different from copper or oxygen.
2. similar to both copper and oxygen.
3. similar only to copper.
4. similar only to oxygen.
Answer:

Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely

Choices:
Z. different from copper or oxygen.
V. similar to both copper and oxygen.
K. similar only to copper.
T. similar only to oxygen.

Prompt:
Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely
Z. different from copper or oxygen.
V. similar to both copper and oxygen.
K. similar only to copper.
T. similar only to oxygen.
Answer:

Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely

Choices:
Z. similar only to copper.
V. different from copper or oxygen.
K. similar only to oxygen.
T. similar to both copper and oxygen.

Prompt:
Question: Copper (Cu) reacts with oxygen (O) to form copper oxide (CuO). The properties of CuO are most likely
Z. similar only to copper.
V. different from copper or oxygen.
K. similar only to oxygen.
T. similar to both copper and oxygen.
Answer:

Answer: 1


Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?

Choices:
A. digestive
B. excretory
C. immune
D. respiratory

Prompt:
Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?
A. digestive
B. excretory
C. immune
D. respiratory
Answer:

Answer: 3

Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?

Choices:
A. digestive
B. excretory
C. respiratory
D. immune

Prompt:
Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?
A. digestive
B. excretory
C. respiratory
D. immune
Answer:

Answer: 2

Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?

Choices:
1. digestive
2. excretory
3. immune
4. respiratory

Prompt:
Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?
1. digestive
2. excretory
3. immune
4. respiratory
Answer:

Answer: 3

Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?

Choices:
E. digestive
J. excretory
I. immune
T. respiratory

Prompt:
Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?
E. digestive
J. excretory
I. immune
T. respiratory
Answer:

Answer: 3

Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?

Choices:
E. digestive
J. excretory
I. respiratory
T. immune

Prompt:
Question: Carbon dioxide produced by cells is removed from the body primarily by which body system?
E. digestive
J. excretory
I. respiratory
T. immune
Answer:

Answer: 2


Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?

Choices:
A. argon
B. nitrogen
C. carbon dioxide
D. carbon monoxide

Prompt:
Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?
A. argon
B. nitrogen
C. carbon dioxide
D. carbon monoxide
Answer:

Answer: 2

Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?

Choices:
A. nitrogen
B. argon
C. carbon monoxide
D. carbon dioxide

Prompt:
Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?
A. nitrogen
B. argon
C. carbon monoxide
D. carbon dioxide
Answer:

Answer: 3

Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?

Choices:
1. argon
2. nitrogen
3. carbon dioxide
4. carbon monoxide

Prompt:
Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?
1. argon
2. nitrogen
3. carbon dioxide
4. carbon monoxide
Answer:

Answer: 2

Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?

Choices:
X. argon
V. nitrogen
D. carbon dioxide
P. carbon monoxide

Prompt:
Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?
X. argon
V. nitrogen
D. carbon dioxide
P. carbon monoxide
Answer:

Answer: 2

Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?

Choices:
X. nitrogen
V. argon
D. carbon monoxide
P. carbon dioxide

Prompt:
Question: The ocean minimum zone, or OMZ, is an area from 200 to 600 meters below the ocean's surface. The OMZ is dark and cold, with oxygen concentrations less than 10% of concentrations in surface water. Oxygen concentrations are so low because of bacterial activity that breaks down organic material falling from surface waters. Given the conditions in the OMZ, which of these dissolved gases would you expect to find in large concentrations in this zone?
X. nitrogen
V. argon
D. carbon monoxide
P. carbon dioxide
Answer:

Answer: 3


Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?

Choices:
A. catching more than 20 fish in the same location
B. catching more than 20 fish in another location
C. catching more than 20 fish the next afternoon
D. catching more than 20 fish the next morning

Prompt:
Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?
A. catching more than 20 fish in the same location
B. catching more than 20 fish in another location
C. catching more than 20 fish the next afternoon
D. catching more than 20 fish the next morning
Answer:

Answer: 2

Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?

Choices:
A. catching more than 20 fish the next afternoon
B. catching more than 20 fish the next morning
C. catching more than 20 fish in the same location
D. catching more than 20 fish in another location

Prompt:
Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?
A. catching more than 20 fish the next afternoon
B. catching more than 20 fish the next morning
C. catching more than 20 fish in the same location
D. catching more than 20 fish in another location
Answer:

Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?

Choices:
1. catching more than 20 fish in the same location
2. catching more than 20 fish in another location
3. catching more than 20 fish the next afternoon
4. catching more than 20 fish the next morning

Prompt:
Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?
1. catching more than 20 fish in the same location
2. catching more than 20 fish in another location
3. catching more than 20 fish the next afternoon
4. catching more than 20 fish the next morning
Answer:

Answer: 2

Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?

Choices:
G. catching more than 20 fish in the same location
T. catching more than 20 fish in another location
S. catching more than 20 fish the next afternoon
M. catching more than 20 fish the next morning

Prompt:
Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?
G. catching more than 20 fish in the same location
T. catching more than 20 fish in another location
S. catching more than 20 fish the next afternoon
M. catching more than 20 fish the next morning
Answer:

Answer: 2

Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?

Choices:
G. catching more than 20 fish the next afternoon
T. catching more than 20 fish the next morning
S. catching more than 20 fish in the same location
M. catching more than 20 fish in another location

Prompt:
Question: Two students went fishing one morning and caught 20 fish. The afternoon before, they caught 5 fish. Because of their morning success, they claimed that morning was the best time to fish. Which of these would most likely disprove their claim?
G. catching more than 20 fish the next afternoon
T. catching more than 20 fish the next morning
S. catching more than 20 fish in the same location
M. catching more than 20 fish in another location
Answer:


Question: Which question can be answered by scientific experimentation and observation?

Choices:
A. Are dogs better pets than cats?
B. How many stars are in the universe?
C. In what type of light will a plant grow best?
D. How many organisms have lived on Earth?

Prompt:
Question: Which question can be answered by scientific experimentation and observation?
A. Are dogs better pets than cats?
B. How many stars are in the universe?
C. In what type of light will a plant grow best?
D. How many organisms have lived on Earth?
Answer:

Answer: 2

Question: Which question can be answered by scientific experimentation and observation?

Choices:
A. How many stars are in the universe?
B. In what type of light will a plant grow best?
C. Are dogs better pets than cats?
D. How many organisms have lived on Earth?

Prompt:
Question: Which question can be answered by scientific experimentation and observation?
A. How many stars are in the universe?
B. In what type of light will a plant grow best?
C. Are dogs better pets than cats?
D. How many organisms have lived on Earth?
Answer:

Answer: 1

Question: Which question can be answered by scientific experimentation and observation?

Choices:
1. Are dogs better pets than cats?
2. How many stars are in the universe?
3. In what type of light will a plant grow best?
4. How many organisms have lived on Earth?

Prompt:
Question: Which question can be answered by scientific experimentation and observation?
1. Are dogs better pets than cats?
2. How many stars are in the universe?
3. In what type of light will a plant grow best?
4. How many organisms have lived on Earth?
Answer:

Answer: 2

Question: Which question can be answered by scientific experimentation and observation?

Choices:
J. Are dogs better pets than cats?
N. How many stars are in the universe?
X. In what type of light will a plant grow best?
H. How many organisms have lived on Earth?

Prompt:
Question: Which question can be answered by scientific experimentation and observation?
J. Are dogs better pets than cats?
N. How many stars are in the universe?
X. In what type of light will a plant grow best?
H. How many organisms have lived on Earth?
Answer:

Answer: 2

Question: Which question can be answered by scientific experimentation and observation?

Choices:
J. How many stars are in the universe?
N. In what type of light will a plant grow best?
X. Are dogs better pets than cats?
H. How many organisms have lived on Earth?

Prompt:
Question: Which question can be answered by scientific experimentation and observation?
J. How many stars are in the universe?
N. In what type of light will a plant grow best?
X. Are dogs better pets than cats?
H. How many organisms have lived on Earth?
Answer:

Answer: 1


Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?

Choices:
A. kinetic energy generated by the chemical reactions
B. chemical energy originally stored in the glucose molecule
C. electric current created during the destruction of electrons in the glucose
D. potential energy from the difference in the concentration gradients of the cell

Prompt:
Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?
A. kinetic energy generated by the chemical reactions
B. chemical energy originally stored in the glucose molecule
C. electric current created during the destruction of electrons in the glucose
D. potential energy from the difference in the concentration gradients of the cell
Answer:

Answer: 1

Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?

Choices:
A. potential energy from the difference in the concentration gradients of the cell
B. kinetic energy generated by the chemical reactions
C. chemical energy originally stored in the glucose molecule
D. electric current created during the destruction of electrons in the glucose

Prompt:
Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?
A. potential energy from the difference in the concentration gradients of the cell
B. kinetic energy generated by the chemical reactions
C. chemical energy originally stored in the glucose molecule
D. electric current created during the destruction of electrons in the glucose
Answer:

Answer: 2

Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?

Choices:
1. kinetic energy generated by the chemical reactions
2. chemical energy originally stored in the glucose molecule
3. electric current created during the destruction of electrons in the glucose
4. potential energy from the difference in the concentration gradients of the cell

Prompt:
Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?
1. kinetic energy generated by the chemical reactions
2. chemical energy originally stored in the glucose molecule
3. electric current created during the destruction of electrons in the glucose
4. potential energy from the difference in the concentration gradients of the cell
Answer:

Answer: 1

Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?

Choices:
D. kinetic energy generated by the chemical reactions
N. chemical energy originally stored in the glucose molecule
E. electric current created during the destruction of electrons in the glucose
H. potential energy from the difference in the concentration gradients of the cell

Prompt:
Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?
D. kinetic energy generated by the chemical reactions
N. chemical energy originally stored in the glucose molecule
E. electric current created during the destruction of electrons in the glucose
H. potential energy from the difference in the concentration gradients of the cell
Answer:

Answer: 1

Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?

Choices:
D. potential energy from the difference in the concentration gradients of the cell
N. kinetic energy generated by the chemical reactions
E. chemical energy originally stored in the glucose molecule
H. electric current created during the destruction of electrons in the glucose

Prompt:
Question: During cellular respiration glucose molecules undergo a series of reactions. This process results in the formation of up to 38 molecules of high-energy ATP per each molecule of glucose. Which is the source of the energy stored in these ATP molecules?
D. potential energy from the difference in the concentration gradients of the cell
N. kinetic energy generated by the chemical reactions
E. chemical energy originally stored in the glucose molecule
H. electric current created during the destruction of electrons in the glucose
Answer:

Answer: 2


Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?

Choices:
A. conclusion
B. hypothesis
C. control group
D. experimental group

Prompt:
Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?
A. conclusion
B. hypothesis
C. control group
D. experimental group
Answer:

Answer: 2

Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?

Choices:
A. conclusion
B. control group
C. hypothesis
D. experimental group

Prompt:
Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?
A. conclusion
B. control group
C. hypothesis
D. experimental group
Answer:

Answer: 1

Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?

Choices:
1. conclusion
2. hypothesis
3. control group
4. experimental group

Prompt:
Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?
1. conclusion
2. hypothesis
3. control group
4. experimental group
Answer:

Answer: 2

Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?

Choices:
Z. conclusion
O. hypothesis
V. control group
B. experimental group

Prompt:
Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?
Z. conclusion
O. hypothesis
V. control group
B. experimental group
Answer:

Answer: 2

Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?

Choices:
Z. conclusion
O. control group
V. hypothesis
B. experimental group

Prompt:
Question: Lea is investigating how phosphates affect oxygen levels in pond water. For part of the investigation, she uses pond water that contains no phosphates. The pond water without phosphates would be what part of the investigation?
Z. conclusion
O. control group
V. hypothesis
B. experimental group
Answer:

Answer: 1


Question: Which tool should a student use to examine spots on a frog?

Choices:
A. thermometer
B. hand lens
C. graduated cylinder
D. magnet

Prompt:
Question: Which tool should a student use to examine spots on a frog?
A. thermometer
B. hand lens
C. graduated cylinder
D. magnet
Answer:

Answer: 1

Question: Which tool should a student use to examine spots on a frog?

Choices:
A. thermometer
B. magnet
C. graduated cylinder
D. hand lens

Prompt:
Question: Which tool should a student use to examine spots on a frog?
A. thermometer
B. magnet
C. graduated cylinder
D. hand lens
Answer:

Answer: 3

Question: Which tool should a student use to examine spots on a frog?

Choices:
1. thermometer
2. hand lens
3. graduated cylinder
4. magnet

Prompt:
Question: Which tool should a student use to examine spots on a frog?
1. thermometer
2. hand lens
3. graduated cylinder
4. magnet
Answer:

Answer: 1

Question: Which tool should a student use to examine spots on a frog?

Choices:
Z. thermometer
F. hand lens
E. graduated cylinder
S. magnet

Prompt:
Question: Which tool should a student use to examine spots on a frog?
Z. thermometer
F. hand lens
E. graduated cylinder
S. magnet
Answer:

Answer: 1

Question: Which tool should a student use to examine spots on a frog?

Choices:
Z. thermometer
F. magnet
E. graduated cylinder
S. hand lens

Prompt:
Question: Which tool should a student use to examine spots on a frog?
Z. thermometer
F. magnet
E. graduated cylinder
S. hand lens
Answer:

Answer: 3


Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?

Choices:
A. control
B. data
C. hypothesis
D. variable

Prompt:
Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?
A. control
B. data
C. hypothesis
D. variable
Answer:

Answer: 2

Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?

Choices:
A. data
B. control
C. variable
D. hypothesis

Prompt:
Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?
A. data
B. control
C. variable
D. hypothesis
Answer:

Answer: 3

Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?

Choices:
1. control
2. data
3. hypothesis
4. variable

Prompt:
Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?
1. control
2. data
3. hypothesis
4. variable
Answer:

Answer: 2

Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?

Choices:
F. control
E. data
I. hypothesis
B. variable

Prompt:
Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?
F. control
E. data
I. hypothesis
B. variable
Answer:

Answer: 2

Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?

Choices:
F. data
E. control
I. variable
B. hypothesis

Prompt:
Question: A group of scientists is studying the effect of cell phone signals on honeybees. Before starting the investigation, the scientists stated that the bees exposed to cell phone signals will have difficulty finding their way back to the hive. Which term best describes the statement made by the group of scientists?
F. data
E. control
I. variable
B. hypothesis
Answer:

Answer: 3


Question: Which system is most responsible for transporting blood throughout the body?

Choices:
A. skeletal system
B. excretory system
C. digestive system
D. circulatory system

Prompt:
Question: Which system is most responsible for transporting blood throughout the body?
A. skeletal system
B. excretory system
C. digestive system
D. circulatory system
Answer:

Answer: 3

Question: Which system is most responsible for transporting blood throughout the body?

Choices:
A. skeletal system
B. excretory system
C. circulatory system
D. digestive system

Prompt:
Question: Which system is most responsible for transporting blood throughout the body?
A. skeletal system
B. excretory system
C. circulatory system
D. digestive system
Answer:

Answer: 2

Question: Which system is most responsible for transporting blood throughout the body?

Choices:
1. skeletal system
2. excretory system
3. digestive system
4. circulatory system

Prompt:
Question: Which system is most responsible for transporting blood throughout the body?
1. skeletal system
2. excretory system
3. digestive system
4. circulatory system
Answer:

Answer: 3

Question: Which system is most responsible for transporting blood throughout the body?

Choices:
E. skeletal system
R. excretory system
P. digestive system
T. circulatory system

Prompt:
Question: Which system is most responsible for transporting blood throughout the body?
E. skeletal system
R. excretory system
P. digestive system
T. circulatory system
Answer:

Answer: 3

Question: Which system is most responsible for transporting blood throughout the body?

Choices:
E. skeletal system
R. excretory system
P. circulatory system
T. digestive system

Prompt:
Question: Which system is most responsible for transporting blood throughout the body?
E. skeletal system
R. excretory system
P. circulatory system
T. digestive system
Answer:

Answer: 2