Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?

Choices:
A. higher levels of oxygen in the atmosphere
B. lower levels of ozone in the atmosphere
C. higher levels of carbon dioxide in the atmosphere
D. lower levels of nitrogen in the atmosphere

Prompt:
Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?
A. higher levels of oxygen in the atmosphere
B. lower levels of ozone in the atmosphere
C. higher levels of carbon dioxide in the atmosphere
D. lower levels of nitrogen in the atmosphere
Answer:

Answer: 2

Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?

Choices:
A. lower levels of nitrogen in the atmosphere
B. higher levels of oxygen in the atmosphere
C. lower levels of ozone in the atmosphere
D. higher levels of carbon dioxide in the atmosphere

Prompt:
Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?
A. lower levels of nitrogen in the atmosphere
B. higher levels of oxygen in the atmosphere
C. lower levels of ozone in the atmosphere
D. higher levels of carbon dioxide in the atmosphere
Answer:

Answer: 3

Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?

Choices:
1. higher levels of oxygen in the atmosphere
2. lower levels of ozone in the atmosphere
3. higher levels of carbon dioxide in the atmosphere
4. lower levels of nitrogen in the atmosphere

Prompt:
Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?
1. higher levels of oxygen in the atmosphere
2. lower levels of ozone in the atmosphere
3. higher levels of carbon dioxide in the atmosphere
4. lower levels of nitrogen in the atmosphere
Answer:

Answer: 2

Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?

Choices:
N. higher levels of oxygen in the atmosphere
D. lower levels of ozone in the atmosphere
K. higher levels of carbon dioxide in the atmosphere
O. lower levels of nitrogen in the atmosphere

Prompt:
Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?
N. higher levels of oxygen in the atmosphere
D. lower levels of ozone in the atmosphere
K. higher levels of carbon dioxide in the atmosphere
O. lower levels of nitrogen in the atmosphere
Answer:

Answer: 2

Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?

Choices:
N. lower levels of nitrogen in the atmosphere
D. higher levels of oxygen in the atmosphere
K. lower levels of ozone in the atmosphere
O. higher levels of carbon dioxide in the atmosphere

Prompt:
Question: The average temperature of Earth's surface has increased approximately 1°C in the past century. Which of the following can best explain this increase in temperature?
N. lower levels of nitrogen in the atmosphere
D. higher levels of oxygen in the atmosphere
K. lower levels of ozone in the atmosphere
O. higher levels of carbon dioxide in the atmosphere
Answer:

Answer: 3


Question: The Sun is the largest body in the solar system. The Sun is a ___.

Choices:
A. moon
B. planet
C. satellite
D. star

Prompt:
Question: The Sun is the largest body in the solar system. The Sun is a ___.
A. moon
B. planet
C. satellite
D. star
Answer:

Answer: 3

Question: The Sun is the largest body in the solar system. The Sun is a ___.

Choices:
A. moon
B. star
C. planet
D. satellite

Prompt:
Question: The Sun is the largest body in the solar system. The Sun is a ___.
A. moon
B. star
C. planet
D. satellite
Answer:

Answer: 1

Question: The Sun is the largest body in the solar system. The Sun is a ___.

Choices:
1. moon
2. planet
3. satellite
4. star

Prompt:
Question: The Sun is the largest body in the solar system. The Sun is a ___.
1. moon
2. planet
3. satellite
4. star
Answer:

Answer: 3

Question: The Sun is the largest body in the solar system. The Sun is a ___.

Choices:
K. moon
D. planet
J. satellite
C. star

Prompt:
Question: The Sun is the largest body in the solar system. The Sun is a ___.
K. moon
D. planet
J. satellite
C. star
Answer:

Answer: 3

Question: The Sun is the largest body in the solar system. The Sun is a ___.

Choices:
K. moon
D. star
J. planet
C. satellite

Prompt:
Question: The Sun is the largest body in the solar system. The Sun is a ___.
K. moon
D. star
J. planet
C. satellite
Answer:

Answer: 1


Question: Which activity is a good health habit?

Choices:
A. drinking alcohol
B. exercising regularly
C. sleeping only 5 hours daily
D. smoking cigarettes

Prompt:
Question: Which activity is a good health habit?
A. drinking alcohol
B. exercising regularly
C. sleeping only 5 hours daily
D. smoking cigarettes
Answer:

Answer: 1

Question: Which activity is a good health habit?

Choices:
A. exercising regularly
B. sleeping only 5 hours daily
C. drinking alcohol
D. smoking cigarettes

Prompt:
Question: Which activity is a good health habit?
A. exercising regularly
B. sleeping only 5 hours daily
C. drinking alcohol
D. smoking cigarettes
Answer:

Question: Which activity is a good health habit?

Choices:
1. drinking alcohol
2. exercising regularly
3. sleeping only 5 hours daily
4. smoking cigarettes

Prompt:
Question: Which activity is a good health habit?
1. drinking alcohol
2. exercising regularly
3. sleeping only 5 hours daily
4. smoking cigarettes
Answer:

Answer: 1

Question: Which activity is a good health habit?

Choices:
Z. drinking alcohol
V. exercising regularly
G. sleeping only 5 hours daily
W. smoking cigarettes

Prompt:
Question: Which activity is a good health habit?
Z. drinking alcohol
V. exercising regularly
G. sleeping only 5 hours daily
W. smoking cigarettes
Answer:

Answer: 1

Question: Which activity is a good health habit?

Choices:
Z. exercising regularly
V. sleeping only 5 hours daily
G. drinking alcohol
W. smoking cigarettes

Prompt:
Question: Which activity is a good health habit?
Z. exercising regularly
V. sleeping only 5 hours daily
G. drinking alcohol
W. smoking cigarettes
Answer:


Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of

Choices:
A. extinction
B. competition
C. biological adaptation
D. ecological succession

Prompt:
Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of
A. extinction
B. competition
C. biological adaptation
D. ecological succession
Answer:

Answer: 2

Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of

Choices:
A. biological adaptation
B. ecological succession
C. extinction
D. competition

Prompt:
Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of
A. biological adaptation
B. ecological succession
C. extinction
D. competition
Answer:

Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of

Choices:
1. extinction
2. competition
3. biological adaptation
4. ecological succession

Prompt:
Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of
1. extinction
2. competition
3. biological adaptation
4. ecological succession
Answer:

Answer: 2

Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of

Choices:
J. extinction
C. competition
H. biological adaptation
I. ecological succession

Prompt:
Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of
J. extinction
C. competition
H. biological adaptation
I. ecological succession
Answer:

Answer: 2

Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of

Choices:
J. biological adaptation
C. ecological succession
H. extinction
I. competition

Prompt:
Question: The fur of the snowshoe rabbit changes to a lighter color in the winter. This allows the rabbit to blend in with its surroundings. This change is an example of
J. biological adaptation
C. ecological succession
H. extinction
I. competition
Answer:


Question: What does a plant need to make sugar through photosynthesis?

Choices:
A. soil, water, and oxygen
B. oxygen, sunlight, and soil
C. carbon dioxide, sunlight, and soil
D. sunlight, water, and carbon dioxide

Prompt:
Question: What does a plant need to make sugar through photosynthesis?
A. soil, water, and oxygen
B. oxygen, sunlight, and soil
C. carbon dioxide, sunlight, and soil
D. sunlight, water, and carbon dioxide
Answer:

Answer: 3

Question: What does a plant need to make sugar through photosynthesis?

Choices:
A. sunlight, water, and carbon dioxide
B. soil, water, and oxygen
C. carbon dioxide, sunlight, and soil
D. oxygen, sunlight, and soil

Prompt:
Question: What does a plant need to make sugar through photosynthesis?
A. sunlight, water, and carbon dioxide
B. soil, water, and oxygen
C. carbon dioxide, sunlight, and soil
D. oxygen, sunlight, and soil
Answer:

Question: What does a plant need to make sugar through photosynthesis?

Choices:
1. soil, water, and oxygen
2. oxygen, sunlight, and soil
3. carbon dioxide, sunlight, and soil
4. sunlight, water, and carbon dioxide

Prompt:
Question: What does a plant need to make sugar through photosynthesis?
1. soil, water, and oxygen
2. oxygen, sunlight, and soil
3. carbon dioxide, sunlight, and soil
4. sunlight, water, and carbon dioxide
Answer:

Answer: 3

Question: What does a plant need to make sugar through photosynthesis?

Choices:
R. soil, water, and oxygen
A. oxygen, sunlight, and soil
Q. carbon dioxide, sunlight, and soil
F. sunlight, water, and carbon dioxide

Prompt:
Question: What does a plant need to make sugar through photosynthesis?
R. soil, water, and oxygen
A. oxygen, sunlight, and soil
Q. carbon dioxide, sunlight, and soil
F. sunlight, water, and carbon dioxide
Answer:

Answer: 3

Question: What does a plant need to make sugar through photosynthesis?

Choices:
R. sunlight, water, and carbon dioxide
A. soil, water, and oxygen
Q. carbon dioxide, sunlight, and soil
F. oxygen, sunlight, and soil

Prompt:
Question: What does a plant need to make sugar through photosynthesis?
R. sunlight, water, and carbon dioxide
A. soil, water, and oxygen
Q. carbon dioxide, sunlight, and soil
F. oxygen, sunlight, and soil
Answer:


Question: Some birds fly south in the fall and return in the spring. This is an example of

Choices:
A. migration
B. camouflage
C. hibernation
D. growth

Prompt:
Question: Some birds fly south in the fall and return in the spring. This is an example of
A. migration
B. camouflage
C. hibernation
D. growth
Answer:

Question: Some birds fly south in the fall and return in the spring. This is an example of

Choices:
A. growth
B. migration
C. hibernation
D. camouflage

Prompt:
Question: Some birds fly south in the fall and return in the spring. This is an example of
A. growth
B. migration
C. hibernation
D. camouflage
Answer:

Answer: 1

Question: Some birds fly south in the fall and return in the spring. This is an example of

Choices:
1. migration
2. camouflage
3. hibernation
4. growth

Prompt:
Question: Some birds fly south in the fall and return in the spring. This is an example of
1. migration
2. camouflage
3. hibernation
4. growth
Answer:

Question: Some birds fly south in the fall and return in the spring. This is an example of

Choices:
X. migration
B. camouflage
I. hibernation
S. growth

Prompt:
Question: Some birds fly south in the fall and return in the spring. This is an example of
X. migration
B. camouflage
I. hibernation
S. growth
Answer:

Question: Some birds fly south in the fall and return in the spring. This is an example of

Choices:
X. growth
B. migration
I. hibernation
S. camouflage

Prompt:
Question: Some birds fly south in the fall and return in the spring. This is an example of
X. growth
B. migration
I. hibernation
S. camouflage
Answer:

Answer: 1


Question: Which of the following is the best conductor of heat?

Choices:
A. oven mitts
B. a metal bowl
C. a wooden spoon
D. rubber soled shoes

Prompt:
Question: Which of the following is the best conductor of heat?
A. oven mitts
B. a metal bowl
C. a wooden spoon
D. rubber soled shoes
Answer:

Answer: 1

Question: Which of the following is the best conductor of heat?

Choices:
A. oven mitts
B. rubber soled shoes
C. a wooden spoon
D. a metal bowl

Prompt:
Question: Which of the following is the best conductor of heat?
A. oven mitts
B. rubber soled shoes
C. a wooden spoon
D. a metal bowl
Answer:

Answer: 3

Question: Which of the following is the best conductor of heat?

Choices:
1. oven mitts
2. a metal bowl
3. a wooden spoon
4. rubber soled shoes

Prompt:
Question: Which of the following is the best conductor of heat?
1. oven mitts
2. a metal bowl
3. a wooden spoon
4. rubber soled shoes
Answer:

Answer: 1

Question: Which of the following is the best conductor of heat?

Choices:
B. oven mitts
U. a metal bowl
K. a wooden spoon
G. rubber soled shoes

Prompt:
Question: Which of the following is the best conductor of heat?
B. oven mitts
U. a metal bowl
K. a wooden spoon
G. rubber soled shoes
Answer:

Answer: 1

Question: Which of the following is the best conductor of heat?

Choices:
B. oven mitts
U. rubber soled shoes
K. a wooden spoon
G. a metal bowl

Prompt:
Question: Which of the following is the best conductor of heat?
B. oven mitts
U. rubber soled shoes
K. a wooden spoon
G. a metal bowl
Answer:

Answer: 3


Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?

Choices:
A. Glaciers melt and form rivers.
B. Wind weathers rocks into sand.
C. Earthquakes move land and rocks.
D. Rivers carry sediment and build deltas.

Prompt:
Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?
A. Glaciers melt and form rivers.
B. Wind weathers rocks into sand.
C. Earthquakes move land and rocks.
D. Rivers carry sediment and build deltas.
Answer:

Answer: 2

Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?

Choices:
A. Wind weathers rocks into sand.
B. Glaciers melt and form rivers.
C. Rivers carry sediment and build deltas.
D. Earthquakes move land and rocks.

Prompt:
Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?
A. Wind weathers rocks into sand.
B. Glaciers melt and form rivers.
C. Rivers carry sediment and build deltas.
D. Earthquakes move land and rocks.
Answer:

Answer: 3

Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?

Choices:
1. Glaciers melt and form rivers.
2. Wind weathers rocks into sand.
3. Earthquakes move land and rocks.
4. Rivers carry sediment and build deltas.

Prompt:
Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?
1. Glaciers melt and form rivers.
2. Wind weathers rocks into sand.
3. Earthquakes move land and rocks.
4. Rivers carry sediment and build deltas.
Answer:

Answer: 2

Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?

Choices:
R. Glaciers melt and form rivers.
B. Wind weathers rocks into sand.
P. Earthquakes move land and rocks.
Y. Rivers carry sediment and build deltas.

Prompt:
Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?
R. Glaciers melt and form rivers.
B. Wind weathers rocks into sand.
P. Earthquakes move land and rocks.
Y. Rivers carry sediment and build deltas.
Answer:

Answer: 2

Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?

Choices:
R. Wind weathers rocks into sand.
B. Glaciers melt and form rivers.
P. Rivers carry sediment and build deltas.
Y. Earthquakes move land and rocks.

Prompt:
Question: Some processes that shape Earth's surface are slow. Other processes are rapid. Which statement describes a rapid change?
R. Wind weathers rocks into sand.
B. Glaciers melt and form rivers.
P. Rivers carry sediment and build deltas.
Y. Earthquakes move land and rocks.
Answer:

Answer: 3


Question: Which characteristic best identifies a pure substance?

Choices:
A. shape
B. texture
C. melting point
D. state of matter

Prompt:
Question: Which characteristic best identifies a pure substance?
A. shape
B. texture
C. melting point
D. state of matter
Answer:

Answer: 2

Question: Which characteristic best identifies a pure substance?

Choices:
A. melting point
B. shape
C. state of matter
D. texture

Prompt:
Question: Which characteristic best identifies a pure substance?
A. melting point
B. shape
C. state of matter
D. texture
Answer:

Question: Which characteristic best identifies a pure substance?

Choices:
1. shape
2. texture
3. melting point
4. state of matter

Prompt:
Question: Which characteristic best identifies a pure substance?
1. shape
2. texture
3. melting point
4. state of matter
Answer:

Answer: 2

Question: Which characteristic best identifies a pure substance?

Choices:
G. shape
H. texture
S. melting point
W. state of matter

Prompt:
Question: Which characteristic best identifies a pure substance?
G. shape
H. texture
S. melting point
W. state of matter
Answer:

Answer: 2

Question: Which characteristic best identifies a pure substance?

Choices:
G. melting point
H. shape
S. state of matter
W. texture

Prompt:
Question: Which characteristic best identifies a pure substance?
G. melting point
H. shape
S. state of matter
W. texture
Answer:


Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?

Choices:
A. Jovian planets
B. Halley's comet
C. Milky Way galaxy
D. Orion's belt

Prompt:
Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?
A. Jovian planets
B. Halley's comet
C. Milky Way galaxy
D. Orion's belt
Answer:

Answer: 2

Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?

Choices:
A. Milky Way galaxy
B. Halley's comet
C. Orion's belt
D. Jovian planets

Prompt:
Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?
A. Milky Way galaxy
B. Halley's comet
C. Orion's belt
D. Jovian planets
Answer:

Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?

Choices:
1. Jovian planets
2. Halley's comet
3. Milky Way galaxy
4. Orion's belt

Prompt:
Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?
1. Jovian planets
2. Halley's comet
3. Milky Way galaxy
4. Orion's belt
Answer:

Answer: 2

Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?

Choices:
U. Jovian planets
T. Halley's comet
Z. Milky Way galaxy
J. Orion's belt

Prompt:
Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?
U. Jovian planets
T. Halley's comet
Z. Milky Way galaxy
J. Orion's belt
Answer:

Answer: 2

Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?

Choices:
U. Milky Way galaxy
T. Halley's comet
Z. Orion's belt
J. Jovian planets

Prompt:
Question: Structures in the universe are grouped into large systems, each of which are made up of smaller systems. Which of the following is the largest system of which Earth is only a very small part?
U. Milky Way galaxy
T. Halley's comet
Z. Orion's belt
J. Jovian planets
Answer:


Question: Which atomic structure has the greatest mass?

Choices:
A. electron
B. neutron
C. nucleus
D. proton

Prompt:
Question: Which atomic structure has the greatest mass?
A. electron
B. neutron
C. nucleus
D. proton
Answer:

Answer: 2

Question: Which atomic structure has the greatest mass?

Choices:
A. proton
B. nucleus
C. neutron
D. electron

Prompt:
Question: Which atomic structure has the greatest mass?
A. proton
B. nucleus
C. neutron
D. electron
Answer:

Answer: 1

Question: Which atomic structure has the greatest mass?

Choices:
1. electron
2. neutron
3. nucleus
4. proton

Prompt:
Question: Which atomic structure has the greatest mass?
1. electron
2. neutron
3. nucleus
4. proton
Answer:

Answer: 2

Question: Which atomic structure has the greatest mass?

Choices:
R. electron
L. neutron
Q. nucleus
G. proton

Prompt:
Question: Which atomic structure has the greatest mass?
R. electron
L. neutron
Q. nucleus
G. proton
Answer:

Answer: 2

Question: Which atomic structure has the greatest mass?

Choices:
R. proton
L. nucleus
Q. neutron
G. electron

Prompt:
Question: Which atomic structure has the greatest mass?
R. proton
L. nucleus
Q. neutron
G. electron
Answer:

Answer: 1


Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?

Choices:
A. farming
B. restoring wetlands
C. species reintroduction
D. excessive groundwater use

Prompt:
Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?
A. farming
B. restoring wetlands
C. species reintroduction
D. excessive groundwater use
Answer:

Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?

Choices:
A. restoring wetlands
B. species reintroduction
C. excessive groundwater use
D. farming

Prompt:
Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?
A. restoring wetlands
B. species reintroduction
C. excessive groundwater use
D. farming
Answer:

Answer: 3

Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?

Choices:
1. farming
2. restoring wetlands
3. species reintroduction
4. excessive groundwater use

Prompt:
Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?
1. farming
2. restoring wetlands
3. species reintroduction
4. excessive groundwater use
Answer:

Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?

Choices:
V. farming
P. restoring wetlands
H. species reintroduction
E. excessive groundwater use

Prompt:
Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?
V. farming
P. restoring wetlands
H. species reintroduction
E. excessive groundwater use
Answer:

Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?

Choices:
V. restoring wetlands
P. species reintroduction
H. excessive groundwater use
E. farming

Prompt:
Question: When European settlers first came to North America, the average thickness of the top layer of soil was approximately 23 cm. Today, the average thickness of the top layer of soil is less than 15 cm. Which of the following factors has most likely had the greatest effect on erosion of the top layer of soil?
V. restoring wetlands
P. species reintroduction
H. excessive groundwater use
E. farming
Answer:

Answer: 3


Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?

Choices:
A. 100%
B. 90%
C. 70%
D. 3%

Prompt:
Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?
A. 100%
B. 90%
C. 70%
D. 3%
Answer:

Answer: 3

Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?

Choices:
A. 70%
B. 3%
C. 90%
D. 100%

Prompt:
Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?
A. 70%
B. 3%
C. 90%
D. 100%
Answer:

Answer: 1

Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?

Choices:
1. 100%
2. 90%
3. 70%
4. 3%

Prompt:
Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?
1. 100%
2. 90%
3. 70%
4. 3%
Answer:

Answer: 3

Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?

Choices:
Z. 100%
Y. 90%
R. 70%
N. 3%

Prompt:
Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?
Z. 100%
Y. 90%
R. 70%
N. 3%
Answer:

Answer: 3

Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?

Choices:
Z. 70%
Y. 3%
R. 90%
N. 100%

Prompt:
Question: Which of the following is closest to the percentage of the total water on earth that is freshwater?
Z. 70%
Y. 3%
R. 90%
N. 100%
Answer:

Answer: 1


Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes

Choices:
A. a decrease in sea level
B. a decrease in average surface temperatures
C. an increase in melting of polar ice caps
D. an increase in crustal plate movement

Prompt:
Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes
A. a decrease in sea level
B. a decrease in average surface temperatures
C. an increase in melting of polar ice caps
D. an increase in crustal plate movement
Answer:

Answer: 2

Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes

Choices:
A. an increase in melting of polar ice caps
B. a decrease in sea level
C. an increase in crustal plate movement
D. a decrease in average surface temperatures

Prompt:
Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes
A. an increase in melting of polar ice caps
B. a decrease in sea level
C. an increase in crustal plate movement
D. a decrease in average surface temperatures
Answer:

Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes

Choices:
1. a decrease in sea level
2. a decrease in average surface temperatures
3. an increase in melting of polar ice caps
4. an increase in crustal plate movement

Prompt:
Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes
1. a decrease in sea level
2. a decrease in average surface temperatures
3. an increase in melting of polar ice caps
4. an increase in crustal plate movement
Answer:

Answer: 2

Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes

Choices:
S. a decrease in sea level
B. a decrease in average surface temperatures
K. an increase in melting of polar ice caps
O. an increase in crustal plate movement

Prompt:
Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes
S. a decrease in sea level
B. a decrease in average surface temperatures
K. an increase in melting of polar ice caps
O. an increase in crustal plate movement
Answer:

Answer: 2

Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes

Choices:
S. an increase in melting of polar ice caps
B. a decrease in sea level
K. an increase in crustal plate movement
O. a decrease in average surface temperatures

Prompt:
Question: Most scientists agree that an increase in the amount of greenhouse gases entering Earth's atmosphere causes
S. an increase in melting of polar ice caps
B. a decrease in sea level
K. an increase in crustal plate movement
O. a decrease in average surface temperatures
Answer:


Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?

Choices:
A. to ensure that the cabbages are safe for human consumption
B. to discover the scientific principle that causes the increased growth
C. to confirm that the observed differences were caused by the fertilizer
D. to determine the difference between the experimental and control groups

Prompt:
Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?
A. to ensure that the cabbages are safe for human consumption
B. to discover the scientific principle that causes the increased growth
C. to confirm that the observed differences were caused by the fertilizer
D. to determine the difference between the experimental and control groups
Answer:

Answer: 2

Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?

Choices:
A. to discover the scientific principle that causes the increased growth
B. to ensure that the cabbages are safe for human consumption
C. to determine the difference between the experimental and control groups
D. to confirm that the observed differences were caused by the fertilizer

Prompt:
Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?
A. to discover the scientific principle that causes the increased growth
B. to ensure that the cabbages are safe for human consumption
C. to determine the difference between the experimental and control groups
D. to confirm that the observed differences were caused by the fertilizer
Answer:

Answer: 3

Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?

Choices:
1. to ensure that the cabbages are safe for human consumption
2. to discover the scientific principle that causes the increased growth
3. to confirm that the observed differences were caused by the fertilizer
4. to determine the difference between the experimental and control groups

Prompt:
Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?
1. to ensure that the cabbages are safe for human consumption
2. to discover the scientific principle that causes the increased growth
3. to confirm that the observed differences were caused by the fertilizer
4. to determine the difference between the experimental and control groups
Answer:

Answer: 2

Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?

Choices:
Z. to ensure that the cabbages are safe for human consumption
N. to discover the scientific principle that causes the increased growth
R. to confirm that the observed differences were caused by the fertilizer
W. to determine the difference between the experimental and control groups

Prompt:
Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?
Z. to ensure that the cabbages are safe for human consumption
N. to discover the scientific principle that causes the increased growth
R. to confirm that the observed differences were caused by the fertilizer
W. to determine the difference between the experimental and control groups
Answer:

Answer: 2

Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?

Choices:
Z. to discover the scientific principle that causes the increased growth
N. to ensure that the cabbages are safe for human consumption
R. to determine the difference between the experimental and control groups
W. to confirm that the observed differences were caused by the fertilizer

Prompt:
Question: Scientists determined that cabbages grown using Fertilizer A grew bigger than cabbages grown using Fertilizer B or no fertilizer at all. The scientists repeated the investigation and produced the same results. Which best explains the purpose of repeating this investigation?
Z. to discover the scientific principle that causes the increased growth
N. to ensure that the cabbages are safe for human consumption
R. to determine the difference between the experimental and control groups
W. to confirm that the observed differences were caused by the fertilizer
Answer:

Answer: 3


Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is

Choices:
A. natural selection.
B. disruptive selection.
C. genetic drift.
D. genetic equilibrium.

Prompt:
Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is
A. natural selection.
B. disruptive selection.
C. genetic drift.
D. genetic equilibrium.
Answer:

Answer: 2

Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is

Choices:
A. disruptive selection.
B. natural selection.
C. genetic equilibrium.
D. genetic drift.

Prompt:
Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is
A. disruptive selection.
B. natural selection.
C. genetic equilibrium.
D. genetic drift.
Answer:

Answer: 3

Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is

Choices:
1. natural selection.
2. disruptive selection.
3. genetic drift.
4. genetic equilibrium.

Prompt:
Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is
1. natural selection.
2. disruptive selection.
3. genetic drift.
4. genetic equilibrium.
Answer:

Answer: 2

Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is

Choices:
I. natural selection.
Q. disruptive selection.
W. genetic drift.
U. genetic equilibrium.

Prompt:
Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is
I. natural selection.
Q. disruptive selection.
W. genetic drift.
U. genetic equilibrium.
Answer:

Answer: 2

Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is

Choices:
I. disruptive selection.
Q. natural selection.
W. genetic equilibrium.
U. genetic drift.

Prompt:
Question: When a small group of organisms colonizes a new habitat, the population may be genetically different from the parent population due to differences in allele frequencies. The process responsible for this is
I. disruptive selection.
Q. natural selection.
W. genetic equilibrium.
U. genetic drift.
Answer:

Answer: 3


Question: When conducting a scientific experiment in the field, you are expected to

Choices:
A. completely clear the area.
B. leave the area as you found it.
C. take anything you may need later.
D. destroy specimens once you have observed them.

Prompt:
Question: When conducting a scientific experiment in the field, you are expected to
A. completely clear the area.
B. leave the area as you found it.
C. take anything you may need later.
D. destroy specimens once you have observed them.
Answer:

Answer: 1

Question: When conducting a scientific experiment in the field, you are expected to

Choices:
A. completely clear the area.
B. destroy specimens once you have observed them.
C. leave the area as you found it.
D. take anything you may need later.

Prompt:
Question: When conducting a scientific experiment in the field, you are expected to
A. completely clear the area.
B. destroy specimens once you have observed them.
C. leave the area as you found it.
D. take anything you may need later.
Answer:

Answer: 2

Question: When conducting a scientific experiment in the field, you are expected to

Choices:
1. completely clear the area.
2. leave the area as you found it.
3. take anything you may need later.
4. destroy specimens once you have observed them.

Prompt:
Question: When conducting a scientific experiment in the field, you are expected to
1. completely clear the area.
2. leave the area as you found it.
3. take anything you may need later.
4. destroy specimens once you have observed them.
Answer:

Answer: 1

Question: When conducting a scientific experiment in the field, you are expected to

Choices:
I. completely clear the area.
K. leave the area as you found it.
F. take anything you may need later.
C. destroy specimens once you have observed them.

Prompt:
Question: When conducting a scientific experiment in the field, you are expected to
I. completely clear the area.
K. leave the area as you found it.
F. take anything you may need later.
C. destroy specimens once you have observed them.
Answer:

Answer: 1

Question: When conducting a scientific experiment in the field, you are expected to

Choices:
I. completely clear the area.
K. destroy specimens once you have observed them.
F. leave the area as you found it.
C. take anything you may need later.

Prompt:
Question: When conducting a scientific experiment in the field, you are expected to
I. completely clear the area.
K. destroy specimens once you have observed them.
F. leave the area as you found it.
C. take anything you may need later.
Answer:

Answer: 2


Question: Which two behaviors best demonstrate stewardship?

Choices:
A. reducing consumption, recycling wastes
B. increasing consumption, discarding wastes
C. reducing consumption, discarding wastes
D. increasing consumption, recycling wastes

Prompt:
Question: Which two behaviors best demonstrate stewardship?
A. reducing consumption, recycling wastes
B. increasing consumption, discarding wastes
C. reducing consumption, discarding wastes
D. increasing consumption, recycling wastes
Answer:

Question: Which two behaviors best demonstrate stewardship?

Choices:
A. reducing consumption, discarding wastes
B. increasing consumption, recycling wastes
C. increasing consumption, discarding wastes
D. reducing consumption, recycling wastes

Prompt:
Question: Which two behaviors best demonstrate stewardship?
A. reducing consumption, discarding wastes
B. increasing consumption, recycling wastes
C. increasing consumption, discarding wastes
D. reducing consumption, recycling wastes
Answer:

Answer: 3

Question: Which two behaviors best demonstrate stewardship?

Choices:
1. reducing consumption, recycling wastes
2. increasing consumption, discarding wastes
3. reducing consumption, discarding wastes
4. increasing consumption, recycling wastes

Prompt:
Question: Which two behaviors best demonstrate stewardship?
1. reducing consumption, recycling wastes
2. increasing consumption, discarding wastes
3. reducing consumption, discarding wastes
4. increasing consumption, recycling wastes
Answer:

Question: Which two behaviors best demonstrate stewardship?

Choices:
G. reducing consumption, recycling wastes
Z. increasing consumption, discarding wastes
R. reducing consumption, discarding wastes
O. increasing consumption, recycling wastes

Prompt:
Question: Which two behaviors best demonstrate stewardship?
G. reducing consumption, recycling wastes
Z. increasing consumption, discarding wastes
R. reducing consumption, discarding wastes
O. increasing consumption, recycling wastes
Answer:

Question: Which two behaviors best demonstrate stewardship?

Choices:
G. reducing consumption, discarding wastes
Z. increasing consumption, recycling wastes
R. increasing consumption, discarding wastes
O. reducing consumption, recycling wastes

Prompt:
Question: Which two behaviors best demonstrate stewardship?
G. reducing consumption, discarding wastes
Z. increasing consumption, recycling wastes
R. increasing consumption, discarding wastes
O. reducing consumption, recycling wastes
Answer:

Answer: 3


Question: Beakers and graduated cylinders are designed to measure

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

Prompt:
Question: Beakers and graduated cylinders are designed to measure
A. mass.
B. density.
C. volume.
D. viscosity.
Answer:

Answer: 2

Question: Beakers and graduated cylinders are designed to measure

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

Prompt:
Question: Beakers and graduated cylinders are designed to measure
A. volume.
B. viscosity.
C. mass.
D. density.
Answer:

Question: Beakers and graduated cylinders are designed to measure

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

Prompt:
Question: Beakers and graduated cylinders are designed to measure
1. mass.
2. density.
3. volume.
4. viscosity.
Answer:

Answer: 2

Question: Beakers and graduated cylinders are designed to measure

Choices:
B. mass.
L. density.
Q. volume.
H. viscosity.

Prompt:
Question: Beakers and graduated cylinders are designed to measure
B. mass.
L. density.
Q. volume.
H. viscosity.
Answer:

Answer: 2

Question: Beakers and graduated cylinders are designed to measure

Choices:
B. volume.
L. viscosity.
Q. mass.
H. density.

Prompt:
Question: Beakers and graduated cylinders are designed to measure
B. volume.
L. viscosity.
Q. mass.
H. density.
Answer:


Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?

Choices:
A. I and O
B. Ir and O
C. Fe and O
D. Pb and O

Prompt:
Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?
A. I and O
B. Ir and O
C. Fe and O
D. Pb and O
Answer:

Answer: 2

Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?

Choices:
A. Pb and O
B. Fe and O
C. Ir and O
D. I and O

Prompt:
Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?
A. Pb and O
B. Fe and O
C. Ir and O
D. I and O
Answer:

Answer: 1

Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?

Choices:
1. I and O
2. Ir and O
3. Fe and O
4. Pb and O

Prompt:
Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?
1. I and O
2. Ir and O
3. Fe and O
4. Pb and O
Answer:

Answer: 2

Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?

Choices:
E. I and O
B. Ir and O
H. Fe and O
R. Pb and O

Prompt:
Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?
E. I and O
B. Ir and O
H. Fe and O
R. Pb and O
Answer:

Answer: 2

Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?

Choices:
E. Pb and O
B. Fe and O
H. Ir and O
R. I and O

Prompt:
Question: Iron oxides, such as rust, form when iron metal reacts with oxygen in the air. What are the chemical symbols for the two elements found in iron oxide?
E. Pb and O
B. Fe and O
H. Ir and O
R. I and O
Answer:

Answer: 1


Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?

Choices:
A. to reduce the amount of work for all involved
B. to reduce the cost of conducting experiments on people
C. to obtain results quickly in a short period of time
D. to perform experiments that would be irresponsible using human subjects

Prompt:
Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?
A. to reduce the amount of work for all involved
B. to reduce the cost of conducting experiments on people
C. to obtain results quickly in a short period of time
D. to perform experiments that would be irresponsible using human subjects
Answer:

Answer: 3

Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?

Choices:
A. to reduce the cost of conducting experiments on people
B. to reduce the amount of work for all involved
C. to perform experiments that would be irresponsible using human subjects
D. to obtain results quickly in a short period of time

Prompt:
Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?
A. to reduce the cost of conducting experiments on people
B. to reduce the amount of work for all involved
C. to perform experiments that would be irresponsible using human subjects
D. to obtain results quickly in a short period of time
Answer:

Answer: 2

Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?

Choices:
1. to reduce the amount of work for all involved
2. to reduce the cost of conducting experiments on people
3. to obtain results quickly in a short period of time
4. to perform experiments that would be irresponsible using human subjects

Prompt:
Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?
1. to reduce the amount of work for all involved
2. to reduce the cost of conducting experiments on people
3. to obtain results quickly in a short period of time
4. to perform experiments that would be irresponsible using human subjects
Answer:

Answer: 3

Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?

Choices:
T. to reduce the amount of work for all involved
E. to reduce the cost of conducting experiments on people
X. to obtain results quickly in a short period of time
V. to perform experiments that would be irresponsible using human subjects

Prompt:
Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?
T. to reduce the amount of work for all involved
E. to reduce the cost of conducting experiments on people
X. to obtain results quickly in a short period of time
V. to perform experiments that would be irresponsible using human subjects
Answer:

Answer: 3

Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?

Choices:
T. to reduce the cost of conducting experiments on people
E. to reduce the amount of work for all involved
X. to perform experiments that would be irresponsible using human subjects
V. to obtain results quickly in a short period of time

Prompt:
Question: Scientists often use mathematical models and computer simulations to study systems. What is the main advantage of using these techniques for studying the spread of infectious diseases?
T. to reduce the cost of conducting experiments on people
E. to reduce the amount of work for all involved
X. to perform experiments that would be irresponsible using human subjects
V. to obtain results quickly in a short period of time
Answer:

Answer: 2


Question: Which of these actions causes wind?

Choices:
A. rotation of Earth on its axis
B. movement of air from water to land
C. uneven heating of Earth's surface
D. air passing Earth as it revolves around the Sun

Prompt:
Question: Which of these actions causes wind?
A. rotation of Earth on its axis
B. movement of air from water to land
C. uneven heating of Earth's surface
D. air passing Earth as it revolves around the Sun
Answer:

Answer: 2

Question: Which of these actions causes wind?

Choices:
A. rotation of Earth on its axis
B. uneven heating of Earth's surface
C. air passing Earth as it revolves around the Sun
D. movement of air from water to land

Prompt:
Question: Which of these actions causes wind?
A. rotation of Earth on its axis
B. uneven heating of Earth's surface
C. air passing Earth as it revolves around the Sun
D. movement of air from water to land
Answer:

Answer: 1

Question: Which of these actions causes wind?

Choices:
1. rotation of Earth on its axis
2. movement of air from water to land
3. uneven heating of Earth's surface
4. air passing Earth as it revolves around the Sun

Prompt:
Question: Which of these actions causes wind?
1. rotation of Earth on its axis
2. movement of air from water to land
3. uneven heating of Earth's surface
4. air passing Earth as it revolves around the Sun
Answer:

Answer: 2

Question: Which of these actions causes wind?

Choices:
Z. rotation of Earth on its axis
R. movement of air from water to land
F. uneven heating of Earth's surface
K. air passing Earth as it revolves around the Sun

Prompt:
Question: Which of these actions causes wind?
Z. rotation of Earth on its axis
R. movement of air from water to land
F. uneven heating of Earth's surface
K. air passing Earth as it revolves around the Sun
Answer:

Answer: 2

Question: Which of these actions causes wind?

Choices:
Z. rotation of Earth on its axis
R. uneven heating of Earth's surface
F. air passing Earth as it revolves around the Sun
K. movement of air from water to land

Prompt:
Question: Which of these actions causes wind?
Z. rotation of Earth on its axis
R. uneven heating of Earth's surface
F. air passing Earth as it revolves around the Sun
K. movement of air from water to land
Answer:

Answer: 1


Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?

Choices:
A. cardboard
B. glass
C. steel
D. wood

Prompt:
Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?
A. cardboard
B. glass
C. steel
D. wood
Answer:

Answer: 2

Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?

Choices:
A. cardboard
B. steel
C. glass
D. wood

Prompt:
Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?
A. cardboard
B. steel
C. glass
D. wood
Answer:

Answer: 1

Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?

Choices:
1. cardboard
2. glass
3. steel
4. wood

Prompt:
Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?
1. cardboard
2. glass
3. steel
4. wood
Answer:

Answer: 2

Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?

Choices:
Y. cardboard
G. glass
R. steel
B. wood

Prompt:
Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?
Y. cardboard
G. glass
R. steel
B. wood
Answer:

Answer: 2

Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?

Choices:
Y. cardboard
G. steel
R. glass
B. wood

Prompt:
Question: A company wants to make a game that uses a magnet that sticks to a board. Which material should it use for the board?
Y. cardboard
G. steel
R. glass
B. wood
Answer:

Answer: 1


Question: Which sequence has the states of matter listed from least to greatest kinetic energy?

Choices:
A. solid -> gas -> liquid
B. gas -> liquid -> solid
C. liquid -> solid -> gas
D. solid -> liquid -> gas

Prompt:
Question: Which sequence has the states of matter listed from least to greatest kinetic energy?
A. solid -> gas -> liquid
B. gas -> liquid -> solid
C. liquid -> solid -> gas
D. solid -> liquid -> gas
Answer:

Answer: 3

Question: Which sequence has the states of matter listed from least to greatest kinetic energy?

Choices:
A. solid -> gas -> liquid
B. liquid -> solid -> gas
C. solid -> liquid -> gas
D. gas -> liquid -> solid

Prompt:
Question: Which sequence has the states of matter listed from least to greatest kinetic energy?
A. solid -> gas -> liquid
B. liquid -> solid -> gas
C. solid -> liquid -> gas
D. gas -> liquid -> solid
Answer:

Answer: 2

Question: Which sequence has the states of matter listed from least to greatest kinetic energy?

Choices:
1. solid -> gas -> liquid
2. gas -> liquid -> solid
3. liquid -> solid -> gas
4. solid -> liquid -> gas

Prompt:
Question: Which sequence has the states of matter listed from least to greatest kinetic energy?
1. solid -> gas -> liquid
2. gas -> liquid -> solid
3. liquid -> solid -> gas
4. solid -> liquid -> gas
Answer:

Answer: 3

Question: Which sequence has the states of matter listed from least to greatest kinetic energy?

Choices:
P. solid -> gas -> liquid
T. gas -> liquid -> solid
O. liquid -> solid -> gas
E. solid -> liquid -> gas

Prompt:
Question: Which sequence has the states of matter listed from least to greatest kinetic energy?
P. solid -> gas -> liquid
T. gas -> liquid -> solid
O. liquid -> solid -> gas
E. solid -> liquid -> gas
Answer:

Answer: 3

Question: Which sequence has the states of matter listed from least to greatest kinetic energy?

Choices:
P. solid -> gas -> liquid
T. liquid -> solid -> gas
O. solid -> liquid -> gas
E. gas -> liquid -> solid

Prompt:
Question: Which sequence has the states of matter listed from least to greatest kinetic energy?
P. solid -> gas -> liquid
T. liquid -> solid -> gas
O. solid -> liquid -> gas
E. gas -> liquid -> solid
Answer:

Answer: 2


Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?

Choices:
A. a scale and weights
B. a magnet
C. a sieve
D. a battery and wire

Prompt:
Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?
A. a scale and weights
B. a magnet
C. a sieve
D. a battery and wire
Answer:

Answer: 2

Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?

Choices:
A. a scale and weights
B. a sieve
C. a battery and wire
D. a magnet

Prompt:
Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?
A. a scale and weights
B. a sieve
C. a battery and wire
D. a magnet
Answer:

Answer: 1

Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?

Choices:
1. a scale and weights
2. a magnet
3. a sieve
4. a battery and wire

Prompt:
Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?
1. a scale and weights
2. a magnet
3. a sieve
4. a battery and wire
Answer:

Answer: 2

Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?

Choices:
J. a scale and weights
G. a magnet
A. a sieve
H. a battery and wire

Prompt:
Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?
J. a scale and weights
G. a magnet
A. a sieve
H. a battery and wire
Answer:

Answer: 2

Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?

Choices:
J. a scale and weights
G. a sieve
A. a battery and wire
H. a magnet

Prompt:
Question: A student is given a mixture of gravel and sand and instructed to separate them. Which tool should the student use to best complete this task?
J. a scale and weights
G. a sieve
A. a battery and wire
H. a magnet
Answer:

Answer: 1


Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?

Choices:
A. -10°C
B. -1°C
C. 0°C
D. 10°C

Prompt:
Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?
A. -10°C
B. -1°C
C. 0°C
D. 10°C
Answer:

Answer: 2

Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?

Choices:
A. -10°C
B. 0°C
C. 10°C
D. -1°C

Prompt:
Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?
A. -10°C
B. 0°C
C. 10°C
D. -1°C
Answer:

Answer: 1

Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?

Choices:
1. -10°C
2. -1°C
3. 0°C
4. 10°C

Prompt:
Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?
1. -10°C
2. -1°C
3. 0°C
4. 10°C
Answer:

Answer: 2

Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?

Choices:
J. -10°C
F. -1°C
A. 0°C
G. 10°C

Prompt:
Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?
J. -10°C
F. -1°C
A. 0°C
G. 10°C
Answer:

Answer: 2

Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?

Choices:
J. -10°C
F. 0°C
A. 10°C
G. -1°C

Prompt:
Question: A container is filled with 100 mL of water and placed in a freezer. The water in the container freezes at 0°C. A second container filled with 90 mL of water is placed in a second freezer. At what temperature does this second container of water freeze?
J. -10°C
F. 0°C
A. 10°C
G. -1°C
Answer:

Answer: 1


Question: What gas in the air do we need to breathe in order to live?

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

Prompt:
Question: What gas in the air do we need to breathe in order to live?
A. nitrogen
B. oxygen
C. carbon dioxide
D. hydrogen
E. water vapor
Answer:

Answer: 1

Question: What gas in the air do we need to breathe in order to live?

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

Prompt:
Question: What gas in the air do we need to breathe in order to live?
A. oxygen
B. hydrogen
C. carbon dioxide
D. water vapor
E. nitrogen
Answer:

Question: What gas in the air do we need to breathe in order to live?

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

Prompt:
Question: What gas in the air do we need to breathe in order to live?
1. nitrogen
2. oxygen
3. carbon dioxide
4. hydrogen
5. water vapor
Answer:

Answer: 1

Question: What gas in the air do we need to breathe in order to live?

Choices:
B. nitrogen
I. oxygen
W. carbon dioxide
D. hydrogen
L. water vapor

Prompt:
Question: What gas in the air do we need to breathe in order to live?
B. nitrogen
I. oxygen
W. carbon dioxide
D. hydrogen
L. water vapor
Answer:

Answer: 1

Question: What gas in the air do we need to breathe in order to live?

Choices:
B. oxygen
I. hydrogen
W. carbon dioxide
D. water vapor
L. nitrogen

Prompt:
Question: What gas in the air do we need to breathe in order to live?
B. oxygen
I. hydrogen
W. carbon dioxide
D. water vapor
L. nitrogen
Answer:


Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?

Choices:
A. dry line
B. cold front
C. tropical cyclone
D. temperature inversion

Prompt:
Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?
A. dry line
B. cold front
C. tropical cyclone
D. temperature inversion
Answer:

Answer: 3

Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?

Choices:
A. cold front
B. temperature inversion
C. dry line
D. tropical cyclone

Prompt:
Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?
A. cold front
B. temperature inversion
C. dry line
D. tropical cyclone
Answer:

Answer: 1

Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?

Choices:
1. dry line
2. cold front
3. tropical cyclone
4. temperature inversion

Prompt:
Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?
1. dry line
2. cold front
3. tropical cyclone
4. temperature inversion
Answer:

Answer: 3

Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?

Choices:
C. dry line
I. cold front
M. tropical cyclone
H. temperature inversion

Prompt:
Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?
C. dry line
I. cold front
M. tropical cyclone
H. temperature inversion
Answer:

Answer: 3

Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?

Choices:
C. cold front
I. temperature inversion
M. dry line
H. tropical cyclone

Prompt:
Question: A city is experiencing heavy smog formed by motor vehicle exhaust. Which of these weather conditions contributes most to the formation of smog?
C. cold front
I. temperature inversion
M. dry line
H. tropical cyclone
Answer:

Answer: 1


Question: Ocean currents, like the Gulf Stream, affect world climate by

Choices:
A. spreading plant and animal life over a wider area.
B. ensuring ocean density is not the same globally.
C. carrying sediment from rivers and inland basins.
D. transferring heat to and from various regions.

Prompt:
Question: Ocean currents, like the Gulf Stream, affect world climate by
A. spreading plant and animal life over a wider area.
B. ensuring ocean density is not the same globally.
C. carrying sediment from rivers and inland basins.
D. transferring heat to and from various regions.
Answer:

Answer: 3

Question: Ocean currents, like the Gulf Stream, affect world climate by

Choices:
A. ensuring ocean density is not the same globally.
B. transferring heat to and from various regions.
C. spreading plant and animal life over a wider area.
D. carrying sediment from rivers and inland basins.

Prompt:
Question: Ocean currents, like the Gulf Stream, affect world climate by
A. ensuring ocean density is not the same globally.
B. transferring heat to and from various regions.
C. spreading plant and animal life over a wider area.
D. carrying sediment from rivers and inland basins.
Answer:

Answer: 1

Question: Ocean currents, like the Gulf Stream, affect world climate by

Choices:
1. spreading plant and animal life over a wider area.
2. ensuring ocean density is not the same globally.
3. carrying sediment from rivers and inland basins.
4. transferring heat to and from various regions.

Prompt:
Question: Ocean currents, like the Gulf Stream, affect world climate by
1. spreading plant and animal life over a wider area.
2. ensuring ocean density is not the same globally.
3. carrying sediment from rivers and inland basins.
4. transferring heat to and from various regions.
Answer:

Answer: 3

Question: Ocean currents, like the Gulf Stream, affect world climate by

Choices:
U. spreading plant and animal life over a wider area.
V. ensuring ocean density is not the same globally.
F. carrying sediment from rivers and inland basins.
J. transferring heat to and from various regions.

Prompt:
Question: Ocean currents, like the Gulf Stream, affect world climate by
U. spreading plant and animal life over a wider area.
V. ensuring ocean density is not the same globally.
F. carrying sediment from rivers and inland basins.
J. transferring heat to and from various regions.
Answer:

Answer: 3

Question: Ocean currents, like the Gulf Stream, affect world climate by

Choices:
U. ensuring ocean density is not the same globally.
V. transferring heat to and from various regions.
F. spreading plant and animal life over a wider area.
J. carrying sediment from rivers and inland basins.

Prompt:
Question: Ocean currents, like the Gulf Stream, affect world climate by
U. ensuring ocean density is not the same globally.
V. transferring heat to and from various regions.
F. spreading plant and animal life over a wider area.
J. carrying sediment from rivers and inland basins.
Answer:

Answer: 1


Question: Jagged mountains would most likely become rounded hills through which process?

Choices:
A. erosion
B. deposition
C. volcanic activity
D. chemical change

Prompt:
Question: Jagged mountains would most likely become rounded hills through which process?
A. erosion
B. deposition
C. volcanic activity
D. chemical change
Answer:

Question: Jagged mountains would most likely become rounded hills through which process?

Choices:
A. deposition
B. erosion
C. volcanic activity
D. chemical change

Prompt:
Question: Jagged mountains would most likely become rounded hills through which process?
A. deposition
B. erosion
C. volcanic activity
D. chemical change
Answer:

Answer: 1

Question: Jagged mountains would most likely become rounded hills through which process?

Choices:
1. erosion
2. deposition
3. volcanic activity
4. chemical change

Prompt:
Question: Jagged mountains would most likely become rounded hills through which process?
1. erosion
2. deposition
3. volcanic activity
4. chemical change
Answer:

Question: Jagged mountains would most likely become rounded hills through which process?

Choices:
B. erosion
O. deposition
Z. volcanic activity
K. chemical change

Prompt:
Question: Jagged mountains would most likely become rounded hills through which process?
B. erosion
O. deposition
Z. volcanic activity
K. chemical change
Answer:

Question: Jagged mountains would most likely become rounded hills through which process?

Choices:
B. deposition
O. erosion
Z. volcanic activity
K. chemical change

Prompt:
Question: Jagged mountains would most likely become rounded hills through which process?
B. deposition
O. erosion
Z. volcanic activity
K. chemical change
Answer:

Answer: 1


Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?

Choices:
A. try to identify the liquids by smell
B. ask another student to identify the liquids
C. ask the teacher how to dispose of the liquids
D. continue the experiment with the unidentified liquids

Prompt:
Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?
A. try to identify the liquids by smell
B. ask another student to identify the liquids
C. ask the teacher how to dispose of the liquids
D. continue the experiment with the unidentified liquids
Answer:

Answer: 2

Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?

Choices:
A. try to identify the liquids by smell
B. ask another student to identify the liquids
C. continue the experiment with the unidentified liquids
D. ask the teacher how to dispose of the liquids

Prompt:
Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?
A. try to identify the liquids by smell
B. ask another student to identify the liquids
C. continue the experiment with the unidentified liquids
D. ask the teacher how to dispose of the liquids
Answer:

Answer: 3

Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?

Choices:
1. try to identify the liquids by smell
2. ask another student to identify the liquids
3. ask the teacher how to dispose of the liquids
4. continue the experiment with the unidentified liquids

Prompt:
Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?
1. try to identify the liquids by smell
2. ask another student to identify the liquids
3. ask the teacher how to dispose of the liquids
4. continue the experiment with the unidentified liquids
Answer:

Answer: 2

Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?

Choices:
J. try to identify the liquids by smell
C. ask another student to identify the liquids
D. ask the teacher how to dispose of the liquids
Y. continue the experiment with the unidentified liquids

Prompt:
Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?
J. try to identify the liquids by smell
C. ask another student to identify the liquids
D. ask the teacher how to dispose of the liquids
Y. continue the experiment with the unidentified liquids
Answer:

Answer: 2

Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?

Choices:
J. try to identify the liquids by smell
C. ask another student to identify the liquids
D. continue the experiment with the unidentified liquids
Y. ask the teacher how to dispose of the liquids

Prompt:
Question: While performing an experiment involving four different clear liquids, a student forgets to label the test tubes. What should the student do?
J. try to identify the liquids by smell
C. ask another student to identify the liquids
D. continue the experiment with the unidentified liquids
Y. ask the teacher how to dispose of the liquids
Answer:

Answer: 3


Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called

Choices:
A. the Calvin cycle.
B. carbon fixation.
C. respiration.
D. transpiration.

Prompt:
Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called
A. the Calvin cycle.
B. carbon fixation.
C. respiration.
D. transpiration.
Answer:

Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called

Choices:
A. respiration.
B. the Calvin cycle.
C. carbon fixation.
D. transpiration.

Prompt:
Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called
A. respiration.
B. the Calvin cycle.
C. carbon fixation.
D. transpiration.
Answer:

Answer: 1

Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called

Choices:
1. the Calvin cycle.
2. carbon fixation.
3. respiration.
4. transpiration.

Prompt:
Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called
1. the Calvin cycle.
2. carbon fixation.
3. respiration.
4. transpiration.
Answer:

Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called

Choices:
M. the Calvin cycle.
W. carbon fixation.
B. respiration.
R. transpiration.

Prompt:
Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called
M. the Calvin cycle.
W. carbon fixation.
B. respiration.
R. transpiration.
Answer:

Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called

Choices:
M. respiration.
W. the Calvin cycle.
B. carbon fixation.
R. transpiration.

Prompt:
Question: During the light reactions of photosynthesis, energy is stored in the compounds ATP and NADPH. A second set of reactions uses this stored energy to produce vital compounds such as glucose. This second set of reactions involves a biochemical pathway called
M. respiration.
W. the Calvin cycle.
B. carbon fixation.
R. transpiration.
Answer:

Answer: 1


Question: What is the relationship between an ecosystem and a community?

Choices:
A. A community is a very large ecosystem.
B. An ecosystem is a very large community.
C. An ecosystem includes a community and abiotic factors.
D. A community includes an ecosystem and abiotic factors.

Prompt:
Question: What is the relationship between an ecosystem and a community?
A. A community is a very large ecosystem.
B. An ecosystem is a very large community.
C. An ecosystem includes a community and abiotic factors.
D. A community includes an ecosystem and abiotic factors.
Answer:

Answer: 2

Question: What is the relationship between an ecosystem and a community?

Choices:
A. A community is a very large ecosystem.
B. An ecosystem is a very large community.
C. A community includes an ecosystem and abiotic factors.
D. An ecosystem includes a community and abiotic factors.

Prompt:
Question: What is the relationship between an ecosystem and a community?
A. A community is a very large ecosystem.
B. An ecosystem is a very large community.
C. A community includes an ecosystem and abiotic factors.
D. An ecosystem includes a community and abiotic factors.
Answer:

Answer: 3

Question: What is the relationship between an ecosystem and a community?

Choices:
1. A community is a very large ecosystem.
2. An ecosystem is a very large community.
3. An ecosystem includes a community and abiotic factors.
4. A community includes an ecosystem and abiotic factors.

Prompt:
Question: What is the relationship between an ecosystem and a community?
1. A community is a very large ecosystem.
2. An ecosystem is a very large community.
3. An ecosystem includes a community and abiotic factors.
4. A community includes an ecosystem and abiotic factors.
Answer:

Answer: 2

Question: What is the relationship between an ecosystem and a community?

Choices:
U. A community is a very large ecosystem.
G. An ecosystem is a very large community.
Q. An ecosystem includes a community and abiotic factors.
Z. A community includes an ecosystem and abiotic factors.

Prompt:
Question: What is the relationship between an ecosystem and a community?
U. A community is a very large ecosystem.
G. An ecosystem is a very large community.
Q. An ecosystem includes a community and abiotic factors.
Z. A community includes an ecosystem and abiotic factors.
Answer:

Answer: 2

Question: What is the relationship between an ecosystem and a community?

Choices:
U. A community is a very large ecosystem.
G. An ecosystem is a very large community.
Q. A community includes an ecosystem and abiotic factors.
Z. An ecosystem includes a community and abiotic factors.

Prompt:
Question: What is the relationship between an ecosystem and a community?
U. A community is a very large ecosystem.
G. An ecosystem is a very large community.
Q. A community includes an ecosystem and abiotic factors.
Z. An ecosystem includes a community and abiotic factors.
Answer:

Answer: 3


Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?

Choices:
A. mechanical isolation
B. behavioral isolation
C. habitat isolation
D. allopatric isolation

Prompt:
Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?
A. mechanical isolation
B. behavioral isolation
C. habitat isolation
D. allopatric isolation
Answer:

Answer: 2

Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?

Choices:
A. behavioral isolation
B. mechanical isolation
C. allopatric isolation
D. habitat isolation

Prompt:
Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?
A. behavioral isolation
B. mechanical isolation
C. allopatric isolation
D. habitat isolation
Answer:

Answer: 3

Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?

Choices:
1. mechanical isolation
2. behavioral isolation
3. habitat isolation
4. allopatric isolation

Prompt:
Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?
1. mechanical isolation
2. behavioral isolation
3. habitat isolation
4. allopatric isolation
Answer:

Answer: 2

Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?

Choices:
Q. mechanical isolation
M. behavioral isolation
H. habitat isolation
N. allopatric isolation

Prompt:
Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?
Q. mechanical isolation
M. behavioral isolation
H. habitat isolation
N. allopatric isolation
Answer:

Answer: 2

Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?

Choices:
Q. behavioral isolation
M. mechanical isolation
H. allopatric isolation
N. habitat isolation

Prompt:
Question: Two species of garter snake in the genus Thamnophis originated from a single ancestor. These two species live in the same geographic area, however, one lives in arid land and the other lives in water.Which of the following best identifies the cause of speciation between these two garter snakes?
Q. behavioral isolation
M. mechanical isolation
H. allopatric isolation
N. habitat isolation
Answer:

Answer: 3


Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?

Choices:
A. The metal spoon
B. The wooden spoon
C. The plastic spoon
D. The three spoons will feel the same.

Prompt:
Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?
A. The metal spoon
B. The wooden spoon
C. The plastic spoon
D. The three spoons will feel the same.
Answer:

Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?

Choices:
A. The wooden spoon
B. The metal spoon
C. The three spoons will feel the same.
D. The plastic spoon

Prompt:
Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?
A. The wooden spoon
B. The metal spoon
C. The three spoons will feel the same.
D. The plastic spoon
Answer:

Answer: 1

Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?

Choices:
1. The metal spoon
2. The wooden spoon
3. The plastic spoon
4. The three spoons will feel the same.

Prompt:
Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?
1. The metal spoon
2. The wooden spoon
3. The plastic spoon
4. The three spoons will feel the same.
Answer:

Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?

Choices:
X. The metal spoon
M. The wooden spoon
Y. The plastic spoon
I. The three spoons will feel the same.

Prompt:
Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?
X. The metal spoon
M. The wooden spoon
Y. The plastic spoon
I. The three spoons will feel the same.
Answer:

Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?

Choices:
X. The wooden spoon
M. The metal spoon
Y. The three spoons will feel the same.
I. The plastic spoon

Prompt:
Question: A metal spoon, a wooden spoon, and a plastic spoon are placed in hot water. After 15 seconds, which spoon will feel hottest?
X. The wooden spoon
M. The metal spoon
Y. The three spoons will feel the same.
I. The plastic spoon
Answer:

Answer: 1


Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?

Choices:
A. as a behavioral adaptation
B. as a survival disadvantage
C. as a response to a stimulus
D. as an acquired characteristic

Prompt:
Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?
A. as a behavioral adaptation
B. as a survival disadvantage
C. as a response to a stimulus
D. as an acquired characteristic
Answer:

Answer: 2

Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?

Choices:
A. as a response to a stimulus
B. as a behavioral adaptation
C. as a survival disadvantage
D. as an acquired characteristic

Prompt:
Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?
A. as a response to a stimulus
B. as a behavioral adaptation
C. as a survival disadvantage
D. as an acquired characteristic
Answer:

Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?

Choices:
1. as a behavioral adaptation
2. as a survival disadvantage
3. as a response to a stimulus
4. as an acquired characteristic

Prompt:
Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?
1. as a behavioral adaptation
2. as a survival disadvantage
3. as a response to a stimulus
4. as an acquired characteristic
Answer:

Answer: 2

Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?

Choices:
O. as a behavioral adaptation
G. as a survival disadvantage
S. as a response to a stimulus
W. as an acquired characteristic

Prompt:
Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?
O. as a behavioral adaptation
G. as a survival disadvantage
S. as a response to a stimulus
W. as an acquired characteristic
Answer:

Answer: 2

Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?

Choices:
O. as a response to a stimulus
G. as a behavioral adaptation
S. as a survival disadvantage
W. as an acquired characteristic

Prompt:
Question: The bacterium Brucella abortus causes fever in humans. Biologists studying this bacterium found that when exposed to light, the bacterium becomes more virulent. How can this change in virulence most likely be described?
O. as a response to a stimulus
G. as a behavioral adaptation
S. as a survival disadvantage
W. as an acquired characteristic
Answer:


Question: When iron combines with oxygen in a moist environment, rust forms because of a

Choices:
A. chemical reaction.
B. physical reaction.
C. change in density.
D. change in temperature.

Prompt:
Question: When iron combines with oxygen in a moist environment, rust forms because of a
A. chemical reaction.
B. physical reaction.
C. change in density.
D. change in temperature.
Answer:

Question: When iron combines with oxygen in a moist environment, rust forms because of a

Choices:
A. change in temperature.
B. physical reaction.
C. change in density.
D. chemical reaction.

Prompt:
Question: When iron combines with oxygen in a moist environment, rust forms because of a
A. change in temperature.
B. physical reaction.
C. change in density.
D. chemical reaction.
Answer:

Answer: 3

Question: When iron combines with oxygen in a moist environment, rust forms because of a

Choices:
1. chemical reaction.
2. physical reaction.
3. change in density.
4. change in temperature.

Prompt:
Question: When iron combines with oxygen in a moist environment, rust forms because of a
1. chemical reaction.
2. physical reaction.
3. change in density.
4. change in temperature.
Answer:

Question: When iron combines with oxygen in a moist environment, rust forms because of a

Choices:
G. chemical reaction.
V. physical reaction.
I. change in density.
S. change in temperature.

Prompt:
Question: When iron combines with oxygen in a moist environment, rust forms because of a
G. chemical reaction.
V. physical reaction.
I. change in density.
S. change in temperature.
Answer:

Question: When iron combines with oxygen in a moist environment, rust forms because of a

Choices:
G. change in temperature.
V. physical reaction.
I. change in density.
S. chemical reaction.

Prompt:
Question: When iron combines with oxygen in a moist environment, rust forms because of a
G. change in temperature.
V. physical reaction.
I. change in density.
S. chemical reaction.
Answer:

Answer: 3