Question: Which protist has starch granules in its cytoplasm?

Choices:
A. amoeba
B. euglena
C. paramecium
D. volvox

Prompt:
Question: Which protist has starch granules in its cytoplasm?
A. amoeba
B. euglena
C. paramecium
D. volvox
Answer:

Answer: 1

Question: Which protist has starch granules in its cytoplasm?

Choices:
A. amoeba
B. paramecium
C. euglena
D. volvox

Prompt:
Question: Which protist has starch granules in its cytoplasm?
A. amoeba
B. paramecium
C. euglena
D. volvox
Answer:

Answer: 2

Question: Which protist has starch granules in its cytoplasm?

Choices:
1. amoeba
2. euglena
3. paramecium
4. volvox

Prompt:
Question: Which protist has starch granules in its cytoplasm?
1. amoeba
2. euglena
3. paramecium
4. volvox
Answer:

Answer: 1

Question: Which protist has starch granules in its cytoplasm?

Choices:
E. amoeba
G. euglena
C. paramecium
O. volvox

Prompt:
Question: Which protist has starch granules in its cytoplasm?
E. amoeba
G. euglena
C. paramecium
O. volvox
Answer:

Answer: 1

Question: Which protist has starch granules in its cytoplasm?

Choices:
E. amoeba
G. paramecium
C. euglena
O. volvox

Prompt:
Question: Which protist has starch granules in its cytoplasm?
E. amoeba
G. paramecium
C. euglena
O. volvox
Answer:

Answer: 2


Question: Which resource is more available due to improvements in deep-sea drilling technology?

Choices:
A. crude oil
B. fresh water
C. thermal energy
D. salt reserves

Prompt:
Question: Which resource is more available due to improvements in deep-sea drilling technology?
A. crude oil
B. fresh water
C. thermal energy
D. salt reserves
Answer:

Question: Which resource is more available due to improvements in deep-sea drilling technology?

Choices:
A. salt reserves
B. crude oil
C. thermal energy
D. fresh water

Prompt:
Question: Which resource is more available due to improvements in deep-sea drilling technology?
A. salt reserves
B. crude oil
C. thermal energy
D. fresh water
Answer:

Answer: 1

Question: Which resource is more available due to improvements in deep-sea drilling technology?

Choices:
1. crude oil
2. fresh water
3. thermal energy
4. salt reserves

Prompt:
Question: Which resource is more available due to improvements in deep-sea drilling technology?
1. crude oil
2. fresh water
3. thermal energy
4. salt reserves
Answer:

Question: Which resource is more available due to improvements in deep-sea drilling technology?

Choices:
Y. crude oil
N. fresh water
W. thermal energy
D. salt reserves

Prompt:
Question: Which resource is more available due to improvements in deep-sea drilling technology?
Y. crude oil
N. fresh water
W. thermal energy
D. salt reserves
Answer:

Question: Which resource is more available due to improvements in deep-sea drilling technology?

Choices:
Y. salt reserves
N. crude oil
W. thermal energy
D. fresh water

Prompt:
Question: Which resource is more available due to improvements in deep-sea drilling technology?
Y. salt reserves
N. crude oil
W. thermal energy
D. fresh water
Answer:

Answer: 1


Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by

Choices:
A. bacteria.
B. acidic food.
C. allergies.
D. genetic defects.

Prompt:
Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by
A. bacteria.
B. acidic food.
C. allergies.
D. genetic defects.
Answer:

Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by

Choices:
A. genetic defects.
B. allergies.
C. bacteria.
D. acidic food.

Prompt:
Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by
A. genetic defects.
B. allergies.
C. bacteria.
D. acidic food.
Answer:

Answer: 2

Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by

Choices:
1. bacteria.
2. acidic food.
3. allergies.
4. genetic defects.

Prompt:
Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by
1. bacteria.
2. acidic food.
3. allergies.
4. genetic defects.
Answer:

Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by

Choices:
F. bacteria.
V. acidic food.
R. allergies.
Z. genetic defects.

Prompt:
Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by
F. bacteria.
V. acidic food.
R. allergies.
Z. genetic defects.
Answer:

Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by

Choices:
F. genetic defects.
V. allergies.
R. bacteria.
Z. acidic food.

Prompt:
Question: Tooth decay is an infection that causes deterioration of the protective enamel on teeth, resulting in damage. Tooth decay is most likely caused by
F. genetic defects.
V. allergies.
R. bacteria.
Z. acidic food.
Answer:

Answer: 2


Question: Which structure do a rabbit cell and a bacillus cell have in common?

Choices:
A. mitochondrion
B. capsule
C. nucleus
D. DNA

Prompt:
Question: Which structure do a rabbit cell and a bacillus cell have in common?
A. mitochondrion
B. capsule
C. nucleus
D. DNA
Answer:

Answer: 3

Question: Which structure do a rabbit cell and a bacillus cell have in common?

Choices:
A. mitochondrion
B. capsule
C. DNA
D. nucleus

Prompt:
Question: Which structure do a rabbit cell and a bacillus cell have in common?
A. mitochondrion
B. capsule
C. DNA
D. nucleus
Answer:

Answer: 2

Question: Which structure do a rabbit cell and a bacillus cell have in common?

Choices:
1. mitochondrion
2. capsule
3. nucleus
4. DNA

Prompt:
Question: Which structure do a rabbit cell and a bacillus cell have in common?
1. mitochondrion
2. capsule
3. nucleus
4. DNA
Answer:

Answer: 3

Question: Which structure do a rabbit cell and a bacillus cell have in common?

Choices:
B. mitochondrion
U. capsule
J. nucleus
F. DNA

Prompt:
Question: Which structure do a rabbit cell and a bacillus cell have in common?
B. mitochondrion
U. capsule
J. nucleus
F. DNA
Answer:

Answer: 3

Question: Which structure do a rabbit cell and a bacillus cell have in common?

Choices:
B. mitochondrion
U. capsule
J. DNA
F. nucleus

Prompt:
Question: Which structure do a rabbit cell and a bacillus cell have in common?
B. mitochondrion
U. capsule
J. DNA
F. nucleus
Answer:

Answer: 2


Question: Which of these is necessary for life on Earth?

Choices:
A. water
B. trees
C. wind
D. soil

Prompt:
Question: Which of these is necessary for life on Earth?
A. water
B. trees
C. wind
D. soil
Answer:

Question: Which of these is necessary for life on Earth?

Choices:
A. trees
B. soil
C. water
D. wind

Prompt:
Question: Which of these is necessary for life on Earth?
A. trees
B. soil
C. water
D. wind
Answer:

Answer: 2

Question: Which of these is necessary for life on Earth?

Choices:
1. water
2. trees
3. wind
4. soil

Prompt:
Question: Which of these is necessary for life on Earth?
1. water
2. trees
3. wind
4. soil
Answer:

Question: Which of these is necessary for life on Earth?

Choices:
A. water
B. trees
S. wind
Y. soil

Prompt:
Question: Which of these is necessary for life on Earth?
A. water
B. trees
S. wind
Y. soil
Answer:

Question: Which of these is necessary for life on Earth?

Choices:
A. trees
B. soil
S. water
Y. wind

Prompt:
Question: Which of these is necessary for life on Earth?
A. trees
B. soil
S. water
Y. wind
Answer:

Answer: 2


Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?

Choices:
A. in the same direction
B. in a vertical direction
C. in a downward direction
D. in the opposite direction

Prompt:
Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?
A. in the same direction
B. in a vertical direction
C. in a downward direction
D. in the opposite direction
Answer:

Answer: 3

Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?

Choices:
A. in a vertical direction
B. in a downward direction
C. in the opposite direction
D. in the same direction

Prompt:
Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?
A. in a vertical direction
B. in a downward direction
C. in the opposite direction
D. in the same direction
Answer:

Answer: 2

Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?

Choices:
1. in the same direction
2. in a vertical direction
3. in a downward direction
4. in the opposite direction

Prompt:
Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?
1. in the same direction
2. in a vertical direction
3. in a downward direction
4. in the opposite direction
Answer:

Answer: 3

Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?

Choices:
W. in the same direction
R. in a vertical direction
X. in a downward direction
M. in the opposite direction

Prompt:
Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?
W. in the same direction
R. in a vertical direction
X. in a downward direction
M. in the opposite direction
Answer:

Answer: 3

Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?

Choices:
W. in a vertical direction
R. in a downward direction
X. in the opposite direction
M. in the same direction

Prompt:
Question: During a collision, a seat belt slows the speed of a crash dummy. What is the direction of the net force exerted by the seat belt compared to the direction of the crash dummy's motion?
W. in a vertical direction
R. in a downward direction
X. in the opposite direction
M. in the same direction
Answer:

Answer: 2


Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?

Choices:
A. eroding the land by tilling
B. overproducing food crops
C. removing weeds from crops
D. spraying plants with pesticides

Prompt:
Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?
A. eroding the land by tilling
B. overproducing food crops
C. removing weeds from crops
D. spraying plants with pesticides
Answer:

Answer: 3

Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?

Choices:
A. spraying plants with pesticides
B. overproducing food crops
C. removing weeds from crops
D. eroding the land by tilling

Prompt:
Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?
A. spraying plants with pesticides
B. overproducing food crops
C. removing weeds from crops
D. eroding the land by tilling
Answer:

Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?

Choices:
1. eroding the land by tilling
2. overproducing food crops
3. removing weeds from crops
4. spraying plants with pesticides

Prompt:
Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?
1. eroding the land by tilling
2. overproducing food crops
3. removing weeds from crops
4. spraying plants with pesticides
Answer:

Answer: 3

Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?

Choices:
E. eroding the land by tilling
N. overproducing food crops
Q. removing weeds from crops
C. spraying plants with pesticides

Prompt:
Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?
E. eroding the land by tilling
N. overproducing food crops
Q. removing weeds from crops
C. spraying plants with pesticides
Answer:

Answer: 3

Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?

Choices:
E. spraying plants with pesticides
N. overproducing food crops
Q. removing weeds from crops
C. eroding the land by tilling

Prompt:
Question: By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?
E. spraying plants with pesticides
N. overproducing food crops
Q. removing weeds from crops
C. eroding the land by tilling
Answer:


Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?

Choices:
A. nuclear
B. magnetic
C. chemical
D. mechanical

Prompt:
Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?
A. nuclear
B. magnetic
C. chemical
D. mechanical
Answer:

Answer: 2

Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?

Choices:
A. chemical
B. nuclear
C. magnetic
D. mechanical

Prompt:
Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?
A. chemical
B. nuclear
C. magnetic
D. mechanical
Answer:

Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?

Choices:
1. nuclear
2. magnetic
3. chemical
4. mechanical

Prompt:
Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?
1. nuclear
2. magnetic
3. chemical
4. mechanical
Answer:

Answer: 2

Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?

Choices:
L. nuclear
S. magnetic
V. chemical
D. mechanical

Prompt:
Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?
L. nuclear
S. magnetic
V. chemical
D. mechanical
Answer:

Answer: 2

Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?

Choices:
L. chemical
S. nuclear
V. magnetic
D. mechanical

Prompt:
Question: As wood in a campfire burns, it releases heat and becomes ash. What kind of change occurs in the wood when it burns and releases heat?
L. chemical
S. nuclear
V. magnetic
D. mechanical
Answer:


Question: Which statement is an inference?

Choices:
A. A thermometer shows that the air temperature is 56°F.
B. A mineral sample of galena produced a gray-black streak when tested.
C. Based on previous data, ten hurricanes may occur in the year 2013.
D. A weather vane indicates the wind is coming from the west.

Prompt:
Question: Which statement is an inference?
A. A thermometer shows that the air temperature is 56°F.
B. A mineral sample of galena produced a gray-black streak when tested.
C. Based on previous data, ten hurricanes may occur in the year 2013.
D. A weather vane indicates the wind is coming from the west.
Answer:

Answer: 2

Question: Which statement is an inference?

Choices:
A. A mineral sample of galena produced a gray-black streak when tested.
B. Based on previous data, ten hurricanes may occur in the year 2013.
C. A weather vane indicates the wind is coming from the west.
D. A thermometer shows that the air temperature is 56°F.

Prompt:
Question: Which statement is an inference?
A. A mineral sample of galena produced a gray-black streak when tested.
B. Based on previous data, ten hurricanes may occur in the year 2013.
C. A weather vane indicates the wind is coming from the west.
D. A thermometer shows that the air temperature is 56°F.
Answer:

Answer: 1

Question: Which statement is an inference?

Choices:
1. A thermometer shows that the air temperature is 56°F.
2. A mineral sample of galena produced a gray-black streak when tested.
3. Based on previous data, ten hurricanes may occur in the year 2013.
4. A weather vane indicates the wind is coming from the west.

Prompt:
Question: Which statement is an inference?
1. A thermometer shows that the air temperature is 56°F.
2. A mineral sample of galena produced a gray-black streak when tested.
3. Based on previous data, ten hurricanes may occur in the year 2013.
4. A weather vane indicates the wind is coming from the west.
Answer:

Answer: 2

Question: Which statement is an inference?

Choices:
A. A thermometer shows that the air temperature is 56°F.
I. A mineral sample of galena produced a gray-black streak when tested.
D. Based on previous data, ten hurricanes may occur in the year 2013.
V. A weather vane indicates the wind is coming from the west.

Prompt:
Question: Which statement is an inference?
A. A thermometer shows that the air temperature is 56°F.
I. A mineral sample of galena produced a gray-black streak when tested.
D. Based on previous data, ten hurricanes may occur in the year 2013.
V. A weather vane indicates the wind is coming from the west.
Answer:

Answer: 2

Question: Which statement is an inference?

Choices:
A. A mineral sample of galena produced a gray-black streak when tested.
I. Based on previous data, ten hurricanes may occur in the year 2013.
D. A weather vane indicates the wind is coming from the west.
V. A thermometer shows that the air temperature is 56°F.

Prompt:
Question: Which statement is an inference?
A. A mineral sample of galena produced a gray-black streak when tested.
I. Based on previous data, ten hurricanes may occur in the year 2013.
D. A weather vane indicates the wind is coming from the west.
V. A thermometer shows that the air temperature is 56°F.
Answer:

Answer: 1


Question: Which process moves water from the oceans to the atmosphere?

Choices:
A. condensation
B. transpiration
C. evaporation
D. precipitation

Prompt:
Question: Which process moves water from the oceans to the atmosphere?
A. condensation
B. transpiration
C. evaporation
D. precipitation
Answer:

Answer: 2

Question: Which process moves water from the oceans to the atmosphere?

Choices:
A. transpiration
B. evaporation
C. precipitation
D. condensation

Prompt:
Question: Which process moves water from the oceans to the atmosphere?
A. transpiration
B. evaporation
C. precipitation
D. condensation
Answer:

Answer: 1

Question: Which process moves water from the oceans to the atmosphere?

Choices:
1. condensation
2. transpiration
3. evaporation
4. precipitation

Prompt:
Question: Which process moves water from the oceans to the atmosphere?
1. condensation
2. transpiration
3. evaporation
4. precipitation
Answer:

Answer: 2

Question: Which process moves water from the oceans to the atmosphere?

Choices:
O. condensation
Y. transpiration
L. evaporation
N. precipitation

Prompt:
Question: Which process moves water from the oceans to the atmosphere?
O. condensation
Y. transpiration
L. evaporation
N. precipitation
Answer:

Answer: 2

Question: Which process moves water from the oceans to the atmosphere?

Choices:
O. transpiration
Y. evaporation
L. precipitation
N. condensation

Prompt:
Question: Which process moves water from the oceans to the atmosphere?
O. transpiration
Y. evaporation
L. precipitation
N. condensation
Answer:

Answer: 1


Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?

Choices:
A. microtubule organization of spindle fibers
B. DNA synthesis of spindle protein
C. membrane transport of spindle fibers
D. RNA synthesis of spindle protein

Prompt:
Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?
A. microtubule organization of spindle fibers
B. DNA synthesis of spindle protein
C. membrane transport of spindle fibers
D. RNA synthesis of spindle protein
Answer:

Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?

Choices:
A. DNA synthesis of spindle protein
B. microtubule organization of spindle fibers
C. membrane transport of spindle fibers
D. RNA synthesis of spindle protein

Prompt:
Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?
A. DNA synthesis of spindle protein
B. microtubule organization of spindle fibers
C. membrane transport of spindle fibers
D. RNA synthesis of spindle protein
Answer:

Answer: 1

Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?

Choices:
1. microtubule organization of spindle fibers
2. DNA synthesis of spindle protein
3. membrane transport of spindle fibers
4. RNA synthesis of spindle protein

Prompt:
Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?
1. microtubule organization of spindle fibers
2. DNA synthesis of spindle protein
3. membrane transport of spindle fibers
4. RNA synthesis of spindle protein
Answer:

Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?

Choices:
C. microtubule organization of spindle fibers
E. DNA synthesis of spindle protein
M. membrane transport of spindle fibers
S. RNA synthesis of spindle protein

Prompt:
Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?
C. microtubule organization of spindle fibers
E. DNA synthesis of spindle protein
M. membrane transport of spindle fibers
S. RNA synthesis of spindle protein
Answer:

Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?

Choices:
C. DNA synthesis of spindle protein
E. microtubule organization of spindle fibers
M. membrane transport of spindle fibers
S. RNA synthesis of spindle protein

Prompt:
Question: At concentrations of 0.1-1 µg/ml colchicine, a natural plant product, can cause the mitotic arrest of dividing cells at metaphase through disrupting the spindle apparatus. Colchicine interferes with which of these cell functions during cell division?
C. DNA synthesis of spindle protein
E. microtubule organization of spindle fibers
M. membrane transport of spindle fibers
S. RNA synthesis of spindle protein
Answer:

Answer: 1


Question: Most species of ducks have webbed feet. The webbed feet are an example of

Choices:
A. behavioral trait.
B. a learned trait.
C. an inherited trait.
D. an instinctive trait.

Prompt:
Question: Most species of ducks have webbed feet. The webbed feet are an example of
A. behavioral trait.
B. a learned trait.
C. an inherited trait.
D. an instinctive trait.
Answer:

Answer: 2

Question: Most species of ducks have webbed feet. The webbed feet are an example of

Choices:
A. behavioral trait.
B. an inherited trait.
C. an instinctive trait.
D. a learned trait.

Prompt:
Question: Most species of ducks have webbed feet. The webbed feet are an example of
A. behavioral trait.
B. an inherited trait.
C. an instinctive trait.
D. a learned trait.
Answer:

Answer: 1

Question: Most species of ducks have webbed feet. The webbed feet are an example of

Choices:
1. behavioral trait.
2. a learned trait.
3. an inherited trait.
4. an instinctive trait.

Prompt:
Question: Most species of ducks have webbed feet. The webbed feet are an example of
1. behavioral trait.
2. a learned trait.
3. an inherited trait.
4. an instinctive trait.
Answer:

Answer: 2

Question: Most species of ducks have webbed feet. The webbed feet are an example of

Choices:
V. behavioral trait.
S. a learned trait.
R. an inherited trait.
U. an instinctive trait.

Prompt:
Question: Most species of ducks have webbed feet. The webbed feet are an example of
V. behavioral trait.
S. a learned trait.
R. an inherited trait.
U. an instinctive trait.
Answer:

Answer: 2

Question: Most species of ducks have webbed feet. The webbed feet are an example of

Choices:
V. behavioral trait.
S. an inherited trait.
R. an instinctive trait.
U. a learned trait.

Prompt:
Question: Most species of ducks have webbed feet. The webbed feet are an example of
V. behavioral trait.
S. an inherited trait.
R. an instinctive trait.
U. a learned trait.
Answer:

Answer: 1


Question: On which date does North America usually experience the longest period of daylight?

Choices:
A. March 21
B. June 21
C. September 21
D. December 21

Prompt:
Question: On which date does North America usually experience the longest period of daylight?
A. March 21
B. June 21
C. September 21
D. December 21
Answer:

Answer: 1

Question: On which date does North America usually experience the longest period of daylight?

Choices:
A. December 21
B. September 21
C. June 21
D. March 21

Prompt:
Question: On which date does North America usually experience the longest period of daylight?
A. December 21
B. September 21
C. June 21
D. March 21
Answer:

Answer: 2

Question: On which date does North America usually experience the longest period of daylight?

Choices:
1. March 21
2. June 21
3. September 21
4. December 21

Prompt:
Question: On which date does North America usually experience the longest period of daylight?
1. March 21
2. June 21
3. September 21
4. December 21
Answer:

Answer: 1

Question: On which date does North America usually experience the longest period of daylight?

Choices:
N. March 21
O. June 21
S. September 21
B. December 21

Prompt:
Question: On which date does North America usually experience the longest period of daylight?
N. March 21
O. June 21
S. September 21
B. December 21
Answer:

Answer: 1

Question: On which date does North America usually experience the longest period of daylight?

Choices:
N. December 21
O. September 21
S. June 21
B. March 21

Prompt:
Question: On which date does North America usually experience the longest period of daylight?
N. December 21
O. September 21
S. June 21
B. March 21
Answer:

Answer: 2


Question: What causes an object to fall to the ground when you let it drop from your hand?

Choices:
A. magnetism
B. gravity
C. air resistance
D. the push from your hand

Prompt:
Question: What causes an object to fall to the ground when you let it drop from your hand?
A. magnetism
B. gravity
C. air resistance
D. the push from your hand
Answer:

Answer: 1

Question: What causes an object to fall to the ground when you let it drop from your hand?

Choices:
A. the push from your hand
B. air resistance
C. magnetism
D. gravity

Prompt:
Question: What causes an object to fall to the ground when you let it drop from your hand?
A. the push from your hand
B. air resistance
C. magnetism
D. gravity
Answer:

Answer: 3

Question: What causes an object to fall to the ground when you let it drop from your hand?

Choices:
1. magnetism
2. gravity
3. air resistance
4. the push from your hand

Prompt:
Question: What causes an object to fall to the ground when you let it drop from your hand?
1. magnetism
2. gravity
3. air resistance
4. the push from your hand
Answer:

Answer: 1

Question: What causes an object to fall to the ground when you let it drop from your hand?

Choices:
P. magnetism
G. gravity
E. air resistance
V. the push from your hand

Prompt:
Question: What causes an object to fall to the ground when you let it drop from your hand?
P. magnetism
G. gravity
E. air resistance
V. the push from your hand
Answer:

Answer: 1

Question: What causes an object to fall to the ground when you let it drop from your hand?

Choices:
P. the push from your hand
G. air resistance
E. magnetism
V. gravity

Prompt:
Question: What causes an object to fall to the ground when you let it drop from your hand?
P. the push from your hand
G. air resistance
E. magnetism
V. gravity
Answer:

Answer: 3


Question: The phases of the Moon are caused by the

Choices:
A. tilt of the Earth.
B. tilt of the Moon.
C. revolution of the Earth around the Sun.
D. revolution of the Moon around the Earth.

Prompt:
Question: The phases of the Moon are caused by the
A. tilt of the Earth.
B. tilt of the Moon.
C. revolution of the Earth around the Sun.
D. revolution of the Moon around the Earth.
Answer:

Answer: 3

Question: The phases of the Moon are caused by the

Choices:
A. revolution of the Moon around the Earth.
B. tilt of the Moon.
C. tilt of the Earth.
D. revolution of the Earth around the Sun.

Prompt:
Question: The phases of the Moon are caused by the
A. revolution of the Moon around the Earth.
B. tilt of the Moon.
C. tilt of the Earth.
D. revolution of the Earth around the Sun.
Answer:

Question: The phases of the Moon are caused by the

Choices:
1. tilt of the Earth.
2. tilt of the Moon.
3. revolution of the Earth around the Sun.
4. revolution of the Moon around the Earth.

Prompt:
Question: The phases of the Moon are caused by the
1. tilt of the Earth.
2. tilt of the Moon.
3. revolution of the Earth around the Sun.
4. revolution of the Moon around the Earth.
Answer:

Answer: 3

Question: The phases of the Moon are caused by the

Choices:
K. tilt of the Earth.
E. tilt of the Moon.
T. revolution of the Earth around the Sun.
B. revolution of the Moon around the Earth.

Prompt:
Question: The phases of the Moon are caused by the
K. tilt of the Earth.
E. tilt of the Moon.
T. revolution of the Earth around the Sun.
B. revolution of the Moon around the Earth.
Answer:

Answer: 3

Question: The phases of the Moon are caused by the

Choices:
K. revolution of the Moon around the Earth.
E. tilt of the Moon.
T. tilt of the Earth.
B. revolution of the Earth around the Sun.

Prompt:
Question: The phases of the Moon are caused by the
K. revolution of the Moon around the Earth.
E. tilt of the Moon.
T. tilt of the Earth.
B. revolution of the Earth around the Sun.
Answer:


Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?

Choices:
A. respiratory
B. circulatory
C. muscular
D. digestive

Prompt:
Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?
A. respiratory
B. circulatory
C. muscular
D. digestive
Answer:

Answer: 2

Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?

Choices:
A. circulatory
B. digestive
C. respiratory
D. muscular

Prompt:
Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?
A. circulatory
B. digestive
C. respiratory
D. muscular
Answer:

Answer: 3

Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?

Choices:
1. respiratory
2. circulatory
3. muscular
4. digestive

Prompt:
Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?
1. respiratory
2. circulatory
3. muscular
4. digestive
Answer:

Answer: 2

Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?

Choices:
T. respiratory
J. circulatory
G. muscular
W. digestive

Prompt:
Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?
T. respiratory
J. circulatory
G. muscular
W. digestive
Answer:

Answer: 2

Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?

Choices:
T. circulatory
J. digestive
G. respiratory
W. muscular

Prompt:
Question: One system of the human body works along with the skeletal system by assisting movement and maintaining posture. Which system is being described?
T. circulatory
J. digestive
G. respiratory
W. muscular
Answer:

Answer: 3


Question: The discovery of penicillin helped in the

Choices:
A. treatment of infections.
B. healing of bones.
C. discovery of viruses.
D. search for diseases.

Prompt:
Question: The discovery of penicillin helped in the
A. treatment of infections.
B. healing of bones.
C. discovery of viruses.
D. search for diseases.
Answer:

Question: The discovery of penicillin helped in the

Choices:
A. healing of bones.
B. search for diseases.
C. treatment of infections.
D. discovery of viruses.

Prompt:
Question: The discovery of penicillin helped in the
A. healing of bones.
B. search for diseases.
C. treatment of infections.
D. discovery of viruses.
Answer:

Answer: 2

Question: The discovery of penicillin helped in the

Choices:
1. treatment of infections.
2. healing of bones.
3. discovery of viruses.
4. search for diseases.

Prompt:
Question: The discovery of penicillin helped in the
1. treatment of infections.
2. healing of bones.
3. discovery of viruses.
4. search for diseases.
Answer:

Question: The discovery of penicillin helped in the

Choices:
J. treatment of infections.
R. healing of bones.
K. discovery of viruses.
N. search for diseases.

Prompt:
Question: The discovery of penicillin helped in the
J. treatment of infections.
R. healing of bones.
K. discovery of viruses.
N. search for diseases.
Answer:

Question: The discovery of penicillin helped in the

Choices:
J. healing of bones.
R. search for diseases.
K. treatment of infections.
N. discovery of viruses.

Prompt:
Question: The discovery of penicillin helped in the
J. healing of bones.
R. search for diseases.
K. treatment of infections.
N. discovery of viruses.
Answer:

Answer: 2


Question: When the environment changes more quickly than a species can adapt, the species may become

Choices:
A. extinct
B. dominant
C. diverse
D. overpopulated

Prompt:
Question: When the environment changes more quickly than a species can adapt, the species may become
A. extinct
B. dominant
C. diverse
D. overpopulated
Answer:

Question: When the environment changes more quickly than a species can adapt, the species may become

Choices:
A. dominant
B. extinct
C. diverse
D. overpopulated

Prompt:
Question: When the environment changes more quickly than a species can adapt, the species may become
A. dominant
B. extinct
C. diverse
D. overpopulated
Answer:

Answer: 1

Question: When the environment changes more quickly than a species can adapt, the species may become

Choices:
1. extinct
2. dominant
3. diverse
4. overpopulated

Prompt:
Question: When the environment changes more quickly than a species can adapt, the species may become
1. extinct
2. dominant
3. diverse
4. overpopulated
Answer:

Question: When the environment changes more quickly than a species can adapt, the species may become

Choices:
J. extinct
Y. dominant
N. diverse
R. overpopulated

Prompt:
Question: When the environment changes more quickly than a species can adapt, the species may become
J. extinct
Y. dominant
N. diverse
R. overpopulated
Answer:

Question: When the environment changes more quickly than a species can adapt, the species may become

Choices:
J. dominant
Y. extinct
N. diverse
R. overpopulated

Prompt:
Question: When the environment changes more quickly than a species can adapt, the species may become
J. dominant
Y. extinct
N. diverse
R. overpopulated
Answer:

Answer: 1


Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?

Choices:
A. cool, rainy fall weather
B. cold, snowy winter weather
C. hot, sunny summer weather
D. spring weather with flowers blooming

Prompt:
Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?
A. cool, rainy fall weather
B. cold, snowy winter weather
C. hot, sunny summer weather
D. spring weather with flowers blooming
Answer:

Answer: 2

Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?

Choices:
A. hot, sunny summer weather
B. cold, snowy winter weather
C. spring weather with flowers blooming
D. cool, rainy fall weather

Prompt:
Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?
A. hot, sunny summer weather
B. cold, snowy winter weather
C. spring weather with flowers blooming
D. cool, rainy fall weather
Answer:

Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?

Choices:
1. cool, rainy fall weather
2. cold, snowy winter weather
3. hot, sunny summer weather
4. spring weather with flowers blooming

Prompt:
Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?
1. cool, rainy fall weather
2. cold, snowy winter weather
3. hot, sunny summer weather
4. spring weather with flowers blooming
Answer:

Answer: 2

Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?

Choices:
Y. cool, rainy fall weather
D. cold, snowy winter weather
J. hot, sunny summer weather
H. spring weather with flowers blooming

Prompt:
Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?
Y. cool, rainy fall weather
D. cold, snowy winter weather
J. hot, sunny summer weather
H. spring weather with flowers blooming
Answer:

Answer: 2

Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?

Choices:
Y. hot, sunny summer weather
D. cold, snowy winter weather
J. spring weather with flowers blooming
H. cool, rainy fall weather

Prompt:
Question: A student hears on the radio that the outside temperature is 32°C. What type of weather will the student most likely expect when she steps outside?
Y. hot, sunny summer weather
D. cold, snowy winter weather
J. spring weather with flowers blooming
H. cool, rainy fall weather
Answer:


Question: Which parts of an atom are reactive during a chemical process?

Choices:
A. electrons
B. protons
C. neutrons
D. molecules

Prompt:
Question: Which parts of an atom are reactive during a chemical process?
A. electrons
B. protons
C. neutrons
D. molecules
Answer:

Question: Which parts of an atom are reactive during a chemical process?

Choices:
A. molecules
B. protons
C. electrons
D. neutrons

Prompt:
Question: Which parts of an atom are reactive during a chemical process?
A. molecules
B. protons
C. electrons
D. neutrons
Answer:

Answer: 2

Question: Which parts of an atom are reactive during a chemical process?

Choices:
1. electrons
2. protons
3. neutrons
4. molecules

Prompt:
Question: Which parts of an atom are reactive during a chemical process?
1. electrons
2. protons
3. neutrons
4. molecules
Answer:

Question: Which parts of an atom are reactive during a chemical process?

Choices:
P. electrons
N. protons
A. neutrons
D. molecules

Prompt:
Question: Which parts of an atom are reactive during a chemical process?
P. electrons
N. protons
A. neutrons
D. molecules
Answer:

Question: Which parts of an atom are reactive during a chemical process?

Choices:
P. molecules
N. protons
A. electrons
D. neutrons

Prompt:
Question: Which parts of an atom are reactive during a chemical process?
P. molecules
N. protons
A. electrons
D. neutrons
Answer:

Answer: 2


Question: What is one way people are helping the environment?

Choices:
A. They are planting trees to replace the ones that are cut.
B. They are building more roads so more people can see natural areas.
C. They are building more dumps to hold the trash we create.
D. They are using their cars more to get to places faster.

Prompt:
Question: What is one way people are helping the environment?
A. They are planting trees to replace the ones that are cut.
B. They are building more roads so more people can see natural areas.
C. They are building more dumps to hold the trash we create.
D. They are using their cars more to get to places faster.
Answer:

Question: What is one way people are helping the environment?

Choices:
A. They are building more roads so more people can see natural areas.
B. They are using their cars more to get to places faster.
C. They are building more dumps to hold the trash we create.
D. They are planting trees to replace the ones that are cut.

Prompt:
Question: What is one way people are helping the environment?
A. They are building more roads so more people can see natural areas.
B. They are using their cars more to get to places faster.
C. They are building more dumps to hold the trash we create.
D. They are planting trees to replace the ones that are cut.
Answer:

Answer: 3

Question: What is one way people are helping the environment?

Choices:
1. They are planting trees to replace the ones that are cut.
2. They are building more roads so more people can see natural areas.
3. They are building more dumps to hold the trash we create.
4. They are using their cars more to get to places faster.

Prompt:
Question: What is one way people are helping the environment?
1. They are planting trees to replace the ones that are cut.
2. They are building more roads so more people can see natural areas.
3. They are building more dumps to hold the trash we create.
4. They are using their cars more to get to places faster.
Answer:

Question: What is one way people are helping the environment?

Choices:
P. They are planting trees to replace the ones that are cut.
Y. They are building more roads so more people can see natural areas.
Q. They are building more dumps to hold the trash we create.
O. They are using their cars more to get to places faster.

Prompt:
Question: What is one way people are helping the environment?
P. They are planting trees to replace the ones that are cut.
Y. They are building more roads so more people can see natural areas.
Q. They are building more dumps to hold the trash we create.
O. They are using their cars more to get to places faster.
Answer:

Question: What is one way people are helping the environment?

Choices:
P. They are building more roads so more people can see natural areas.
Y. They are using their cars more to get to places faster.
Q. They are building more dumps to hold the trash we create.
O. They are planting trees to replace the ones that are cut.

Prompt:
Question: What is one way people are helping the environment?
P. They are building more roads so more people can see natural areas.
Y. They are using their cars more to get to places faster.
Q. They are building more dumps to hold the trash we create.
O. They are planting trees to replace the ones that are cut.
Answer:

Answer: 3


Question: What is the function of hollow bones in birds?

Choices:
A. to streamline birds for efficient flight
B. to reduce the weight of birds for flight
C. to store oxygen for high-altitude flight
D. to make bones strong enough for flight

Prompt:
Question: What is the function of hollow bones in birds?
A. to streamline birds for efficient flight
B. to reduce the weight of birds for flight
C. to store oxygen for high-altitude flight
D. to make bones strong enough for flight
Answer:

Answer: 1

Question: What is the function of hollow bones in birds?

Choices:
A. to store oxygen for high-altitude flight
B. to make bones strong enough for flight
C. to streamline birds for efficient flight
D. to reduce the weight of birds for flight

Prompt:
Question: What is the function of hollow bones in birds?
A. to store oxygen for high-altitude flight
B. to make bones strong enough for flight
C. to streamline birds for efficient flight
D. to reduce the weight of birds for flight
Answer:

Answer: 3

Question: What is the function of hollow bones in birds?

Choices:
1. to streamline birds for efficient flight
2. to reduce the weight of birds for flight
3. to store oxygen for high-altitude flight
4. to make bones strong enough for flight

Prompt:
Question: What is the function of hollow bones in birds?
1. to streamline birds for efficient flight
2. to reduce the weight of birds for flight
3. to store oxygen for high-altitude flight
4. to make bones strong enough for flight
Answer:

Answer: 1

Question: What is the function of hollow bones in birds?

Choices:
N. to streamline birds for efficient flight
A. to reduce the weight of birds for flight
S. to store oxygen for high-altitude flight
H. to make bones strong enough for flight

Prompt:
Question: What is the function of hollow bones in birds?
N. to streamline birds for efficient flight
A. to reduce the weight of birds for flight
S. to store oxygen for high-altitude flight
H. to make bones strong enough for flight
Answer:

Answer: 1

Question: What is the function of hollow bones in birds?

Choices:
N. to store oxygen for high-altitude flight
A. to make bones strong enough for flight
S. to streamline birds for efficient flight
H. to reduce the weight of birds for flight

Prompt:
Question: What is the function of hollow bones in birds?
N. to store oxygen for high-altitude flight
A. to make bones strong enough for flight
S. to streamline birds for efficient flight
H. to reduce the weight of birds for flight
Answer:

Answer: 3


Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?

Choices:
A. 0.025
B. 10
C. 19.5
D. 40

Prompt:
Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?
A. 0.025
B. 10
C. 19.5
D. 40
Answer:

Answer: 3

Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?

Choices:
A. 0.025
B. 40
C. 19.5
D. 10

Prompt:
Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?
A. 0.025
B. 40
C. 19.5
D. 10
Answer:

Answer: 1

Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?

Choices:
1. 0.025
2. 10
3. 19.5
4. 40

Prompt:
Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?
1. 0.025
2. 10
3. 19.5
4. 40
Answer:

Answer: 3

Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?

Choices:
O. 0.025
X. 10
W. 19.5
T. 40

Prompt:
Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?
O. 0.025
X. 10
W. 19.5
T. 40
Answer:

Answer: 3

Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?

Choices:
O. 0.025
X. 40
W. 19.5
T. 10

Prompt:
Question: A screwdriver is used to pry the lid off a paint can. The resistance arm is 0.5 centimeters. The effort arm is 20 centimeters. What is the mechanical advantage of the screwdriver?
O. 0.025
X. 40
W. 19.5
T. 10
Answer:

Answer: 1


Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?

Choices:
A. to increase blood flow to the limbs for energy production
B. to release energy from lipids stored throughout the body
C. to transform stored proteins into carbohydrates for energy
D. to contract muscles to create heat energy for the body

Prompt:
Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?
A. to increase blood flow to the limbs for energy production
B. to release energy from lipids stored throughout the body
C. to transform stored proteins into carbohydrates for energy
D. to contract muscles to create heat energy for the body
Answer:

Answer: 1

Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?

Choices:
A. to increase blood flow to the limbs for energy production
B. to transform stored proteins into carbohydrates for energy
C. to release energy from lipids stored throughout the body
D. to contract muscles to create heat energy for the body

Prompt:
Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?
A. to increase blood flow to the limbs for energy production
B. to transform stored proteins into carbohydrates for energy
C. to release energy from lipids stored throughout the body
D. to contract muscles to create heat energy for the body
Answer:

Answer: 2

Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?

Choices:
1. to increase blood flow to the limbs for energy production
2. to release energy from lipids stored throughout the body
3. to transform stored proteins into carbohydrates for energy
4. to contract muscles to create heat energy for the body

Prompt:
Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?
1. to increase blood flow to the limbs for energy production
2. to release energy from lipids stored throughout the body
3. to transform stored proteins into carbohydrates for energy
4. to contract muscles to create heat energy for the body
Answer:

Answer: 1

Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?

Choices:
W. to increase blood flow to the limbs for energy production
K. to release energy from lipids stored throughout the body
E. to transform stored proteins into carbohydrates for energy
O. to contract muscles to create heat energy for the body

Prompt:
Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?
W. to increase blood flow to the limbs for energy production
K. to release energy from lipids stored throughout the body
E. to transform stored proteins into carbohydrates for energy
O. to contract muscles to create heat energy for the body
Answer:

Answer: 1

Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?

Choices:
W. to increase blood flow to the limbs for energy production
K. to transform stored proteins into carbohydrates for energy
E. to release energy from lipids stored throughout the body
O. to contract muscles to create heat energy for the body

Prompt:
Question: Food provides calories needed by the body for energy. However, the body must use energy between meals when food is not consumed. What is the most likely response of the body when more energy is used than the calories consumed provide?
W. to increase blood flow to the limbs for energy production
K. to transform stored proteins into carbohydrates for energy
E. to release energy from lipids stored throughout the body
O. to contract muscles to create heat energy for the body
Answer:

Answer: 2


Question: The climate of an area would be expected to have the least fluctuations in temperatures where the

Choices:
A. atmospheric nitrogen is low.
B. vegetation is sparse.
C. days are longest.
D. humidity is high.

Prompt:
Question: The climate of an area would be expected to have the least fluctuations in temperatures where the
A. atmospheric nitrogen is low.
B. vegetation is sparse.
C. days are longest.
D. humidity is high.
Answer:

Answer: 3

Question: The climate of an area would be expected to have the least fluctuations in temperatures where the

Choices:
A. days are longest.
B. humidity is high.
C. vegetation is sparse.
D. atmospheric nitrogen is low.

Prompt:
Question: The climate of an area would be expected to have the least fluctuations in temperatures where the
A. days are longest.
B. humidity is high.
C. vegetation is sparse.
D. atmospheric nitrogen is low.
Answer:

Answer: 1

Question: The climate of an area would be expected to have the least fluctuations in temperatures where the

Choices:
1. atmospheric nitrogen is low.
2. vegetation is sparse.
3. days are longest.
4. humidity is high.

Prompt:
Question: The climate of an area would be expected to have the least fluctuations in temperatures where the
1. atmospheric nitrogen is low.
2. vegetation is sparse.
3. days are longest.
4. humidity is high.
Answer:

Answer: 3

Question: The climate of an area would be expected to have the least fluctuations in temperatures where the

Choices:
I. atmospheric nitrogen is low.
X. vegetation is sparse.
T. days are longest.
J. humidity is high.

Prompt:
Question: The climate of an area would be expected to have the least fluctuations in temperatures where the
I. atmospheric nitrogen is low.
X. vegetation is sparse.
T. days are longest.
J. humidity is high.
Answer:

Answer: 3

Question: The climate of an area would be expected to have the least fluctuations in temperatures where the

Choices:
I. days are longest.
X. humidity is high.
T. vegetation is sparse.
J. atmospheric nitrogen is low.

Prompt:
Question: The climate of an area would be expected to have the least fluctuations in temperatures where the
I. days are longest.
X. humidity is high.
T. vegetation is sparse.
J. atmospheric nitrogen is low.
Answer:

Answer: 1


Question: Why would animals most likely have to leave an area during a drought?

Choices:
A. to find mates
B. to find shelter
C. to escape predators
D. to find water and food

Prompt:
Question: Why would animals most likely have to leave an area during a drought?
A. to find mates
B. to find shelter
C. to escape predators
D. to find water and food
Answer:

Answer: 3

Question: Why would animals most likely have to leave an area during a drought?

Choices:
A. to find shelter
B. to find water and food
C. to find mates
D. to escape predators

Prompt:
Question: Why would animals most likely have to leave an area during a drought?
A. to find shelter
B. to find water and food
C. to find mates
D. to escape predators
Answer:

Answer: 1

Question: Why would animals most likely have to leave an area during a drought?

Choices:
1. to find mates
2. to find shelter
3. to escape predators
4. to find water and food

Prompt:
Question: Why would animals most likely have to leave an area during a drought?
1. to find mates
2. to find shelter
3. to escape predators
4. to find water and food
Answer:

Answer: 3

Question: Why would animals most likely have to leave an area during a drought?

Choices:
Q. to find mates
X. to find shelter
L. to escape predators
Z. to find water and food

Prompt:
Question: Why would animals most likely have to leave an area during a drought?
Q. to find mates
X. to find shelter
L. to escape predators
Z. to find water and food
Answer:

Answer: 3

Question: Why would animals most likely have to leave an area during a drought?

Choices:
Q. to find shelter
X. to find water and food
L. to find mates
Z. to escape predators

Prompt:
Question: Why would animals most likely have to leave an area during a drought?
Q. to find shelter
X. to find water and food
L. to find mates
Z. to escape predators
Answer:

Answer: 1


Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?

Choices:
A. carbon monoxide (CO)
B. nitrogen oxide (NO)
C. methane (CH_{4})
D. ozone (O_{3})

Prompt:
Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?
A. carbon monoxide (CO)
B. nitrogen oxide (NO)
C. methane (CH_{4})
D. ozone (O_{3})
Answer:

Answer: 3

Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?

Choices:
A. carbon monoxide (CO)
B. ozone (O_{3})
C. methane (CH_{4})
D. nitrogen oxide (NO)

Prompt:
Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?
A. carbon monoxide (CO)
B. ozone (O_{3})
C. methane (CH_{4})
D. nitrogen oxide (NO)
Answer:

Answer: 1

Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?

Choices:
1. carbon monoxide (CO)
2. nitrogen oxide (NO)
3. methane (CH_{4})
4. ozone (O_{3})

Prompt:
Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?
1. carbon monoxide (CO)
2. nitrogen oxide (NO)
3. methane (CH_{4})
4. ozone (O_{3})
Answer:

Answer: 3

Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?

Choices:
C. carbon monoxide (CO)
D. nitrogen oxide (NO)
B. methane (CH_{4})
N. ozone (O_{3})

Prompt:
Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?
C. carbon monoxide (CO)
D. nitrogen oxide (NO)
B. methane (CH_{4})
N. ozone (O_{3})
Answer:

Answer: 3

Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?

Choices:
C. carbon monoxide (CO)
D. ozone (O_{3})
B. methane (CH_{4})
N. nitrogen oxide (NO)

Prompt:
Question: Secondary pollutants are produced in the environment by chemical reactions involving primary or emitted chemicals. Which of the following is a secondary pollutant?
C. carbon monoxide (CO)
D. ozone (O_{3})
B. methane (CH_{4})
N. nitrogen oxide (NO)
Answer:

Answer: 1


Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is

Choices:
A. unicellular.
B. multicellular.
C. part of a bacterial colony.
D. able to function independently.

Prompt:
Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is
A. unicellular.
B. multicellular.
C. part of a bacterial colony.
D. able to function independently.
Answer:

Answer: 1

Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is

Choices:
A. able to function independently.
B. part of a bacterial colony.
C. unicellular.
D. multicellular.

Prompt:
Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is
A. able to function independently.
B. part of a bacterial colony.
C. unicellular.
D. multicellular.
Answer:

Answer: 3

Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is

Choices:
1. unicellular.
2. multicellular.
3. part of a bacterial colony.
4. able to function independently.

Prompt:
Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is
1. unicellular.
2. multicellular.
3. part of a bacterial colony.
4. able to function independently.
Answer:

Answer: 1

Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is

Choices:
T. unicellular.
Z. multicellular.
C. part of a bacterial colony.
O. able to function independently.

Prompt:
Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is
T. unicellular.
Z. multicellular.
C. part of a bacterial colony.
O. able to function independently.
Answer:

Answer: 1

Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is

Choices:
T. able to function independently.
Z. part of a bacterial colony.
C. unicellular.
O. multicellular.

Prompt:
Question: The human brain is an organ that is made up of many tissues. This information can be used to determine that the brain is
T. able to function independently.
Z. part of a bacterial colony.
C. unicellular.
O. multicellular.
Answer:

Answer: 3


Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.

Choices:
A. balance
B. friction
C. attraction
D. magnetism

Prompt:
Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.
A. balance
B. friction
C. attraction
D. magnetism
Answer:

Answer: 1

Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.

Choices:
A. attraction
B. balance
C. friction
D. magnetism

Prompt:
Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.
A. attraction
B. balance
C. friction
D. magnetism
Answer:

Answer: 2

Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.

Choices:
1. balance
2. friction
3. attraction
4. magnetism

Prompt:
Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.
1. balance
2. friction
3. attraction
4. magnetism
Answer:

Answer: 1

Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.

Choices:
P. balance
N. friction
G. attraction
S. magnetism

Prompt:
Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.
P. balance
N. friction
G. attraction
S. magnetism
Answer:

Answer: 1

Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.

Choices:
P. attraction
N. balance
G. friction
S. magnetism

Prompt:
Question: A bicyclist rides on a flat road and then stops pedaling but does not apply the brakes. The bicycle stops because of ___.
P. attraction
N. balance
G. friction
S. magnetism
Answer:

Answer: 2


Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?

Choices:
A. The balloon has a positive charge and the comb is neutral.
B. The balloon and the comb have the same electrical charge.
C. The balloon has a negative charge and the comb is neutral.
D. The balloon and the comb have opposite electrical charges.

Prompt:
Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?
A. The balloon has a positive charge and the comb is neutral.
B. The balloon and the comb have the same electrical charge.
C. The balloon has a negative charge and the comb is neutral.
D. The balloon and the comb have opposite electrical charges.
Answer:

Answer: 1

Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?

Choices:
A. The balloon has a negative charge and the comb is neutral.
B. The balloon has a positive charge and the comb is neutral.
C. The balloon and the comb have the same electrical charge.
D. The balloon and the comb have opposite electrical charges.

Prompt:
Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?
A. The balloon has a negative charge and the comb is neutral.
B. The balloon has a positive charge and the comb is neutral.
C. The balloon and the comb have the same electrical charge.
D. The balloon and the comb have opposite electrical charges.
Answer:

Answer: 2

Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?

Choices:
1. The balloon has a positive charge and the comb is neutral.
2. The balloon and the comb have the same electrical charge.
3. The balloon has a negative charge and the comb is neutral.
4. The balloon and the comb have opposite electrical charges.

Prompt:
Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?
1. The balloon has a positive charge and the comb is neutral.
2. The balloon and the comb have the same electrical charge.
3. The balloon has a negative charge and the comb is neutral.
4. The balloon and the comb have opposite electrical charges.
Answer:

Answer: 1

Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?

Choices:
S. The balloon has a positive charge and the comb is neutral.
V. The balloon and the comb have the same electrical charge.
K. The balloon has a negative charge and the comb is neutral.
I. The balloon and the comb have opposite electrical charges.

Prompt:
Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?
S. The balloon has a positive charge and the comb is neutral.
V. The balloon and the comb have the same electrical charge.
K. The balloon has a negative charge and the comb is neutral.
I. The balloon and the comb have opposite electrical charges.
Answer:

Answer: 1

Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?

Choices:
S. The balloon has a negative charge and the comb is neutral.
V. The balloon has a positive charge and the comb is neutral.
K. The balloon and the comb have the same electrical charge.
I. The balloon and the comb have opposite electrical charges.

Prompt:
Question: One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?
S. The balloon has a negative charge and the comb is neutral.
V. The balloon has a positive charge and the comb is neutral.
K. The balloon and the comb have the same electrical charge.
I. The balloon and the comb have opposite electrical charges.
Answer:

Answer: 2


Question: How is weather related to climate?

Choices:
A. Climate is the long-term average of a region's weather.
B. Climate describes the weather of a large area.
C. Weather is the long-term average of a region's climate.
D. Weather describes the climate of a large area.

Prompt:
Question: How is weather related to climate?
A. Climate is the long-term average of a region's weather.
B. Climate describes the weather of a large area.
C. Weather is the long-term average of a region's climate.
D. Weather describes the climate of a large area.
Answer:

Question: How is weather related to climate?

Choices:
A. Weather describes the climate of a large area.
B. Climate is the long-term average of a region's weather.
C. Climate describes the weather of a large area.
D. Weather is the long-term average of a region's climate.

Prompt:
Question: How is weather related to climate?
A. Weather describes the climate of a large area.
B. Climate is the long-term average of a region's weather.
C. Climate describes the weather of a large area.
D. Weather is the long-term average of a region's climate.
Answer:

Answer: 1

Question: How is weather related to climate?

Choices:
1. Climate is the long-term average of a region's weather.
2. Climate describes the weather of a large area.
3. Weather is the long-term average of a region's climate.
4. Weather describes the climate of a large area.

Prompt:
Question: How is weather related to climate?
1. Climate is the long-term average of a region's weather.
2. Climate describes the weather of a large area.
3. Weather is the long-term average of a region's climate.
4. Weather describes the climate of a large area.
Answer:

Question: How is weather related to climate?

Choices:
T. Climate is the long-term average of a region's weather.
O. Climate describes the weather of a large area.
N. Weather is the long-term average of a region's climate.
K. Weather describes the climate of a large area.

Prompt:
Question: How is weather related to climate?
T. Climate is the long-term average of a region's weather.
O. Climate describes the weather of a large area.
N. Weather is the long-term average of a region's climate.
K. Weather describes the climate of a large area.
Answer:

Question: How is weather related to climate?

Choices:
T. Weather describes the climate of a large area.
O. Climate is the long-term average of a region's weather.
N. Climate describes the weather of a large area.
K. Weather is the long-term average of a region's climate.

Prompt:
Question: How is weather related to climate?
T. Weather describes the climate of a large area.
O. Climate is the long-term average of a region's weather.
N. Climate describes the weather of a large area.
K. Weather is the long-term average of a region's climate.
Answer:

Answer: 1


Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?

Choices:
A. Shake the mixture, and the iron filings will rise to the surface.
B. Add water to the mixture, and the sand will dissolve in the water.
C. Put the mixture through a sieve, and the sand will remain in the sieve.
D. Pass a magnet over the mixture, and the magnet will attract the iron fillings.

Prompt:
Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?
A. Shake the mixture, and the iron filings will rise to the surface.
B. Add water to the mixture, and the sand will dissolve in the water.
C. Put the mixture through a sieve, and the sand will remain in the sieve.
D. Pass a magnet over the mixture, and the magnet will attract the iron fillings.
Answer:

Answer: 3

Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?

Choices:
A. Add water to the mixture, and the sand will dissolve in the water.
B. Pass a magnet over the mixture, and the magnet will attract the iron fillings.
C. Shake the mixture, and the iron filings will rise to the surface.
D. Put the mixture through a sieve, and the sand will remain in the sieve.

Prompt:
Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?
A. Add water to the mixture, and the sand will dissolve in the water.
B. Pass a magnet over the mixture, and the magnet will attract the iron fillings.
C. Shake the mixture, and the iron filings will rise to the surface.
D. Put the mixture through a sieve, and the sand will remain in the sieve.
Answer:

Answer: 1

Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?

Choices:
1. Shake the mixture, and the iron filings will rise to the surface.
2. Add water to the mixture, and the sand will dissolve in the water.
3. Put the mixture through a sieve, and the sand will remain in the sieve.
4. Pass a magnet over the mixture, and the magnet will attract the iron fillings.

Prompt:
Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?
1. Shake the mixture, and the iron filings will rise to the surface.
2. Add water to the mixture, and the sand will dissolve in the water.
3. Put the mixture through a sieve, and the sand will remain in the sieve.
4. Pass a magnet over the mixture, and the magnet will attract the iron fillings.
Answer:

Answer: 3

Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?

Choices:
I. Shake the mixture, and the iron filings will rise to the surface.
G. Add water to the mixture, and the sand will dissolve in the water.
J. Put the mixture through a sieve, and the sand will remain in the sieve.
D. Pass a magnet over the mixture, and the magnet will attract the iron fillings.

Prompt:
Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?
I. Shake the mixture, and the iron filings will rise to the surface.
G. Add water to the mixture, and the sand will dissolve in the water.
J. Put the mixture through a sieve, and the sand will remain in the sieve.
D. Pass a magnet over the mixture, and the magnet will attract the iron fillings.
Answer:

Answer: 3

Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?

Choices:
I. Add water to the mixture, and the sand will dissolve in the water.
G. Pass a magnet over the mixture, and the magnet will attract the iron fillings.
J. Shake the mixture, and the iron filings will rise to the surface.
D. Put the mixture through a sieve, and the sand will remain in the sieve.

Prompt:
Question: Katie has a mixture of iron filings and sand. She wants to separate them. How can she do this?
I. Add water to the mixture, and the sand will dissolve in the water.
G. Pass a magnet over the mixture, and the magnet will attract the iron fillings.
J. Shake the mixture, and the iron filings will rise to the surface.
D. Put the mixture through a sieve, and the sand will remain in the sieve.
Answer:

Answer: 1


Question: Which process is common to most living things?

Choices:
A. flying
B. talking
C. seeing
D. reproducing

Prompt:
Question: Which process is common to most living things?
A. flying
B. talking
C. seeing
D. reproducing
Answer:

Answer: 3

Question: Which process is common to most living things?

Choices:
A. seeing
B. reproducing
C. flying
D. talking

Prompt:
Question: Which process is common to most living things?
A. seeing
B. reproducing
C. flying
D. talking
Answer:

Answer: 1

Question: Which process is common to most living things?

Choices:
1. flying
2. talking
3. seeing
4. reproducing

Prompt:
Question: Which process is common to most living things?
1. flying
2. talking
3. seeing
4. reproducing
Answer:

Answer: 3

Question: Which process is common to most living things?

Choices:
Z. flying
P. talking
C. seeing
T. reproducing

Prompt:
Question: Which process is common to most living things?
Z. flying
P. talking
C. seeing
T. reproducing
Answer:

Answer: 3

Question: Which process is common to most living things?

Choices:
Z. seeing
P. reproducing
C. flying
T. talking

Prompt:
Question: Which process is common to most living things?
Z. seeing
P. reproducing
C. flying
T. talking
Answer:

Answer: 1


Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?

Choices:
A. compass
B. protractor
C. meter stick
D. spring scale

Prompt:
Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?
A. compass
B. protractor
C. meter stick
D. spring scale
Answer:

Answer: 1

Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?

Choices:
A. spring scale
B. compass
C. meter stick
D. protractor

Prompt:
Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?
A. spring scale
B. compass
C. meter stick
D. protractor
Answer:

Answer: 3

Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?

Choices:
1. compass
2. protractor
3. meter stick
4. spring scale

Prompt:
Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?
1. compass
2. protractor
3. meter stick
4. spring scale
Answer:

Answer: 1

Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?

Choices:
J. compass
B. protractor
Z. meter stick
H. spring scale

Prompt:
Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?
J. compass
B. protractor
Z. meter stick
H. spring scale
Answer:

Answer: 1

Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?

Choices:
J. spring scale
B. compass
Z. meter stick
H. protractor

Prompt:
Question: The angle of a ramp is changed several times during an experiment. Which tool is needed to measure the different angles?
J. spring scale
B. compass
Z. meter stick
H. protractor
Answer:

Answer: 3


Question: All of these are examples of observation and measurement except

Choices:
A. charting where birds fly.
B. attracting birds with birdseed.
C. counting the number of birds that fly by.
D. illustrating the different birds that fly by.

Prompt:
Question: All of these are examples of observation and measurement except
A. charting where birds fly.
B. attracting birds with birdseed.
C. counting the number of birds that fly by.
D. illustrating the different birds that fly by.
Answer:

Answer: 1

Question: All of these are examples of observation and measurement except

Choices:
A. counting the number of birds that fly by.
B. illustrating the different birds that fly by.
C. attracting birds with birdseed.
D. charting where birds fly.

Prompt:
Question: All of these are examples of observation and measurement except
A. counting the number of birds that fly by.
B. illustrating the different birds that fly by.
C. attracting birds with birdseed.
D. charting where birds fly.
Answer:

Answer: 2

Question: All of these are examples of observation and measurement except

Choices:
1. charting where birds fly.
2. attracting birds with birdseed.
3. counting the number of birds that fly by.
4. illustrating the different birds that fly by.

Prompt:
Question: All of these are examples of observation and measurement except
1. charting where birds fly.
2. attracting birds with birdseed.
3. counting the number of birds that fly by.
4. illustrating the different birds that fly by.
Answer:

Answer: 1

Question: All of these are examples of observation and measurement except

Choices:
W. charting where birds fly.
A. attracting birds with birdseed.
G. counting the number of birds that fly by.
B. illustrating the different birds that fly by.

Prompt:
Question: All of these are examples of observation and measurement except
W. charting where birds fly.
A. attracting birds with birdseed.
G. counting the number of birds that fly by.
B. illustrating the different birds that fly by.
Answer:

Answer: 1

Question: All of these are examples of observation and measurement except

Choices:
W. counting the number of birds that fly by.
A. illustrating the different birds that fly by.
G. attracting birds with birdseed.
B. charting where birds fly.

Prompt:
Question: All of these are examples of observation and measurement except
W. counting the number of birds that fly by.
A. illustrating the different birds that fly by.
G. attracting birds with birdseed.
B. charting where birds fly.
Answer:

Answer: 2


Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?

Choices:
A. people fishing from a boat
B. children playing in the ocean waves
C. children digging holes along the sand dunes
D. people walking on a sidewalk along the sand dunes

Prompt:
Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?
A. people fishing from a boat
B. children playing in the ocean waves
C. children digging holes along the sand dunes
D. people walking on a sidewalk along the sand dunes
Answer:

Answer: 2

Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?

Choices:
A. children digging holes along the sand dunes
B. people walking on a sidewalk along the sand dunes
C. people fishing from a boat
D. children playing in the ocean waves

Prompt:
Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?
A. children digging holes along the sand dunes
B. people walking on a sidewalk along the sand dunes
C. people fishing from a boat
D. children playing in the ocean waves
Answer:

Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?

Choices:
1. people fishing from a boat
2. children playing in the ocean waves
3. children digging holes along the sand dunes
4. people walking on a sidewalk along the sand dunes

Prompt:
Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?
1. people fishing from a boat
2. children playing in the ocean waves
3. children digging holes along the sand dunes
4. people walking on a sidewalk along the sand dunes
Answer:

Answer: 2

Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?

Choices:
A. people fishing from a boat
P. children playing in the ocean waves
I. children digging holes along the sand dunes
T. people walking on a sidewalk along the sand dunes

Prompt:
Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?
A. people fishing from a boat
P. children playing in the ocean waves
I. children digging holes along the sand dunes
T. people walking on a sidewalk along the sand dunes
Answer:

Answer: 2

Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?

Choices:
A. children digging holes along the sand dunes
P. people walking on a sidewalk along the sand dunes
I. people fishing from a boat
T. children playing in the ocean waves

Prompt:
Question: The piping plover is a bird that builds its nest on sand dunes along the Atlantic Ocean. Which of these actions most likely damages the nests of the piping plover?
A. children digging holes along the sand dunes
P. people walking on a sidewalk along the sand dunes
I. people fishing from a boat
T. children playing in the ocean waves
Answer:


Question: Which is an effect that cities have on the weather?

Choices:
A. Small numbers of plants cause rain to fall more often.
B. Large numbers of houses cause the wind to be stronger.
C. Small areas of open water cause fog to be more common.
D. Large areas of pavement cause the temperature to be hotter.

Prompt:
Question: Which is an effect that cities have on the weather?
A. Small numbers of plants cause rain to fall more often.
B. Large numbers of houses cause the wind to be stronger.
C. Small areas of open water cause fog to be more common.
D. Large areas of pavement cause the temperature to be hotter.
Answer:

Answer: 3

Question: Which is an effect that cities have on the weather?

Choices:
A. Small areas of open water cause fog to be more common.
B. Large numbers of houses cause the wind to be stronger.
C. Large areas of pavement cause the temperature to be hotter.
D. Small numbers of plants cause rain to fall more often.

Prompt:
Question: Which is an effect that cities have on the weather?
A. Small areas of open water cause fog to be more common.
B. Large numbers of houses cause the wind to be stronger.
C. Large areas of pavement cause the temperature to be hotter.
D. Small numbers of plants cause rain to fall more often.
Answer:

Answer: 2

Question: Which is an effect that cities have on the weather?

Choices:
1. Small numbers of plants cause rain to fall more often.
2. Large numbers of houses cause the wind to be stronger.
3. Small areas of open water cause fog to be more common.
4. Large areas of pavement cause the temperature to be hotter.

Prompt:
Question: Which is an effect that cities have on the weather?
1. Small numbers of plants cause rain to fall more often.
2. Large numbers of houses cause the wind to be stronger.
3. Small areas of open water cause fog to be more common.
4. Large areas of pavement cause the temperature to be hotter.
Answer:

Answer: 3

Question: Which is an effect that cities have on the weather?

Choices:
Z. Small numbers of plants cause rain to fall more often.
D. Large numbers of houses cause the wind to be stronger.
K. Small areas of open water cause fog to be more common.
B. Large areas of pavement cause the temperature to be hotter.

Prompt:
Question: Which is an effect that cities have on the weather?
Z. Small numbers of plants cause rain to fall more often.
D. Large numbers of houses cause the wind to be stronger.
K. Small areas of open water cause fog to be more common.
B. Large areas of pavement cause the temperature to be hotter.
Answer:

Answer: 3

Question: Which is an effect that cities have on the weather?

Choices:
Z. Small areas of open water cause fog to be more common.
D. Large numbers of houses cause the wind to be stronger.
K. Large areas of pavement cause the temperature to be hotter.
B. Small numbers of plants cause rain to fall more often.

Prompt:
Question: Which is an effect that cities have on the weather?
Z. Small areas of open water cause fog to be more common.
D. Large numbers of houses cause the wind to be stronger.
K. Large areas of pavement cause the temperature to be hotter.
B. Small numbers of plants cause rain to fall more often.
Answer:

Answer: 2


Question: A "shooting star" is

Choices:
A. a comet.
B. a meteor.
C. an asteroid.
D. a small star.

Prompt:
Question: A "shooting star" is
A. a comet.
B. a meteor.
C. an asteroid.
D. a small star.
Answer:

Answer: 1

Question: A "shooting star" is

Choices:
A. a meteor.
B. a comet.
C. an asteroid.
D. a small star.

Prompt:
Question: A "shooting star" is
A. a meteor.
B. a comet.
C. an asteroid.
D. a small star.
Answer:

Question: A "shooting star" is

Choices:
1. a comet.
2. a meteor.
3. an asteroid.
4. a small star.

Prompt:
Question: A "shooting star" is
1. a comet.
2. a meteor.
3. an asteroid.
4. a small star.
Answer:

Answer: 1

Question: A "shooting star" is

Choices:
M. a comet.
O. a meteor.
R. an asteroid.
H. a small star.

Prompt:
Question: A "shooting star" is
M. a comet.
O. a meteor.
R. an asteroid.
H. a small star.
Answer:

Answer: 1

Question: A "shooting star" is

Choices:
M. a meteor.
O. a comet.
R. an asteroid.
H. a small star.

Prompt:
Question: A "shooting star" is
M. a meteor.
O. a comet.
R. an asteroid.
H. a small star.
Answer:


Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?

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

Prompt:
Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?
A. carnivore
B. herbivore
C. decomposer
D. producer
Answer:

Answer: 2

Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?

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

Prompt:
Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?
A. herbivore
B. decomposer
C. carnivore
D. producer
Answer:

Answer: 1

Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?

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

Prompt:
Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?
1. carnivore
2. herbivore
3. decomposer
4. producer
Answer:

Answer: 2

Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?

Choices:
Q. carnivore
A. herbivore
U. decomposer
K. producer

Prompt:
Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?
Q. carnivore
A. herbivore
U. decomposer
K. producer
Answer:

Answer: 2

Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?

Choices:
Q. herbivore
A. decomposer
U. carnivore
K. producer

Prompt:
Question: Which type of organism converts wastes and dead materials into nutrients that can be used by plants?
Q. herbivore
A. decomposer
U. carnivore
K. producer
Answer:

Answer: 1