Question: Which is the best tool for measuring the temperature of lake water?

Choices:
A. Meter stick
B. Balance
C. Graduated cylinder
D. Thermometer

Prompt:
Question: Which is the best tool for measuring the temperature of lake water?
A. Meter stick
B. Balance
C. Graduated cylinder
D. Thermometer
Answer:

Answer: 3

Question: Which is the best tool for measuring the temperature of lake water?

Choices:
A. Thermometer
B. Meter stick
C. Balance
D. Graduated cylinder

Prompt:
Question: Which is the best tool for measuring the temperature of lake water?
A. Thermometer
B. Meter stick
C. Balance
D. Graduated cylinder
Answer:

Question: Which is the best tool for measuring the temperature of lake water?

Choices:
1. Meter stick
2. Balance
3. Graduated cylinder
4. Thermometer

Prompt:
Question: Which is the best tool for measuring the temperature of lake water?
1. Meter stick
2. Balance
3. Graduated cylinder
4. Thermometer
Answer:

Answer: 3

Question: Which is the best tool for measuring the temperature of lake water?

Choices:
F. Meter stick
J. Balance
X. Graduated cylinder
V. Thermometer

Prompt:
Question: Which is the best tool for measuring the temperature of lake water?
F. Meter stick
J. Balance
X. Graduated cylinder
V. Thermometer
Answer:

Answer: 3

Question: Which is the best tool for measuring the temperature of lake water?

Choices:
F. Thermometer
J. Meter stick
X. Balance
V. Graduated cylinder

Prompt:
Question: Which is the best tool for measuring the temperature of lake water?
F. Thermometer
J. Meter stick
X. Balance
V. Graduated cylinder
Answer:


Question: The teeth of a carnivore are MOSTLY -

Choices:
A. pointed
B. rounded
C. wide
D. flat

Prompt:
Question: The teeth of a carnivore are MOSTLY -
A. pointed
B. rounded
C. wide
D. flat
Answer:

Question: The teeth of a carnivore are MOSTLY -

Choices:
A. wide
B. flat
C. pointed
D. rounded

Prompt:
Question: The teeth of a carnivore are MOSTLY -
A. wide
B. flat
C. pointed
D. rounded
Answer:

Answer: 2

Question: The teeth of a carnivore are MOSTLY -

Choices:
1. pointed
2. rounded
3. wide
4. flat

Prompt:
Question: The teeth of a carnivore are MOSTLY -
1. pointed
2. rounded
3. wide
4. flat
Answer:

Question: The teeth of a carnivore are MOSTLY -

Choices:
J. pointed
Z. rounded
Y. wide
G. flat

Prompt:
Question: The teeth of a carnivore are MOSTLY -
J. pointed
Z. rounded
Y. wide
G. flat
Answer:

Question: The teeth of a carnivore are MOSTLY -

Choices:
J. wide
Z. flat
Y. pointed
G. rounded

Prompt:
Question: The teeth of a carnivore are MOSTLY -
J. wide
Z. flat
Y. pointed
G. rounded
Answer:

Answer: 2


Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?

Choices:
A. chemical
B. electrical
C. geothermal
D. hydroelectric

Prompt:
Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?
A. chemical
B. electrical
C. geothermal
D. hydroelectric
Answer:

Answer: 1

Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?

Choices:
A. chemical
B. hydroelectric
C. geothermal
D. electrical

Prompt:
Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?
A. chemical
B. hydroelectric
C. geothermal
D. electrical
Answer:

Answer: 3

Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?

Choices:
1. chemical
2. electrical
3. geothermal
4. hydroelectric

Prompt:
Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?
1. chemical
2. electrical
3. geothermal
4. hydroelectric
Answer:

Answer: 1

Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?

Choices:
X. chemical
F. electrical
S. geothermal
Z. hydroelectric

Prompt:
Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?
X. chemical
F. electrical
S. geothermal
Z. hydroelectric
Answer:

Answer: 1

Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?

Choices:
X. chemical
F. hydroelectric
S. geothermal
Z. electrical

Prompt:
Question: Panels of solar cells are used to collect energy from the Sun and convert it into energy for use in homes. Into what type of energy is the solar energy converted?
X. chemical
F. hydroelectric
S. geothermal
Z. electrical
Answer:

Answer: 3


Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?

Choices:
A. the total area of the field
B. average rainfall in the area
C. all the organisms living in the field
D. energy and nutrient requirements of dandelions

Prompt:
Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?
A. the total area of the field
B. average rainfall in the area
C. all the organisms living in the field
D. energy and nutrient requirements of dandelions
Answer:

Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?

Choices:
A. average rainfall in the area
B. all the organisms living in the field
C. the total area of the field
D. energy and nutrient requirements of dandelions

Prompt:
Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?
A. average rainfall in the area
B. all the organisms living in the field
C. the total area of the field
D. energy and nutrient requirements of dandelions
Answer:

Answer: 2

Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?

Choices:
1. the total area of the field
2. average rainfall in the area
3. all the organisms living in the field
4. energy and nutrient requirements of dandelions

Prompt:
Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?
1. the total area of the field
2. average rainfall in the area
3. all the organisms living in the field
4. energy and nutrient requirements of dandelions
Answer:

Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?

Choices:
J. the total area of the field
Q. average rainfall in the area
R. all the organisms living in the field
N. energy and nutrient requirements of dandelions

Prompt:
Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?
J. the total area of the field
Q. average rainfall in the area
R. all the organisms living in the field
N. energy and nutrient requirements of dandelions
Answer:

Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?

Choices:
J. average rainfall in the area
Q. all the organisms living in the field
R. the total area of the field
N. energy and nutrient requirements of dandelions

Prompt:
Question: A student wants to estimate the number of dandelion plants growing in a field. He counts the number of plants in a 5 square meter section of the field. What other information should he obtain to make his estimate?
J. average rainfall in the area
Q. all the organisms living in the field
R. the total area of the field
N. energy and nutrient requirements of dandelions
Answer:

Answer: 2


Question: Overuse of which water resource tends to cause land to subside?

Choices:
A. ocean water
B. aquifer water
C. river water
D. lake water

Prompt:
Question: Overuse of which water resource tends to cause land to subside?
A. ocean water
B. aquifer water
C. river water
D. lake water
Answer:

Answer: 1

Question: Overuse of which water resource tends to cause land to subside?

Choices:
A. river water
B. lake water
C. ocean water
D. aquifer water

Prompt:
Question: Overuse of which water resource tends to cause land to subside?
A. river water
B. lake water
C. ocean water
D. aquifer water
Answer:

Answer: 3

Question: Overuse of which water resource tends to cause land to subside?

Choices:
1. ocean water
2. aquifer water
3. river water
4. lake water

Prompt:
Question: Overuse of which water resource tends to cause land to subside?
1. ocean water
2. aquifer water
3. river water
4. lake water
Answer:

Answer: 1

Question: Overuse of which water resource tends to cause land to subside?

Choices:
F. ocean water
C. aquifer water
L. river water
B. lake water

Prompt:
Question: Overuse of which water resource tends to cause land to subside?
F. ocean water
C. aquifer water
L. river water
B. lake water
Answer:

Answer: 1

Question: Overuse of which water resource tends to cause land to subside?

Choices:
F. river water
C. lake water
L. ocean water
B. aquifer water

Prompt:
Question: Overuse of which water resource tends to cause land to subside?
F. river water
C. lake water
L. ocean water
B. aquifer water
Answer:

Answer: 3


Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?

Choices:
A. hot plate, beaker, masking tape
B. thermometer, hot plate, beaker
C. matches, beaker, thermometer
D. balance, hot plate, thermometer

Prompt:
Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?
A. hot plate, beaker, masking tape
B. thermometer, hot plate, beaker
C. matches, beaker, thermometer
D. balance, hot plate, thermometer
Answer:

Answer: 1

Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?

Choices:
A. matches, beaker, thermometer
B. hot plate, beaker, masking tape
C. thermometer, hot plate, beaker
D. balance, hot plate, thermometer

Prompt:
Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?
A. matches, beaker, thermometer
B. hot plate, beaker, masking tape
C. thermometer, hot plate, beaker
D. balance, hot plate, thermometer
Answer:

Answer: 2

Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?

Choices:
1. hot plate, beaker, masking tape
2. thermometer, hot plate, beaker
3. matches, beaker, thermometer
4. balance, hot plate, thermometer

Prompt:
Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?
1. hot plate, beaker, masking tape
2. thermometer, hot plate, beaker
3. matches, beaker, thermometer
4. balance, hot plate, thermometer
Answer:

Answer: 1

Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?

Choices:
E. hot plate, beaker, masking tape
O. thermometer, hot plate, beaker
A. matches, beaker, thermometer
N. balance, hot plate, thermometer

Prompt:
Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?
E. hot plate, beaker, masking tape
O. thermometer, hot plate, beaker
A. matches, beaker, thermometer
N. balance, hot plate, thermometer
Answer:

Answer: 1

Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?

Choices:
E. matches, beaker, thermometer
O. hot plate, beaker, masking tape
A. thermometer, hot plate, beaker
N. balance, hot plate, thermometer

Prompt:
Question: Students are preparing to determine the boiling points of several aqueous solutions. In addition to proper lab attire, what devices or instruments will the students need to conduct this experiment?
E. matches, beaker, thermometer
O. hot plate, beaker, masking tape
A. thermometer, hot plate, beaker
N. balance, hot plate, thermometer
Answer:

Answer: 2


Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?

Choices:
A. diameter of the planet
B. rotational speed of the planet
C. speed of a planet in orbit around the sun
D. diameter of the orbit of a planet around the sun

Prompt:
Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?
A. diameter of the planet
B. rotational speed of the planet
C. speed of a planet in orbit around the sun
D. diameter of the orbit of a planet around the sun
Answer:

Answer: 1

Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?

Choices:
A. rotational speed of the planet
B. diameter of the orbit of a planet around the sun
C. speed of a planet in orbit around the sun
D. diameter of the planet

Prompt:
Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?
A. rotational speed of the planet
B. diameter of the orbit of a planet around the sun
C. speed of a planet in orbit around the sun
D. diameter of the planet
Answer:

Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?

Choices:
1. diameter of the planet
2. rotational speed of the planet
3. speed of a planet in orbit around the sun
4. diameter of the orbit of a planet around the sun

Prompt:
Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?
1. diameter of the planet
2. rotational speed of the planet
3. speed of a planet in orbit around the sun
4. diameter of the orbit of a planet around the sun
Answer:

Answer: 1

Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?

Choices:
H. diameter of the planet
G. rotational speed of the planet
J. speed of a planet in orbit around the sun
T. diameter of the orbit of a planet around the sun

Prompt:
Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?
H. diameter of the planet
G. rotational speed of the planet
J. speed of a planet in orbit around the sun
T. diameter of the orbit of a planet around the sun
Answer:

Answer: 1

Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?

Choices:
H. rotational speed of the planet
G. diameter of the orbit of a planet around the sun
J. speed of a planet in orbit around the sun
T. diameter of the planet

Prompt:
Question: One solar day on Jupiter lasts only 9 hours and 50 minutes. What causes a solar day?
H. rotational speed of the planet
G. diameter of the orbit of a planet around the sun
J. speed of a planet in orbit around the sun
T. diameter of the planet
Answer:


Question: The finest-grained soils are richest in

Choices:
A. sand.
B. humus.
C. clay.
D. iron.

Prompt:
Question: The finest-grained soils are richest in
A. sand.
B. humus.
C. clay.
D. iron.
Answer:

Answer: 2

Question: The finest-grained soils are richest in

Choices:
A. humus.
B. clay.
C. sand.
D. iron.

Prompt:
Question: The finest-grained soils are richest in
A. humus.
B. clay.
C. sand.
D. iron.
Answer:

Answer: 1

Question: The finest-grained soils are richest in

Choices:
1. sand.
2. humus.
3. clay.
4. iron.

Prompt:
Question: The finest-grained soils are richest in
1. sand.
2. humus.
3. clay.
4. iron.
Answer:

Answer: 2

Question: The finest-grained soils are richest in

Choices:
A. sand.
V. humus.
L. clay.
R. iron.

Prompt:
Question: The finest-grained soils are richest in
A. sand.
V. humus.
L. clay.
R. iron.
Answer:

Answer: 2

Question: The finest-grained soils are richest in

Choices:
A. humus.
V. clay.
L. sand.
R. iron.

Prompt:
Question: The finest-grained soils are richest in
A. humus.
V. clay.
L. sand.
R. iron.
Answer:

Answer: 1


Question: Wind and water are examples of renewable energy sources because

Choices:
A. they will stop producing energy.
B. they were formed millions of years ago.
C. they are always available to produce energy.
D. they take millions of years to start producing energy.

Prompt:
Question: Wind and water are examples of renewable energy sources because
A. they will stop producing energy.
B. they were formed millions of years ago.
C. they are always available to produce energy.
D. they take millions of years to start producing energy.
Answer:

Answer: 2

Question: Wind and water are examples of renewable energy sources because

Choices:
A. they were formed millions of years ago.
B. they take millions of years to start producing energy.
C. they will stop producing energy.
D. they are always available to produce energy.

Prompt:
Question: Wind and water are examples of renewable energy sources because
A. they were formed millions of years ago.
B. they take millions of years to start producing energy.
C. they will stop producing energy.
D. they are always available to produce energy.
Answer:

Answer: 3

Question: Wind and water are examples of renewable energy sources because

Choices:
1. they will stop producing energy.
2. they were formed millions of years ago.
3. they are always available to produce energy.
4. they take millions of years to start producing energy.

Prompt:
Question: Wind and water are examples of renewable energy sources because
1. they will stop producing energy.
2. they were formed millions of years ago.
3. they are always available to produce energy.
4. they take millions of years to start producing energy.
Answer:

Answer: 2

Question: Wind and water are examples of renewable energy sources because

Choices:
I. they will stop producing energy.
V. they were formed millions of years ago.
B. they are always available to produce energy.
D. they take millions of years to start producing energy.

Prompt:
Question: Wind and water are examples of renewable energy sources because
I. they will stop producing energy.
V. they were formed millions of years ago.
B. they are always available to produce energy.
D. they take millions of years to start producing energy.
Answer:

Answer: 2

Question: Wind and water are examples of renewable energy sources because

Choices:
I. they were formed millions of years ago.
V. they take millions of years to start producing energy.
B. they will stop producing energy.
D. they are always available to produce energy.

Prompt:
Question: Wind and water are examples of renewable energy sources because
I. they were formed millions of years ago.
V. they take millions of years to start producing energy.
B. they will stop producing energy.
D. they are always available to produce energy.
Answer:

Answer: 3


Question: Gregor Mendel contributed to the study of biology by the careful, objective study of

Choices:
A. heredity.
B. bacteria.
C. pedigrees.
D. environment.

Prompt:
Question: Gregor Mendel contributed to the study of biology by the careful, objective study of
A. heredity.
B. bacteria.
C. pedigrees.
D. environment.
Answer:

Question: Gregor Mendel contributed to the study of biology by the careful, objective study of

Choices:
A. environment.
B. pedigrees.
C. bacteria.
D. heredity.

Prompt:
Question: Gregor Mendel contributed to the study of biology by the careful, objective study of
A. environment.
B. pedigrees.
C. bacteria.
D. heredity.
Answer:

Answer: 3

Question: Gregor Mendel contributed to the study of biology by the careful, objective study of

Choices:
1. heredity.
2. bacteria.
3. pedigrees.
4. environment.

Prompt:
Question: Gregor Mendel contributed to the study of biology by the careful, objective study of
1. heredity.
2. bacteria.
3. pedigrees.
4. environment.
Answer:

Question: Gregor Mendel contributed to the study of biology by the careful, objective study of

Choices:
Y. heredity.
Z. bacteria.
P. pedigrees.
M. environment.

Prompt:
Question: Gregor Mendel contributed to the study of biology by the careful, objective study of
Y. heredity.
Z. bacteria.
P. pedigrees.
M. environment.
Answer:

Question: Gregor Mendel contributed to the study of biology by the careful, objective study of

Choices:
Y. environment.
Z. pedigrees.
P. bacteria.
M. heredity.

Prompt:
Question: Gregor Mendel contributed to the study of biology by the careful, objective study of
Y. environment.
Z. pedigrees.
P. bacteria.
M. heredity.
Answer:

Answer: 3


Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?

Choices:
A. Transformed bacteria express a new protein product.
B. Transformed bacteria have multiple chromosomes.
C. Transformed bacteria reproduce more quickly.
D. Transformed bacteria become a new species.

Prompt:
Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?
A. Transformed bacteria express a new protein product.
B. Transformed bacteria have multiple chromosomes.
C. Transformed bacteria reproduce more quickly.
D. Transformed bacteria become a new species.
Answer:

Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?

Choices:
A. Transformed bacteria reproduce more quickly.
B. Transformed bacteria become a new species.
C. Transformed bacteria express a new protein product.
D. Transformed bacteria have multiple chromosomes.

Prompt:
Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?
A. Transformed bacteria reproduce more quickly.
B. Transformed bacteria become a new species.
C. Transformed bacteria express a new protein product.
D. Transformed bacteria have multiple chromosomes.
Answer:

Answer: 2

Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?

Choices:
1. Transformed bacteria express a new protein product.
2. Transformed bacteria have multiple chromosomes.
3. Transformed bacteria reproduce more quickly.
4. Transformed bacteria become a new species.

Prompt:
Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?
1. Transformed bacteria express a new protein product.
2. Transformed bacteria have multiple chromosomes.
3. Transformed bacteria reproduce more quickly.
4. Transformed bacteria become a new species.
Answer:

Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?

Choices:
X. Transformed bacteria express a new protein product.
Z. Transformed bacteria have multiple chromosomes.
N. Transformed bacteria reproduce more quickly.
F. Transformed bacteria become a new species.

Prompt:
Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?
X. Transformed bacteria express a new protein product.
Z. Transformed bacteria have multiple chromosomes.
N. Transformed bacteria reproduce more quickly.
F. Transformed bacteria become a new species.
Answer:

Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?

Choices:
X. Transformed bacteria reproduce more quickly.
Z. Transformed bacteria become a new species.
N. Transformed bacteria express a new protein product.
F. Transformed bacteria have multiple chromosomes.

Prompt:
Question: Which statement describes the most likely effect of transformation on bacteria such as E. coli?
X. Transformed bacteria reproduce more quickly.
Z. Transformed bacteria become a new species.
N. Transformed bacteria express a new protein product.
F. Transformed bacteria have multiple chromosomes.
Answer:

Answer: 2


Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good

Choices:
A. resistor.
B. insulator.
C. conductor.
D. accelerator.

Prompt:
Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good
A. resistor.
B. insulator.
C. conductor.
D. accelerator.
Answer:

Answer: 2

Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good

Choices:
A. insulator.
B. conductor.
C. resistor.
D. accelerator.

Prompt:
Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good
A. insulator.
B. conductor.
C. resistor.
D. accelerator.
Answer:

Answer: 1

Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good

Choices:
1. resistor.
2. insulator.
3. conductor.
4. accelerator.

Prompt:
Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good
1. resistor.
2. insulator.
3. conductor.
4. accelerator.
Answer:

Answer: 2

Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good

Choices:
J. resistor.
Z. insulator.
K. conductor.
A. accelerator.

Prompt:
Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good
J. resistor.
Z. insulator.
K. conductor.
A. accelerator.
Answer:

Answer: 2

Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good

Choices:
J. insulator.
Z. conductor.
K. resistor.
A. accelerator.

Prompt:
Question: A metal pan will heat up quickly when placed over a gas or electric burner. The metal pan is a good
J. insulator.
Z. conductor.
K. resistor.
A. accelerator.
Answer:

Answer: 1


Question: Which is a fact rather than an opinion about earthquakes?

Choices:
A. Earthquakes occur along fault lines.
B. Earthquakes are worse than hurricanes.
C. Earthquakes are bad for all local businesses.
D. Earthquakes always cause major damage to homes.

Prompt:
Question: Which is a fact rather than an opinion about earthquakes?
A. Earthquakes occur along fault lines.
B. Earthquakes are worse than hurricanes.
C. Earthquakes are bad for all local businesses.
D. Earthquakes always cause major damage to homes.
Answer:

Question: Which is a fact rather than an opinion about earthquakes?

Choices:
A. Earthquakes always cause major damage to homes.
B. Earthquakes are bad for all local businesses.
C. Earthquakes are worse than hurricanes.
D. Earthquakes occur along fault lines.

Prompt:
Question: Which is a fact rather than an opinion about earthquakes?
A. Earthquakes always cause major damage to homes.
B. Earthquakes are bad for all local businesses.
C. Earthquakes are worse than hurricanes.
D. Earthquakes occur along fault lines.
Answer:

Answer: 3

Question: Which is a fact rather than an opinion about earthquakes?

Choices:
1. Earthquakes occur along fault lines.
2. Earthquakes are worse than hurricanes.
3. Earthquakes are bad for all local businesses.
4. Earthquakes always cause major damage to homes.

Prompt:
Question: Which is a fact rather than an opinion about earthquakes?
1. Earthquakes occur along fault lines.
2. Earthquakes are worse than hurricanes.
3. Earthquakes are bad for all local businesses.
4. Earthquakes always cause major damage to homes.
Answer:

Question: Which is a fact rather than an opinion about earthquakes?

Choices:
D. Earthquakes occur along fault lines.
O. Earthquakes are worse than hurricanes.
X. Earthquakes are bad for all local businesses.
K. Earthquakes always cause major damage to homes.

Prompt:
Question: Which is a fact rather than an opinion about earthquakes?
D. Earthquakes occur along fault lines.
O. Earthquakes are worse than hurricanes.
X. Earthquakes are bad for all local businesses.
K. Earthquakes always cause major damage to homes.
Answer:

Question: Which is a fact rather than an opinion about earthquakes?

Choices:
D. Earthquakes always cause major damage to homes.
O. Earthquakes are bad for all local businesses.
X. Earthquakes are worse than hurricanes.
K. Earthquakes occur along fault lines.

Prompt:
Question: Which is a fact rather than an opinion about earthquakes?
D. Earthquakes always cause major damage to homes.
O. Earthquakes are bad for all local businesses.
X. Earthquakes are worse than hurricanes.
K. Earthquakes occur along fault lines.
Answer:

Answer: 3


Question: Which statement best describes the development of a human embryo?

Choices:
A. A single cell becomes many cells.
B. Each cell has a different function.
C. Many cells combine to form one cell.
D. All the cells have the same function.

Prompt:
Question: Which statement best describes the development of a human embryo?
A. A single cell becomes many cells.
B. Each cell has a different function.
C. Many cells combine to form one cell.
D. All the cells have the same function.
Answer:

Question: Which statement best describes the development of a human embryo?

Choices:
A. All the cells have the same function.
B. Each cell has a different function.
C. Many cells combine to form one cell.
D. A single cell becomes many cells.

Prompt:
Question: Which statement best describes the development of a human embryo?
A. All the cells have the same function.
B. Each cell has a different function.
C. Many cells combine to form one cell.
D. A single cell becomes many cells.
Answer:

Answer: 3

Question: Which statement best describes the development of a human embryo?

Choices:
1. A single cell becomes many cells.
2. Each cell has a different function.
3. Many cells combine to form one cell.
4. All the cells have the same function.

Prompt:
Question: Which statement best describes the development of a human embryo?
1. A single cell becomes many cells.
2. Each cell has a different function.
3. Many cells combine to form one cell.
4. All the cells have the same function.
Answer:

Question: Which statement best describes the development of a human embryo?

Choices:
U. A single cell becomes many cells.
C. Each cell has a different function.
X. Many cells combine to form one cell.
S. All the cells have the same function.

Prompt:
Question: Which statement best describes the development of a human embryo?
U. A single cell becomes many cells.
C. Each cell has a different function.
X. Many cells combine to form one cell.
S. All the cells have the same function.
Answer:

Question: Which statement best describes the development of a human embryo?

Choices:
U. All the cells have the same function.
C. Each cell has a different function.
X. Many cells combine to form one cell.
S. A single cell becomes many cells.

Prompt:
Question: Which statement best describes the development of a human embryo?
U. All the cells have the same function.
C. Each cell has a different function.
X. Many cells combine to form one cell.
S. A single cell becomes many cells.
Answer:

Answer: 3


Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?

Choices:
A. a flood
B. a tornado
C. a hurricane
D. an earthquake

Prompt:
Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?
A. a flood
B. a tornado
C. a hurricane
D. an earthquake
Answer:

Answer: 3

Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?

Choices:
A. a flood
B. an earthquake
C. a hurricane
D. a tornado

Prompt:
Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?
A. a flood
B. an earthquake
C. a hurricane
D. a tornado
Answer:

Answer: 1

Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?

Choices:
1. a flood
2. a tornado
3. a hurricane
4. an earthquake

Prompt:
Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?
1. a flood
2. a tornado
3. a hurricane
4. an earthquake
Answer:

Answer: 3

Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?

Choices:
L. a flood
B. a tornado
R. a hurricane
M. an earthquake

Prompt:
Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?
L. a flood
B. a tornado
R. a hurricane
M. an earthquake
Answer:

Answer: 3

Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?

Choices:
L. a flood
B. an earthquake
R. a hurricane
M. a tornado

Prompt:
Question: Which of these natural disasters is least likely to cause major damage to a prairie ecosystem?
L. a flood
B. an earthquake
R. a hurricane
M. a tornado
Answer:

Answer: 1


Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?

Choices:
A. molting
B. migration
C. photosynthesis
D. metamorphosis

Prompt:
Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?
A. molting
B. migration
C. photosynthesis
D. metamorphosis
Answer:

Answer: 3

Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?

Choices:
A. metamorphosis
B. migration
C. molting
D. photosynthesis

Prompt:
Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?
A. metamorphosis
B. migration
C. molting
D. photosynthesis
Answer:

Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?

Choices:
1. molting
2. migration
3. photosynthesis
4. metamorphosis

Prompt:
Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?
1. molting
2. migration
3. photosynthesis
4. metamorphosis
Answer:

Answer: 3

Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?

Choices:
R. molting
Q. migration
I. photosynthesis
C. metamorphosis

Prompt:
Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?
R. molting
Q. migration
I. photosynthesis
C. metamorphosis
Answer:

Answer: 3

Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?

Choices:
R. metamorphosis
Q. migration
I. molting
C. photosynthesis

Prompt:
Question: The life cycle of a beetle is similar to the butterfly. Which process changes the beetle from larva to adult?
R. metamorphosis
Q. migration
I. molting
C. photosynthesis
Answer:


Question: Which adaptation helps a bird fly?

Choices:
A. larger feet
B. bigger eyes
C. longer beaks
D. hollow bones

Prompt:
Question: Which adaptation helps a bird fly?
A. larger feet
B. bigger eyes
C. longer beaks
D. hollow bones
Answer:

Answer: 3

Question: Which adaptation helps a bird fly?

Choices:
A. hollow bones
B. longer beaks
C. bigger eyes
D. larger feet

Prompt:
Question: Which adaptation helps a bird fly?
A. hollow bones
B. longer beaks
C. bigger eyes
D. larger feet
Answer:

Question: Which adaptation helps a bird fly?

Choices:
1. larger feet
2. bigger eyes
3. longer beaks
4. hollow bones

Prompt:
Question: Which adaptation helps a bird fly?
1. larger feet
2. bigger eyes
3. longer beaks
4. hollow bones
Answer:

Answer: 3

Question: Which adaptation helps a bird fly?

Choices:
A. larger feet
E. bigger eyes
F. longer beaks
Q. hollow bones

Prompt:
Question: Which adaptation helps a bird fly?
A. larger feet
E. bigger eyes
F. longer beaks
Q. hollow bones
Answer:

Answer: 3

Question: Which adaptation helps a bird fly?

Choices:
A. hollow bones
E. longer beaks
F. bigger eyes
Q. larger feet

Prompt:
Question: Which adaptation helps a bird fly?
A. hollow bones
E. longer beaks
F. bigger eyes
Q. larger feet
Answer:


Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?

Choices:
A. rate of genetic mutations
B. survival benefit of specific genes
C. pressure of selection on base pairs
D. number of bases in species' genomes

Prompt:
Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?
A. rate of genetic mutations
B. survival benefit of specific genes
C. pressure of selection on base pairs
D. number of bases in species' genomes
Answer:

Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?

Choices:
A. survival benefit of specific genes
B. rate of genetic mutations
C. pressure of selection on base pairs
D. number of bases in species' genomes

Prompt:
Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?
A. survival benefit of specific genes
B. rate of genetic mutations
C. pressure of selection on base pairs
D. number of bases in species' genomes
Answer:

Answer: 1

Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?

Choices:
1. rate of genetic mutations
2. survival benefit of specific genes
3. pressure of selection on base pairs
4. number of bases in species' genomes

Prompt:
Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?
1. rate of genetic mutations
2. survival benefit of specific genes
3. pressure of selection on base pairs
4. number of bases in species' genomes
Answer:

Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?

Choices:
F. rate of genetic mutations
B. survival benefit of specific genes
E. pressure of selection on base pairs
I. number of bases in species' genomes

Prompt:
Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?
F. rate of genetic mutations
B. survival benefit of specific genes
E. pressure of selection on base pairs
I. number of bases in species' genomes
Answer:

Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?

Choices:
F. survival benefit of specific genes
B. rate of genetic mutations
E. pressure of selection on base pairs
I. number of bases in species' genomes

Prompt:
Question: Scientists are able to correlate time and the amount of difference between homologous genes when studying the divergence of two species because scientists have reliable estimates for which value?
F. survival benefit of specific genes
B. rate of genetic mutations
E. pressure of selection on base pairs
I. number of bases in species' genomes
Answer:

Answer: 1


Question: Which of the following is a part of the process of sexual reproduction?

Choices:
A. budding
B. regeneration
C. pollination
D. fragmentation

Prompt:
Question: Which of the following is a part of the process of sexual reproduction?
A. budding
B. regeneration
C. pollination
D. fragmentation
Answer:

Answer: 2

Question: Which of the following is a part of the process of sexual reproduction?

Choices:
A. fragmentation
B. budding
C. regeneration
D. pollination

Prompt:
Question: Which of the following is a part of the process of sexual reproduction?
A. fragmentation
B. budding
C. regeneration
D. pollination
Answer:

Answer: 3

Question: Which of the following is a part of the process of sexual reproduction?

Choices:
1. budding
2. regeneration
3. pollination
4. fragmentation

Prompt:
Question: Which of the following is a part of the process of sexual reproduction?
1. budding
2. regeneration
3. pollination
4. fragmentation
Answer:

Answer: 2

Question: Which of the following is a part of the process of sexual reproduction?

Choices:
P. budding
D. regeneration
Y. pollination
A. fragmentation

Prompt:
Question: Which of the following is a part of the process of sexual reproduction?
P. budding
D. regeneration
Y. pollination
A. fragmentation
Answer:

Answer: 2

Question: Which of the following is a part of the process of sexual reproduction?

Choices:
P. fragmentation
D. budding
Y. regeneration
A. pollination

Prompt:
Question: Which of the following is a part of the process of sexual reproduction?
P. fragmentation
D. budding
Y. regeneration
A. pollination
Answer:

Answer: 3


Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?

Choices:
A. The infected animals do not show symptoms.
B. The person in direct contact is the only one infected.
C. Humans do not become sick from animal diseases.
D. The diseases are treatable with antibiotics.

Prompt:
Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?
A. The infected animals do not show symptoms.
B. The person in direct contact is the only one infected.
C. Humans do not become sick from animal diseases.
D. The diseases are treatable with antibiotics.
Answer:

Answer: 1

Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?

Choices:
A. The person in direct contact is the only one infected.
B. The diseases are treatable with antibiotics.
C. The infected animals do not show symptoms.
D. Humans do not become sick from animal diseases.

Prompt:
Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?
A. The person in direct contact is the only one infected.
B. The diseases are treatable with antibiotics.
C. The infected animals do not show symptoms.
D. Humans do not become sick from animal diseases.
Answer:

Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?

Choices:
1. The infected animals do not show symptoms.
2. The person in direct contact is the only one infected.
3. Humans do not become sick from animal diseases.
4. The diseases are treatable with antibiotics.

Prompt:
Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?
1. The infected animals do not show symptoms.
2. The person in direct contact is the only one infected.
3. Humans do not become sick from animal diseases.
4. The diseases are treatable with antibiotics.
Answer:

Answer: 1

Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?

Choices:
C. The infected animals do not show symptoms.
P. The person in direct contact is the only one infected.
Z. Humans do not become sick from animal diseases.
K. The diseases are treatable with antibiotics.

Prompt:
Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?
C. The infected animals do not show symptoms.
P. The person in direct contact is the only one infected.
Z. Humans do not become sick from animal diseases.
K. The diseases are treatable with antibiotics.
Answer:

Answer: 1

Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?

Choices:
C. The person in direct contact is the only one infected.
P. The diseases are treatable with antibiotics.
Z. The infected animals do not show symptoms.
K. Humans do not become sick from animal diseases.

Prompt:
Question: Why are diseases transmitted through the bites of infected animals not considered contagious diseases?
C. The person in direct contact is the only one infected.
P. The diseases are treatable with antibiotics.
Z. The infected animals do not show symptoms.
K. Humans do not become sick from animal diseases.
Answer:


Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?

Choices:
A. oxygen and argon
B. hydrogen and helium
C. carbon dioxide and nitrogen
D. sulfur dioxide and water vapor

Prompt:
Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?
A. oxygen and argon
B. hydrogen and helium
C. carbon dioxide and nitrogen
D. sulfur dioxide and water vapor
Answer:

Answer: 1

Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?

Choices:
A. carbon dioxide and nitrogen
B. sulfur dioxide and water vapor
C. oxygen and argon
D. hydrogen and helium

Prompt:
Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?
A. carbon dioxide and nitrogen
B. sulfur dioxide and water vapor
C. oxygen and argon
D. hydrogen and helium
Answer:

Answer: 3

Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?

Choices:
1. oxygen and argon
2. hydrogen and helium
3. carbon dioxide and nitrogen
4. sulfur dioxide and water vapor

Prompt:
Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?
1. oxygen and argon
2. hydrogen and helium
3. carbon dioxide and nitrogen
4. sulfur dioxide and water vapor
Answer:

Answer: 1

Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?

Choices:
A. oxygen and argon
O. hydrogen and helium
N. carbon dioxide and nitrogen
J. sulfur dioxide and water vapor

Prompt:
Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?
A. oxygen and argon
O. hydrogen and helium
N. carbon dioxide and nitrogen
J. sulfur dioxide and water vapor
Answer:

Answer: 1

Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?

Choices:
A. carbon dioxide and nitrogen
O. sulfur dioxide and water vapor
N. oxygen and argon
J. hydrogen and helium

Prompt:
Question: Scientists theorize that the original atmosphere of Earth was stripped away by the solar wind shortly after the formation of the planet. The Jovian planets are far enough from the Sun that the solar wind has less of an impact. Studies of the Jovian planets suggest the early atmosphere of Earth was mainly composed of which two gases?
A. carbon dioxide and nitrogen
O. sulfur dioxide and water vapor
N. oxygen and argon
J. hydrogen and helium
Answer:

Answer: 3


Question: Which human body systems work directly together to allow locomotion?

Choices:
A. circulatory, excretory, and respiratory
B. circulatory, endocrine, and reproductive
C. skeletal, muscular, and nervous
D. skeletal, digestive, and respiratory

Prompt:
Question: Which human body systems work directly together to allow locomotion?
A. circulatory, excretory, and respiratory
B. circulatory, endocrine, and reproductive
C. skeletal, muscular, and nervous
D. skeletal, digestive, and respiratory
Answer:

Answer: 2

Question: Which human body systems work directly together to allow locomotion?

Choices:
A. skeletal, digestive, and respiratory
B. circulatory, endocrine, and reproductive
C. circulatory, excretory, and respiratory
D. skeletal, muscular, and nervous

Prompt:
Question: Which human body systems work directly together to allow locomotion?
A. skeletal, digestive, and respiratory
B. circulatory, endocrine, and reproductive
C. circulatory, excretory, and respiratory
D. skeletal, muscular, and nervous
Answer:

Answer: 3

Question: Which human body systems work directly together to allow locomotion?

Choices:
1. circulatory, excretory, and respiratory
2. circulatory, endocrine, and reproductive
3. skeletal, muscular, and nervous
4. skeletal, digestive, and respiratory

Prompt:
Question: Which human body systems work directly together to allow locomotion?
1. circulatory, excretory, and respiratory
2. circulatory, endocrine, and reproductive
3. skeletal, muscular, and nervous
4. skeletal, digestive, and respiratory
Answer:

Answer: 2

Question: Which human body systems work directly together to allow locomotion?

Choices:
F. circulatory, excretory, and respiratory
O. circulatory, endocrine, and reproductive
Q. skeletal, muscular, and nervous
Y. skeletal, digestive, and respiratory

Prompt:
Question: Which human body systems work directly together to allow locomotion?
F. circulatory, excretory, and respiratory
O. circulatory, endocrine, and reproductive
Q. skeletal, muscular, and nervous
Y. skeletal, digestive, and respiratory
Answer:

Answer: 2

Question: Which human body systems work directly together to allow locomotion?

Choices:
F. skeletal, digestive, and respiratory
O. circulatory, endocrine, and reproductive
Q. circulatory, excretory, and respiratory
Y. skeletal, muscular, and nervous

Prompt:
Question: Which human body systems work directly together to allow locomotion?
F. skeletal, digestive, and respiratory
O. circulatory, endocrine, and reproductive
Q. circulatory, excretory, and respiratory
Y. skeletal, muscular, and nervous
Answer:

Answer: 3


Question: Which is the best evidence for the theory of continental drift?

Choices:
A. the appearance of volcanoes at the boundaries where plates collide
B. earthquakes at boundaries where one plate slides past another
C. cases where a species exists in only one isolated place
D. fossils of the same species found on widely separated continents

Prompt:
Question: Which is the best evidence for the theory of continental drift?
A. the appearance of volcanoes at the boundaries where plates collide
B. earthquakes at boundaries where one plate slides past another
C. cases where a species exists in only one isolated place
D. fossils of the same species found on widely separated continents
Answer:

Answer: 3

Question: Which is the best evidence for the theory of continental drift?

Choices:
A. cases where a species exists in only one isolated place
B. fossils of the same species found on widely separated continents
C. earthquakes at boundaries where one plate slides past another
D. the appearance of volcanoes at the boundaries where plates collide

Prompt:
Question: Which is the best evidence for the theory of continental drift?
A. cases where a species exists in only one isolated place
B. fossils of the same species found on widely separated continents
C. earthquakes at boundaries where one plate slides past another
D. the appearance of volcanoes at the boundaries where plates collide
Answer:

Answer: 1

Question: Which is the best evidence for the theory of continental drift?

Choices:
1. the appearance of volcanoes at the boundaries where plates collide
2. earthquakes at boundaries where one plate slides past another
3. cases where a species exists in only one isolated place
4. fossils of the same species found on widely separated continents

Prompt:
Question: Which is the best evidence for the theory of continental drift?
1. the appearance of volcanoes at the boundaries where plates collide
2. earthquakes at boundaries where one plate slides past another
3. cases where a species exists in only one isolated place
4. fossils of the same species found on widely separated continents
Answer:

Answer: 3

Question: Which is the best evidence for the theory of continental drift?

Choices:
D. the appearance of volcanoes at the boundaries where plates collide
F. earthquakes at boundaries where one plate slides past another
P. cases where a species exists in only one isolated place
T. fossils of the same species found on widely separated continents

Prompt:
Question: Which is the best evidence for the theory of continental drift?
D. the appearance of volcanoes at the boundaries where plates collide
F. earthquakes at boundaries where one plate slides past another
P. cases where a species exists in only one isolated place
T. fossils of the same species found on widely separated continents
Answer:

Answer: 3

Question: Which is the best evidence for the theory of continental drift?

Choices:
D. cases where a species exists in only one isolated place
F. fossils of the same species found on widely separated continents
P. earthquakes at boundaries where one plate slides past another
T. the appearance of volcanoes at the boundaries where plates collide

Prompt:
Question: Which is the best evidence for the theory of continental drift?
D. cases where a species exists in only one isolated place
F. fossils of the same species found on widely separated continents
P. earthquakes at boundaries where one plate slides past another
T. the appearance of volcanoes at the boundaries where plates collide
Answer:

Answer: 1


Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not

Choices:
A. explore alone.
B. listen to instructions.
C. take notes.
D. bring water.

Prompt:
Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not
A. explore alone.
B. listen to instructions.
C. take notes.
D. bring water.
Answer:

Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not

Choices:
A. listen to instructions.
B. explore alone.
C. take notes.
D. bring water.

Prompt:
Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not
A. listen to instructions.
B. explore alone.
C. take notes.
D. bring water.
Answer:

Answer: 1

Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not

Choices:
1. explore alone.
2. listen to instructions.
3. take notes.
4. bring water.

Prompt:
Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not
1. explore alone.
2. listen to instructions.
3. take notes.
4. bring water.
Answer:

Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not

Choices:
L. explore alone.
N. listen to instructions.
F. take notes.
J. bring water.

Prompt:
Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not
L. explore alone.
N. listen to instructions.
F. take notes.
J. bring water.
Answer:

Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not

Choices:
L. listen to instructions.
N. explore alone.
F. take notes.
J. bring water.

Prompt:
Question: Students go on a field trip to observe salmon spawning in a river. For safety reasons, the students should not
L. listen to instructions.
N. explore alone.
F. take notes.
J. bring water.
Answer:

Answer: 1


Question: Which of the following involves a learned behavior?

Choices:
A. laying eggs to reproduce
B. having hollow, light-weight bones
C. avoiding insects that taste bad
D. having white feathers on the throat

Prompt:
Question: Which of the following involves a learned behavior?
A. laying eggs to reproduce
B. having hollow, light-weight bones
C. avoiding insects that taste bad
D. having white feathers on the throat
Answer:

Answer: 2

Question: Which of the following involves a learned behavior?

Choices:
A. having hollow, light-weight bones
B. avoiding insects that taste bad
C. having white feathers on the throat
D. laying eggs to reproduce

Prompt:
Question: Which of the following involves a learned behavior?
A. having hollow, light-weight bones
B. avoiding insects that taste bad
C. having white feathers on the throat
D. laying eggs to reproduce
Answer:

Answer: 1

Question: Which of the following involves a learned behavior?

Choices:
1. laying eggs to reproduce
2. having hollow, light-weight bones
3. avoiding insects that taste bad
4. having white feathers on the throat

Prompt:
Question: Which of the following involves a learned behavior?
1. laying eggs to reproduce
2. having hollow, light-weight bones
3. avoiding insects that taste bad
4. having white feathers on the throat
Answer:

Answer: 2

Question: Which of the following involves a learned behavior?

Choices:
S. laying eggs to reproduce
N. having hollow, light-weight bones
V. avoiding insects that taste bad
Q. having white feathers on the throat

Prompt:
Question: Which of the following involves a learned behavior?
S. laying eggs to reproduce
N. having hollow, light-weight bones
V. avoiding insects that taste bad
Q. having white feathers on the throat
Answer:

Answer: 2

Question: Which of the following involves a learned behavior?

Choices:
S. having hollow, light-weight bones
N. avoiding insects that taste bad
V. having white feathers on the throat
Q. laying eggs to reproduce

Prompt:
Question: Which of the following involves a learned behavior?
S. having hollow, light-weight bones
N. avoiding insects that taste bad
V. having white feathers on the throat
Q. laying eggs to reproduce
Answer:

Answer: 1


Question: Which of the following colors of visible light has the longest wavelength?

Choices:
A. red
B. blue
C. green
D. orange

Prompt:
Question: Which of the following colors of visible light has the longest wavelength?
A. red
B. blue
C. green
D. orange
Answer:

Question: Which of the following colors of visible light has the longest wavelength?

Choices:
A. green
B. orange
C. blue
D. red

Prompt:
Question: Which of the following colors of visible light has the longest wavelength?
A. green
B. orange
C. blue
D. red
Answer:

Answer: 3

Question: Which of the following colors of visible light has the longest wavelength?

Choices:
1. red
2. blue
3. green
4. orange

Prompt:
Question: Which of the following colors of visible light has the longest wavelength?
1. red
2. blue
3. green
4. orange
Answer:

Question: Which of the following colors of visible light has the longest wavelength?

Choices:
U. red
T. blue
Y. green
G. orange

Prompt:
Question: Which of the following colors of visible light has the longest wavelength?
U. red
T. blue
Y. green
G. orange
Answer:

Question: Which of the following colors of visible light has the longest wavelength?

Choices:
U. green
T. orange
Y. blue
G. red

Prompt:
Question: Which of the following colors of visible light has the longest wavelength?
U. green
T. orange
Y. blue
G. red
Answer:

Answer: 3


Question: Which is an example of a form of electrical energy?

Choices:
A. lightning
B. windmill
C. radio waves
D. sound waves

Prompt:
Question: Which is an example of a form of electrical energy?
A. lightning
B. windmill
C. radio waves
D. sound waves
Answer:

Question: Which is an example of a form of electrical energy?

Choices:
A. radio waves
B. windmill
C. lightning
D. sound waves

Prompt:
Question: Which is an example of a form of electrical energy?
A. radio waves
B. windmill
C. lightning
D. sound waves
Answer:

Answer: 2

Question: Which is an example of a form of electrical energy?

Choices:
1. lightning
2. windmill
3. radio waves
4. sound waves

Prompt:
Question: Which is an example of a form of electrical energy?
1. lightning
2. windmill
3. radio waves
4. sound waves
Answer:

Question: Which is an example of a form of electrical energy?

Choices:
S. lightning
K. windmill
R. radio waves
M. sound waves

Prompt:
Question: Which is an example of a form of electrical energy?
S. lightning
K. windmill
R. radio waves
M. sound waves
Answer:

Question: Which is an example of a form of electrical energy?

Choices:
S. radio waves
K. windmill
R. lightning
M. sound waves

Prompt:
Question: Which is an example of a form of electrical energy?
S. radio waves
K. windmill
R. lightning
M. sound waves
Answer:

Answer: 2


Question: Which of the following lists units of length from smallest to largest?

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

Prompt:
Question: Which of the following lists units of length from smallest to largest?
A. light-year, astronomical unit, kilometer, angstrom
B. angstrom, kilometer, astronomical unit, light-year
C. astronomical unit, angstrom, kilometer, light-year
D. kilometer, angstrom, light-year, astronomical unit
Answer:

Answer: 1

Question: Which of the following lists units of length from smallest to largest?

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

Prompt:
Question: Which of the following lists units of length from smallest to largest?
A. light-year, astronomical unit, kilometer, angstrom
B. kilometer, angstrom, light-year, astronomical unit
C. angstrom, kilometer, astronomical unit, light-year
D. astronomical unit, angstrom, kilometer, light-year
Answer:

Answer: 2

Question: Which of the following lists units of length from smallest to largest?

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

Prompt:
Question: Which of the following lists units of length from smallest to largest?
1. light-year, astronomical unit, kilometer, angstrom
2. angstrom, kilometer, astronomical unit, light-year
3. astronomical unit, angstrom, kilometer, light-year
4. kilometer, angstrom, light-year, astronomical unit
Answer:

Answer: 1

Question: Which of the following lists units of length from smallest to largest?

Choices:
L. light-year, astronomical unit, kilometer, angstrom
M. angstrom, kilometer, astronomical unit, light-year
F. astronomical unit, angstrom, kilometer, light-year
U. kilometer, angstrom, light-year, astronomical unit

Prompt:
Question: Which of the following lists units of length from smallest to largest?
L. light-year, astronomical unit, kilometer, angstrom
M. angstrom, kilometer, astronomical unit, light-year
F. astronomical unit, angstrom, kilometer, light-year
U. kilometer, angstrom, light-year, astronomical unit
Answer:

Answer: 1

Question: Which of the following lists units of length from smallest to largest?

Choices:
L. light-year, astronomical unit, kilometer, angstrom
M. kilometer, angstrom, light-year, astronomical unit
F. angstrom, kilometer, astronomical unit, light-year
U. astronomical unit, angstrom, kilometer, light-year

Prompt:
Question: Which of the following lists units of length from smallest to largest?
L. light-year, astronomical unit, kilometer, angstrom
M. kilometer, angstrom, light-year, astronomical unit
F. angstrom, kilometer, astronomical unit, light-year
U. astronomical unit, angstrom, kilometer, light-year
Answer:

Answer: 2


Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?

Choices:
A. The mantle lies below the core.
B. The mantle is composed of hot gases.
C. The mantle lies between the core and the crust.
D. The mantle temperature is lower than the crust temperature.

Prompt:
Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?
A. The mantle lies below the core.
B. The mantle is composed of hot gases.
C. The mantle lies between the core and the crust.
D. The mantle temperature is lower than the crust temperature.
Answer:

Answer: 2

Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?

Choices:
A. The mantle temperature is lower than the crust temperature.
B. The mantle lies below the core.
C. The mantle is composed of hot gases.
D. The mantle lies between the core and the crust.

Prompt:
Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?
A. The mantle temperature is lower than the crust temperature.
B. The mantle lies below the core.
C. The mantle is composed of hot gases.
D. The mantle lies between the core and the crust.
Answer:

Answer: 3

Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?

Choices:
1. The mantle lies below the core.
2. The mantle is composed of hot gases.
3. The mantle lies between the core and the crust.
4. The mantle temperature is lower than the crust temperature.

Prompt:
Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?
1. The mantle lies below the core.
2. The mantle is composed of hot gases.
3. The mantle lies between the core and the crust.
4. The mantle temperature is lower than the crust temperature.
Answer:

Answer: 2

Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?

Choices:
M. The mantle lies below the core.
P. The mantle is composed of hot gases.
B. The mantle lies between the core and the crust.
E. The mantle temperature is lower than the crust temperature.

Prompt:
Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?
M. The mantle lies below the core.
P. The mantle is composed of hot gases.
B. The mantle lies between the core and the crust.
E. The mantle temperature is lower than the crust temperature.
Answer:

Answer: 2

Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?

Choices:
M. The mantle temperature is lower than the crust temperature.
P. The mantle lies below the core.
B. The mantle is composed of hot gases.
E. The mantle lies between the core and the crust.

Prompt:
Question: Each layer of Earth has different properties. Which statement best describes the mantle of Earth?
M. The mantle temperature is lower than the crust temperature.
P. The mantle lies below the core.
B. The mantle is composed of hot gases.
E. The mantle lies between the core and the crust.
Answer:

Answer: 3


Question: Which of these is the best example of sexual reproduction?

Choices:
A. binary fission
B. budding
C. fusing gametes
D. fragmentation

Prompt:
Question: Which of these is the best example of sexual reproduction?
A. binary fission
B. budding
C. fusing gametes
D. fragmentation
Answer:

Answer: 2

Question: Which of these is the best example of sexual reproduction?

Choices:
A. fragmentation
B. fusing gametes
C. binary fission
D. budding

Prompt:
Question: Which of these is the best example of sexual reproduction?
A. fragmentation
B. fusing gametes
C. binary fission
D. budding
Answer:

Answer: 1

Question: Which of these is the best example of sexual reproduction?

Choices:
1. binary fission
2. budding
3. fusing gametes
4. fragmentation

Prompt:
Question: Which of these is the best example of sexual reproduction?
1. binary fission
2. budding
3. fusing gametes
4. fragmentation
Answer:

Answer: 2

Question: Which of these is the best example of sexual reproduction?

Choices:
J. binary fission
Z. budding
A. fusing gametes
B. fragmentation

Prompt:
Question: Which of these is the best example of sexual reproduction?
J. binary fission
Z. budding
A. fusing gametes
B. fragmentation
Answer:

Answer: 2

Question: Which of these is the best example of sexual reproduction?

Choices:
J. fragmentation
Z. fusing gametes
A. binary fission
B. budding

Prompt:
Question: Which of these is the best example of sexual reproduction?
J. fragmentation
Z. fusing gametes
A. binary fission
B. budding
Answer:

Answer: 1


Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?

Choices:
A. high winds
B. lightning
C. pressure change
D. temperature change

Prompt:
Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?
A. high winds
B. lightning
C. pressure change
D. temperature change
Answer:

Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?

Choices:
A. temperature change
B. high winds
C. pressure change
D. lightning

Prompt:
Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?
A. temperature change
B. high winds
C. pressure change
D. lightning
Answer:

Answer: 1

Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?

Choices:
1. high winds
2. lightning
3. pressure change
4. temperature change

Prompt:
Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?
1. high winds
2. lightning
3. pressure change
4. temperature change
Answer:

Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?

Choices:
D. high winds
L. lightning
M. pressure change
X. temperature change

Prompt:
Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?
D. high winds
L. lightning
M. pressure change
X. temperature change
Answer:

Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?

Choices:
D. temperature change
L. high winds
M. pressure change
X. lightning

Prompt:
Question: Which of these events during a storm at sea can add oxygen from the atmosphere to ocean water?
D. temperature change
L. high winds
M. pressure change
X. lightning
Answer:

Answer: 1


Question: Which layer of Earth is the thinnest?

Choices:
A. Inner core
B. Crust
C. Outer core
D. Mantle

Prompt:
Question: Which layer of Earth is the thinnest?
A. Inner core
B. Crust
C. Outer core
D. Mantle
Answer:

Answer: 1

Question: Which layer of Earth is the thinnest?

Choices:
A. Crust
B. Outer core
C. Mantle
D. Inner core

Prompt:
Question: Which layer of Earth is the thinnest?
A. Crust
B. Outer core
C. Mantle
D. Inner core
Answer:

Question: Which layer of Earth is the thinnest?

Choices:
1. Inner core
2. Crust
3. Outer core
4. Mantle

Prompt:
Question: Which layer of Earth is the thinnest?
1. Inner core
2. Crust
3. Outer core
4. Mantle
Answer:

Answer: 1

Question: Which layer of Earth is the thinnest?

Choices:
I. Inner core
S. Crust
J. Outer core
G. Mantle

Prompt:
Question: Which layer of Earth is the thinnest?
I. Inner core
S. Crust
J. Outer core
G. Mantle
Answer:

Answer: 1

Question: Which layer of Earth is the thinnest?

Choices:
I. Crust
S. Outer core
J. Mantle
G. Inner core

Prompt:
Question: Which layer of Earth is the thinnest?
I. Crust
S. Outer core
J. Mantle
G. Inner core
Answer:


Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?

Choices:
A. carbon [C]
B. barium [Ba]
C. sodium [Na]
D. manganese [Mn]

Prompt:
Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?
A. carbon [C]
B. barium [Ba]
C. sodium [Na]
D. manganese [Mn]
Answer:

Answer: 1

Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?

Choices:
A. barium [Ba]
B. carbon [C]
C. sodium [Na]
D. manganese [Mn]

Prompt:
Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?
A. barium [Ba]
B. carbon [C]
C. sodium [Na]
D. manganese [Mn]
Answer:

Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?

Choices:
1. carbon [C]
2. barium [Ba]
3. sodium [Na]
4. manganese [Mn]

Prompt:
Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?
1. carbon [C]
2. barium [Ba]
3. sodium [Na]
4. manganese [Mn]
Answer:

Answer: 1

Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?

Choices:
U. carbon [C]
T. barium [Ba]
R. sodium [Na]
C. manganese [Mn]

Prompt:
Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?
U. carbon [C]
T. barium [Ba]
R. sodium [Na]
C. manganese [Mn]
Answer:

Answer: 1

Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?

Choices:
U. barium [Ba]
T. carbon [C]
R. sodium [Na]
C. manganese [Mn]

Prompt:
Question: Based on the Periodic Table of the Elements, which of these elements has properties most similar to calcium (Ca)?
U. barium [Ba]
T. carbon [C]
R. sodium [Na]
C. manganese [Mn]
Answer:


Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?

Choices:
A. Cave
B. Mountain
C. Delta
D. Valley

Prompt:
Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?
A. Cave
B. Mountain
C. Delta
D. Valley
Answer:

Answer: 2

Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?

Choices:
A. Cave
B. Valley
C. Mountain
D. Delta

Prompt:
Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?
A. Cave
B. Valley
C. Mountain
D. Delta
Answer:

Answer: 3

Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?

Choices:
1. Cave
2. Mountain
3. Delta
4. Valley

Prompt:
Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?
1. Cave
2. Mountain
3. Delta
4. Valley
Answer:

Answer: 2

Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?

Choices:
D. Cave
M. Mountain
N. Delta
L. Valley

Prompt:
Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?
D. Cave
M. Mountain
N. Delta
L. Valley
Answer:

Answer: 2

Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?

Choices:
D. Cave
M. Valley
N. Mountain
L. Delta

Prompt:
Question: As a river enters a larger body of water, sediments are deposited over a wide area. Which of these landforms is likely to be formed at the site of deposition?
D. Cave
M. Valley
N. Mountain
L. Delta
Answer:

Answer: 3


Question: Which of these is a chemical property of a material?

Choices:
A. density
B. flammability
C. color
D. brittleness

Prompt:
Question: Which of these is a chemical property of a material?
A. density
B. flammability
C. color
D. brittleness
Answer:

Answer: 1

Question: Which of these is a chemical property of a material?

Choices:
A. density
B. color
C. brittleness
D. flammability

Prompt:
Question: Which of these is a chemical property of a material?
A. density
B. color
C. brittleness
D. flammability
Answer:

Answer: 3

Question: Which of these is a chemical property of a material?

Choices:
1. density
2. flammability
3. color
4. brittleness

Prompt:
Question: Which of these is a chemical property of a material?
1. density
2. flammability
3. color
4. brittleness
Answer:

Answer: 1

Question: Which of these is a chemical property of a material?

Choices:
E. density
T. flammability
D. color
A. brittleness

Prompt:
Question: Which of these is a chemical property of a material?
E. density
T. flammability
D. color
A. brittleness
Answer:

Answer: 1

Question: Which of these is a chemical property of a material?

Choices:
E. density
T. color
D. brittleness
A. flammability

Prompt:
Question: Which of these is a chemical property of a material?
E. density
T. color
D. brittleness
A. flammability
Answer:

Answer: 3


Question: About how long is a lunar cycle?

Choices:
A. 1 day
B. 1 week
C. 28 days
D. 52 weeks

Prompt:
Question: About how long is a lunar cycle?
A. 1 day
B. 1 week
C. 28 days
D. 52 weeks
Answer:

Answer: 2

Question: About how long is a lunar cycle?

Choices:
A. 1 day
B. 52 weeks
C. 1 week
D. 28 days

Prompt:
Question: About how long is a lunar cycle?
A. 1 day
B. 52 weeks
C. 1 week
D. 28 days
Answer:

Answer: 3

Question: About how long is a lunar cycle?

Choices:
1. 1 day
2. 1 week
3. 28 days
4. 52 weeks

Prompt:
Question: About how long is a lunar cycle?
1. 1 day
2. 1 week
3. 28 days
4. 52 weeks
Answer:

Answer: 2

Question: About how long is a lunar cycle?

Choices:
F. 1 day
B. 1 week
H. 28 days
U. 52 weeks

Prompt:
Question: About how long is a lunar cycle?
F. 1 day
B. 1 week
H. 28 days
U. 52 weeks
Answer:

Answer: 2

Question: About how long is a lunar cycle?

Choices:
F. 1 day
B. 52 weeks
H. 1 week
U. 28 days

Prompt:
Question: About how long is a lunar cycle?
F. 1 day
B. 52 weeks
H. 1 week
U. 28 days
Answer:

Answer: 3


Question: Of the following types of cells, which has the highest concentration of mitochondria?

Choices:
A. bone
B. muscle
C. nerve
D. skin

Prompt:
Question: Of the following types of cells, which has the highest concentration of mitochondria?
A. bone
B. muscle
C. nerve
D. skin
Answer:

Answer: 1

Question: Of the following types of cells, which has the highest concentration of mitochondria?

Choices:
A. skin
B. bone
C. muscle
D. nerve

Prompt:
Question: Of the following types of cells, which has the highest concentration of mitochondria?
A. skin
B. bone
C. muscle
D. nerve
Answer:

Answer: 2

Question: Of the following types of cells, which has the highest concentration of mitochondria?

Choices:
1. bone
2. muscle
3. nerve
4. skin

Prompt:
Question: Of the following types of cells, which has the highest concentration of mitochondria?
1. bone
2. muscle
3. nerve
4. skin
Answer:

Answer: 1

Question: Of the following types of cells, which has the highest concentration of mitochondria?

Choices:
Y. bone
D. muscle
U. nerve
P. skin

Prompt:
Question: Of the following types of cells, which has the highest concentration of mitochondria?
Y. bone
D. muscle
U. nerve
P. skin
Answer:

Answer: 1

Question: Of the following types of cells, which has the highest concentration of mitochondria?

Choices:
Y. skin
D. bone
U. muscle
P. nerve

Prompt:
Question: Of the following types of cells, which has the highest concentration of mitochondria?
Y. skin
D. bone
U. muscle
P. nerve
Answer:

Answer: 2


Question: What helps skin feel heat and pressure?

Choices:
A. muscle cells
B. blood cells
C. nerve cells
D. bone cells

Prompt:
Question: What helps skin feel heat and pressure?
A. muscle cells
B. blood cells
C. nerve cells
D. bone cells
Answer:

Answer: 2

Question: What helps skin feel heat and pressure?

Choices:
A. blood cells
B. bone cells
C. muscle cells
D. nerve cells

Prompt:
Question: What helps skin feel heat and pressure?
A. blood cells
B. bone cells
C. muscle cells
D. nerve cells
Answer:

Answer: 3

Question: What helps skin feel heat and pressure?

Choices:
1. muscle cells
2. blood cells
3. nerve cells
4. bone cells

Prompt:
Question: What helps skin feel heat and pressure?
1. muscle cells
2. blood cells
3. nerve cells
4. bone cells
Answer:

Answer: 2

Question: What helps skin feel heat and pressure?

Choices:
Y. muscle cells
A. blood cells
J. nerve cells
H. bone cells

Prompt:
Question: What helps skin feel heat and pressure?
Y. muscle cells
A. blood cells
J. nerve cells
H. bone cells
Answer:

Answer: 2

Question: What helps skin feel heat and pressure?

Choices:
Y. blood cells
A. bone cells
J. muscle cells
H. nerve cells

Prompt:
Question: What helps skin feel heat and pressure?
Y. blood cells
A. bone cells
J. muscle cells
H. nerve cells
Answer:

Answer: 3


Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?

Choices:
A. Rocks form deep underground.
B. Rocks become smooth and round.
C. Rocks are broken apart into small pieces.
D. Rocks are moved from one place to another.

Prompt:
Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?
A. Rocks form deep underground.
B. Rocks become smooth and round.
C. Rocks are broken apart into small pieces.
D. Rocks are moved from one place to another.
Answer:

Answer: 3

Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?

Choices:
A. Rocks are moved from one place to another.
B. Rocks are broken apart into small pieces.
C. Rocks form deep underground.
D. Rocks become smooth and round.

Prompt:
Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?
A. Rocks are moved from one place to another.
B. Rocks are broken apart into small pieces.
C. Rocks form deep underground.
D. Rocks become smooth and round.
Answer:

Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?

Choices:
1. Rocks form deep underground.
2. Rocks become smooth and round.
3. Rocks are broken apart into small pieces.
4. Rocks are moved from one place to another.

Prompt:
Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?
1. Rocks form deep underground.
2. Rocks become smooth and round.
3. Rocks are broken apart into small pieces.
4. Rocks are moved from one place to another.
Answer:

Answer: 3

Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?

Choices:
K. Rocks form deep underground.
W. Rocks become smooth and round.
L. Rocks are broken apart into small pieces.
Y. Rocks are moved from one place to another.

Prompt:
Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?
K. Rocks form deep underground.
W. Rocks become smooth and round.
L. Rocks are broken apart into small pieces.
Y. Rocks are moved from one place to another.
Answer:

Answer: 3

Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?

Choices:
K. Rocks are moved from one place to another.
W. Rocks are broken apart into small pieces.
L. Rocks form deep underground.
Y. Rocks become smooth and round.

Prompt:
Question: Erosion and weathering can both cause changes to the surface of Earth. Which of the following happens only because of erosion and NOT because of weathering?
K. Rocks are moved from one place to another.
W. Rocks are broken apart into small pieces.
L. Rocks form deep underground.
Y. Rocks become smooth and round.
Answer:


Question: Which is an advantage of sexual reproduction in the survival of a population?

Choices:
A. prevents mutation
B. maintains genetic diversity
C. reduces the number of genes
D. creates competition between siblings

Prompt:
Question: Which is an advantage of sexual reproduction in the survival of a population?
A. prevents mutation
B. maintains genetic diversity
C. reduces the number of genes
D. creates competition between siblings
Answer:

Answer: 1

Question: Which is an advantage of sexual reproduction in the survival of a population?

Choices:
A. maintains genetic diversity
B. reduces the number of genes
C. creates competition between siblings
D. prevents mutation

Prompt:
Question: Which is an advantage of sexual reproduction in the survival of a population?
A. maintains genetic diversity
B. reduces the number of genes
C. creates competition between siblings
D. prevents mutation
Answer:

Question: Which is an advantage of sexual reproduction in the survival of a population?

Choices:
1. prevents mutation
2. maintains genetic diversity
3. reduces the number of genes
4. creates competition between siblings

Prompt:
Question: Which is an advantage of sexual reproduction in the survival of a population?
1. prevents mutation
2. maintains genetic diversity
3. reduces the number of genes
4. creates competition between siblings
Answer:

Answer: 1

Question: Which is an advantage of sexual reproduction in the survival of a population?

Choices:
D. prevents mutation
Q. maintains genetic diversity
X. reduces the number of genes
J. creates competition between siblings

Prompt:
Question: Which is an advantage of sexual reproduction in the survival of a population?
D. prevents mutation
Q. maintains genetic diversity
X. reduces the number of genes
J. creates competition between siblings
Answer:

Answer: 1

Question: Which is an advantage of sexual reproduction in the survival of a population?

Choices:
D. maintains genetic diversity
Q. reduces the number of genes
X. creates competition between siblings
J. prevents mutation

Prompt:
Question: Which is an advantage of sexual reproduction in the survival of a population?
D. maintains genetic diversity
Q. reduces the number of genes
X. creates competition between siblings
J. prevents mutation
Answer:


Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?

Choices:
A. The moth populations went extinct.
B. The moth populations migrated south.
C. The percentage of light-colored moths in the populations decreased.
D. The percentage of dark-colored moths in the populations decreased.

Prompt:
Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?
A. The moth populations went extinct.
B. The moth populations migrated south.
C. The percentage of light-colored moths in the populations decreased.
D. The percentage of dark-colored moths in the populations decreased.
Answer:

Answer: 3

Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?

Choices:
A. The moth populations migrated south.
B. The percentage of dark-colored moths in the populations decreased.
C. The percentage of light-colored moths in the populations decreased.
D. The moth populations went extinct.

Prompt:
Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?
A. The moth populations migrated south.
B. The percentage of dark-colored moths in the populations decreased.
C. The percentage of light-colored moths in the populations decreased.
D. The moth populations went extinct.
Answer:

Answer: 1

Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?

Choices:
1. The moth populations went extinct.
2. The moth populations migrated south.
3. The percentage of light-colored moths in the populations decreased.
4. The percentage of dark-colored moths in the populations decreased.

Prompt:
Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?
1. The moth populations went extinct.
2. The moth populations migrated south.
3. The percentage of light-colored moths in the populations decreased.
4. The percentage of dark-colored moths in the populations decreased.
Answer:

Answer: 3

Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?

Choices:
O. The moth populations went extinct.
J. The moth populations migrated south.
T. The percentage of light-colored moths in the populations decreased.
Y. The percentage of dark-colored moths in the populations decreased.

Prompt:
Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?
O. The moth populations went extinct.
J. The moth populations migrated south.
T. The percentage of light-colored moths in the populations decreased.
Y. The percentage of dark-colored moths in the populations decreased.
Answer:

Answer: 3

Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?

Choices:
O. The moth populations migrated south.
J. The percentage of dark-colored moths in the populations decreased.
T. The percentage of light-colored moths in the populations decreased.
Y. The moth populations went extinct.

Prompt:
Question: A species of moth in England has both a light-colored form and a dark-colored form. In the mid-1800s, the percentage of dark-colored moths increased in areas where black soot from factories covered the trees. The soot in these areas has decreased in more recent times as a result of pollution laws. Which of the following statements describes what has most likely happened to the moth populations in these areas?
O. The moth populations migrated south.
J. The percentage of dark-colored moths in the populations decreased.
T. The percentage of light-colored moths in the populations decreased.
Y. The moth populations went extinct.
Answer:

Answer: 1


Question: Energy appears in many forms. What form of energy is lightning?

Choices:
A. electrical energy
B. mechanical energy
C. magnetic energy
D. sound energy

Prompt:
Question: Energy appears in many forms. What form of energy is lightning?
A. electrical energy
B. mechanical energy
C. magnetic energy
D. sound energy
Answer:

Question: Energy appears in many forms. What form of energy is lightning?

Choices:
A. mechanical energy
B. magnetic energy
C. electrical energy
D. sound energy

Prompt:
Question: Energy appears in many forms. What form of energy is lightning?
A. mechanical energy
B. magnetic energy
C. electrical energy
D. sound energy
Answer:

Answer: 2

Question: Energy appears in many forms. What form of energy is lightning?

Choices:
1. electrical energy
2. mechanical energy
3. magnetic energy
4. sound energy

Prompt:
Question: Energy appears in many forms. What form of energy is lightning?
1. electrical energy
2. mechanical energy
3. magnetic energy
4. sound energy
Answer:

Question: Energy appears in many forms. What form of energy is lightning?

Choices:
P. electrical energy
I. mechanical energy
C. magnetic energy
K. sound energy

Prompt:
Question: Energy appears in many forms. What form of energy is lightning?
P. electrical energy
I. mechanical energy
C. magnetic energy
K. sound energy
Answer:

Question: Energy appears in many forms. What form of energy is lightning?

Choices:
P. mechanical energy
I. magnetic energy
C. electrical energy
K. sound energy

Prompt:
Question: Energy appears in many forms. What form of energy is lightning?
P. mechanical energy
I. magnetic energy
C. electrical energy
K. sound energy
Answer:

Answer: 2