Question: Which is an example of water condensing? 1.

Choices:
A. puddle disappearing on a hot summer afternoon
B. Sweat forming on your forehead after you do a lot of exercise
C. Ice cubes melting when you put them out in the sun
D. Dew forming on plants during a cold night

Prompt:
Question: Which is an example of water condensing? 1.
A. puddle disappearing on a hot summer afternoon
B. Sweat forming on your forehead after you do a lot of exercise
C. Ice cubes melting when you put them out in the sun
D. Dew forming on plants during a cold night
Answer:

Answer: 3

Question: Which is an example of water condensing? 1.

Choices:
A. Dew forming on plants during a cold night
B. Ice cubes melting when you put them out in the sun
C. Sweat forming on your forehead after you do a lot of exercise
D. puddle disappearing on a hot summer afternoon

Prompt:
Question: Which is an example of water condensing? 1.
A. Dew forming on plants during a cold night
B. Ice cubes melting when you put them out in the sun
C. Sweat forming on your forehead after you do a lot of exercise
D. puddle disappearing on a hot summer afternoon
Answer:

Question: Which is an example of water condensing? 1.

Choices:
1. puddle disappearing on a hot summer afternoon
2. Sweat forming on your forehead after you do a lot of exercise
3. Ice cubes melting when you put them out in the sun
4. Dew forming on plants during a cold night

Prompt:
Question: Which is an example of water condensing? 1.
1. puddle disappearing on a hot summer afternoon
2. Sweat forming on your forehead after you do a lot of exercise
3. Ice cubes melting when you put them out in the sun
4. Dew forming on plants during a cold night
Answer:

Answer: 3

Question: Which is an example of water condensing? 1.

Choices:
A. puddle disappearing on a hot summer afternoon
C. Sweat forming on your forehead after you do a lot of exercise
R. Ice cubes melting when you put them out in the sun
B. Dew forming on plants during a cold night

Prompt:
Question: Which is an example of water condensing? 1.
A. puddle disappearing on a hot summer afternoon
C. Sweat forming on your forehead after you do a lot of exercise
R. Ice cubes melting when you put them out in the sun
B. Dew forming on plants during a cold night
Answer:

Answer: 3

Question: Which is an example of water condensing? 1.

Choices:
A. Dew forming on plants during a cold night
C. Ice cubes melting when you put them out in the sun
R. Sweat forming on your forehead after you do a lot of exercise
B. puddle disappearing on a hot summer afternoon

Prompt:
Question: Which is an example of water condensing? 1.
A. Dew forming on plants during a cold night
C. Ice cubes melting when you put them out in the sun
R. Sweat forming on your forehead after you do a lot of exercise
B. puddle disappearing on a hot summer afternoon
Answer:


Question: A delta at the mouth of a river is the direct result of

Choices:
A. runoff from sewage.
B. deposition of sediment.
C. an ancient glacier that passed through.
D. an underground river flowing to the ocean.

Prompt:
Question: A delta at the mouth of a river is the direct result of
A. runoff from sewage.
B. deposition of sediment.
C. an ancient glacier that passed through.
D. an underground river flowing to the ocean.
Answer:

Answer: 1

Question: A delta at the mouth of a river is the direct result of

Choices:
A. an underground river flowing to the ocean.
B. an ancient glacier that passed through.
C. runoff from sewage.
D. deposition of sediment.

Prompt:
Question: A delta at the mouth of a river is the direct result of
A. an underground river flowing to the ocean.
B. an ancient glacier that passed through.
C. runoff from sewage.
D. deposition of sediment.
Answer:

Answer: 3

Question: A delta at the mouth of a river is the direct result of

Choices:
1. runoff from sewage.
2. deposition of sediment.
3. an ancient glacier that passed through.
4. an underground river flowing to the ocean.

Prompt:
Question: A delta at the mouth of a river is the direct result of
1. runoff from sewage.
2. deposition of sediment.
3. an ancient glacier that passed through.
4. an underground river flowing to the ocean.
Answer:

Answer: 1

Question: A delta at the mouth of a river is the direct result of

Choices:
Y. runoff from sewage.
O. deposition of sediment.
L. an ancient glacier that passed through.
B. an underground river flowing to the ocean.

Prompt:
Question: A delta at the mouth of a river is the direct result of
Y. runoff from sewage.
O. deposition of sediment.
L. an ancient glacier that passed through.
B. an underground river flowing to the ocean.
Answer:

Answer: 1

Question: A delta at the mouth of a river is the direct result of

Choices:
Y. an underground river flowing to the ocean.
O. an ancient glacier that passed through.
L. runoff from sewage.
B. deposition of sediment.

Prompt:
Question: A delta at the mouth of a river is the direct result of
Y. an underground river flowing to the ocean.
O. an ancient glacier that passed through.
L. runoff from sewage.
B. deposition of sediment.
Answer:

Answer: 3


Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?

Choices:
A. development of chemical rocks
B. development of extrusive rocks
C. development of layered rocks
D. development of folded rocks

Prompt:
Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?
A. development of chemical rocks
B. development of extrusive rocks
C. development of layered rocks
D. development of folded rocks
Answer:

Answer: 3

Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?

Choices:
A. development of layered rocks
B. development of chemical rocks
C. development of folded rocks
D. development of extrusive rocks

Prompt:
Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?
A. development of layered rocks
B. development of chemical rocks
C. development of folded rocks
D. development of extrusive rocks
Answer:

Answer: 2

Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?

Choices:
1. development of chemical rocks
2. development of extrusive rocks
3. development of layered rocks
4. development of folded rocks

Prompt:
Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?
1. development of chemical rocks
2. development of extrusive rocks
3. development of layered rocks
4. development of folded rocks
Answer:

Answer: 3

Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?

Choices:
U. development of chemical rocks
G. development of extrusive rocks
T. development of layered rocks
W. development of folded rocks

Prompt:
Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?
U. development of chemical rocks
G. development of extrusive rocks
T. development of layered rocks
W. development of folded rocks
Answer:

Answer: 3

Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?

Choices:
U. development of layered rocks
G. development of chemical rocks
T. development of folded rocks
W. development of extrusive rocks

Prompt:
Question: Scientists have studied convergent boundaries and the results of the collisions. Besides the fact that mountains occur at these boundaries, which other part of the rock cycle is most likely associated with these areas of convergence?
U. development of layered rocks
G. development of chemical rocks
T. development of folded rocks
W. development of extrusive rocks
Answer:

Answer: 2


Question: Which statement best describes the effect deforestation has on Earth's atmosphere?

Choices:
A. The amount of oxygen increases.
B. The amount of methane increases.
C. The amount of water vapor increases.
D. The amount of carbon dioxide increases.

Prompt:
Question: Which statement best describes the effect deforestation has on Earth's atmosphere?
A. The amount of oxygen increases.
B. The amount of methane increases.
C. The amount of water vapor increases.
D. The amount of carbon dioxide increases.
Answer:

Answer: 3

Question: Which statement best describes the effect deforestation has on Earth's atmosphere?

Choices:
A. The amount of water vapor increases.
B. The amount of carbon dioxide increases.
C. The amount of methane increases.
D. The amount of oxygen increases.

Prompt:
Question: Which statement best describes the effect deforestation has on Earth's atmosphere?
A. The amount of water vapor increases.
B. The amount of carbon dioxide increases.
C. The amount of methane increases.
D. The amount of oxygen increases.
Answer:

Answer: 1

Question: Which statement best describes the effect deforestation has on Earth's atmosphere?

Choices:
1. The amount of oxygen increases.
2. The amount of methane increases.
3. The amount of water vapor increases.
4. The amount of carbon dioxide increases.

Prompt:
Question: Which statement best describes the effect deforestation has on Earth's atmosphere?
1. The amount of oxygen increases.
2. The amount of methane increases.
3. The amount of water vapor increases.
4. The amount of carbon dioxide increases.
Answer:

Answer: 3

Question: Which statement best describes the effect deforestation has on Earth's atmosphere?

Choices:
L. The amount of oxygen increases.
B. The amount of methane increases.
U. The amount of water vapor increases.
K. The amount of carbon dioxide increases.

Prompt:
Question: Which statement best describes the effect deforestation has on Earth's atmosphere?
L. The amount of oxygen increases.
B. The amount of methane increases.
U. The amount of water vapor increases.
K. The amount of carbon dioxide increases.
Answer:

Answer: 3

Question: Which statement best describes the effect deforestation has on Earth's atmosphere?

Choices:
L. The amount of water vapor increases.
B. The amount of carbon dioxide increases.
U. The amount of methane increases.
K. The amount of oxygen increases.

Prompt:
Question: Which statement best describes the effect deforestation has on Earth's atmosphere?
L. The amount of water vapor increases.
B. The amount of carbon dioxide increases.
U. The amount of methane increases.
K. The amount of oxygen increases.
Answer:

Answer: 1


Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's

Choices:
A. jet stream.
B. weather patterns.
C. magnetic patterns.
D. electrical discharges.

Prompt:
Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's
A. jet stream.
B. weather patterns.
C. magnetic patterns.
D. electrical discharges.
Answer:

Answer: 2

Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's

Choices:
A. weather patterns.
B. magnetic patterns.
C. jet stream.
D. electrical discharges.

Prompt:
Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's
A. weather patterns.
B. magnetic patterns.
C. jet stream.
D. electrical discharges.
Answer:

Answer: 1

Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's

Choices:
1. jet stream.
2. weather patterns.
3. magnetic patterns.
4. electrical discharges.

Prompt:
Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's
1. jet stream.
2. weather patterns.
3. magnetic patterns.
4. electrical discharges.
Answer:

Answer: 2

Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's

Choices:
U. jet stream.
F. weather patterns.
A. magnetic patterns.
Z. electrical discharges.

Prompt:
Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's
U. jet stream.
F. weather patterns.
A. magnetic patterns.
Z. electrical discharges.
Answer:

Answer: 2

Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's

Choices:
U. weather patterns.
F. magnetic patterns.
A. jet stream.
Z. electrical discharges.

Prompt:
Question: Many scientists think that when birds migrate to the same location each year, they find this location by using Earth's
U. weather patterns.
F. magnetic patterns.
A. jet stream.
Z. electrical discharges.
Answer:

Answer: 1


Question: Which form of energy do plants need to capture in order to perform photosynthesis?

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

Prompt:
Question: Which form of energy do plants need to capture in order to perform photosynthesis?
A. heat
B. solar
C. chemical
D. electrical
Answer:

Answer: 1

Question: Which form of energy do plants need to capture in order to perform photosynthesis?

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

Prompt:
Question: Which form of energy do plants need to capture in order to perform photosynthesis?
A. heat
B. electrical
C. chemical
D. solar
Answer:

Answer: 3

Question: Which form of energy do plants need to capture in order to perform photosynthesis?

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

Prompt:
Question: Which form of energy do plants need to capture in order to perform photosynthesis?
1. heat
2. solar
3. chemical
4. electrical
Answer:

Answer: 1

Question: Which form of energy do plants need to capture in order to perform photosynthesis?

Choices:
F. heat
A. solar
C. chemical
S. electrical

Prompt:
Question: Which form of energy do plants need to capture in order to perform photosynthesis?
F. heat
A. solar
C. chemical
S. electrical
Answer:

Answer: 1

Question: Which form of energy do plants need to capture in order to perform photosynthesis?

Choices:
F. heat
A. electrical
C. chemical
S. solar

Prompt:
Question: Which form of energy do plants need to capture in order to perform photosynthesis?
F. heat
A. electrical
C. chemical
S. solar
Answer:

Answer: 3


Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?

Choices:
A. gradual climate change
B. continued climate stability
C. sudden global climate change
D. gradual ecosystem succession

Prompt:
Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?
A. gradual climate change
B. continued climate stability
C. sudden global climate change
D. gradual ecosystem succession
Answer:

Answer: 2

Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?

Choices:
A. continued climate stability
B. gradual ecosystem succession
C. gradual climate change
D. sudden global climate change

Prompt:
Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?
A. continued climate stability
B. gradual ecosystem succession
C. gradual climate change
D. sudden global climate change
Answer:

Answer: 3

Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?

Choices:
1. gradual climate change
2. continued climate stability
3. sudden global climate change
4. gradual ecosystem succession

Prompt:
Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?
1. gradual climate change
2. continued climate stability
3. sudden global climate change
4. gradual ecosystem succession
Answer:

Answer: 2

Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?

Choices:
N. gradual climate change
C. continued climate stability
K. sudden global climate change
M. gradual ecosystem succession

Prompt:
Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?
N. gradual climate change
C. continued climate stability
K. sudden global climate change
M. gradual ecosystem succession
Answer:

Answer: 2

Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?

Choices:
N. continued climate stability
C. gradual ecosystem succession
K. gradual climate change
M. sudden global climate change

Prompt:
Question: A large number of species on Earth became extinct during a short time period about 65 million years ago. Based on this pattern of extinction, which is the most likely cause?
N. continued climate stability
C. gradual ecosystem succession
K. gradual climate change
M. sudden global climate change
Answer:

Answer: 3


Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?

Choices:
A. The relationship is competitive.
B. The relationship is cooperative.
C. The relationship is parasitic.
D. The relationship is predatory.

Prompt:
Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?
A. The relationship is competitive.
B. The relationship is cooperative.
C. The relationship is parasitic.
D. The relationship is predatory.
Answer:

Answer: 1

Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?

Choices:
A. The relationship is competitive.
B. The relationship is predatory.
C. The relationship is cooperative.
D. The relationship is parasitic.

Prompt:
Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?
A. The relationship is competitive.
B. The relationship is predatory.
C. The relationship is cooperative.
D. The relationship is parasitic.
Answer:

Answer: 2

Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?

Choices:
1. The relationship is competitive.
2. The relationship is cooperative.
3. The relationship is parasitic.
4. The relationship is predatory.

Prompt:
Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?
1. The relationship is competitive.
2. The relationship is cooperative.
3. The relationship is parasitic.
4. The relationship is predatory.
Answer:

Answer: 1

Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?

Choices:
P. The relationship is competitive.
Z. The relationship is cooperative.
J. The relationship is parasitic.
L. The relationship is predatory.

Prompt:
Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?
P. The relationship is competitive.
Z. The relationship is cooperative.
J. The relationship is parasitic.
L. The relationship is predatory.
Answer:

Answer: 1

Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?

Choices:
P. The relationship is competitive.
Z. The relationship is predatory.
J. The relationship is cooperative.
L. The relationship is parasitic.

Prompt:
Question: Sofia put a bat house in a tree in her yard. The bats ate mosquitos in Sofia's yard at night and roosted in the house during the day. Droppings from the bat house nourished the tree. What kind of relationship exists between Sofia, the bats, and the tree?
P. The relationship is competitive.
Z. The relationship is predatory.
J. The relationship is cooperative.
L. The relationship is parasitic.
Answer:

Answer: 2


Question: Which of the following is the most basic need for a plant?

Choices:
A. shade
B. heat
C. water
D. sand

Prompt:
Question: Which of the following is the most basic need for a plant?
A. shade
B. heat
C. water
D. sand
Answer:

Answer: 2

Question: Which of the following is the most basic need for a plant?

Choices:
A. water
B. sand
C. heat
D. shade

Prompt:
Question: Which of the following is the most basic need for a plant?
A. water
B. sand
C. heat
D. shade
Answer:

Question: Which of the following is the most basic need for a plant?

Choices:
1. shade
2. heat
3. water
4. sand

Prompt:
Question: Which of the following is the most basic need for a plant?
1. shade
2. heat
3. water
4. sand
Answer:

Answer: 2

Question: Which of the following is the most basic need for a plant?

Choices:
O. shade
W. heat
J. water
H. sand

Prompt:
Question: Which of the following is the most basic need for a plant?
O. shade
W. heat
J. water
H. sand
Answer:

Answer: 2

Question: Which of the following is the most basic need for a plant?

Choices:
O. water
W. sand
J. heat
H. shade

Prompt:
Question: Which of the following is the most basic need for a plant?
O. water
W. sand
J. heat
H. shade
Answer:


Question: A scientific article about the universe will most likely describe the universe as

Choices:
A. consisting of billions of galaxies.
B. being less than two billion years old.
C. containing approximately ten planets.
D. becoming smaller over time.

Prompt:
Question: A scientific article about the universe will most likely describe the universe as
A. consisting of billions of galaxies.
B. being less than two billion years old.
C. containing approximately ten planets.
D. becoming smaller over time.
Answer:

Question: A scientific article about the universe will most likely describe the universe as

Choices:
A. becoming smaller over time.
B. being less than two billion years old.
C. consisting of billions of galaxies.
D. containing approximately ten planets.

Prompt:
Question: A scientific article about the universe will most likely describe the universe as
A. becoming smaller over time.
B. being less than two billion years old.
C. consisting of billions of galaxies.
D. containing approximately ten planets.
Answer:

Answer: 2

Question: A scientific article about the universe will most likely describe the universe as

Choices:
1. consisting of billions of galaxies.
2. being less than two billion years old.
3. containing approximately ten planets.
4. becoming smaller over time.

Prompt:
Question: A scientific article about the universe will most likely describe the universe as
1. consisting of billions of galaxies.
2. being less than two billion years old.
3. containing approximately ten planets.
4. becoming smaller over time.
Answer:

Question: A scientific article about the universe will most likely describe the universe as

Choices:
N. consisting of billions of galaxies.
X. being less than two billion years old.
C. containing approximately ten planets.
L. becoming smaller over time.

Prompt:
Question: A scientific article about the universe will most likely describe the universe as
N. consisting of billions of galaxies.
X. being less than two billion years old.
C. containing approximately ten planets.
L. becoming smaller over time.
Answer:

Question: A scientific article about the universe will most likely describe the universe as

Choices:
N. becoming smaller over time.
X. being less than two billion years old.
C. consisting of billions of galaxies.
L. containing approximately ten planets.

Prompt:
Question: A scientific article about the universe will most likely describe the universe as
N. becoming smaller over time.
X. being less than two billion years old.
C. consisting of billions of galaxies.
L. containing approximately ten planets.
Answer:

Answer: 2


Question: Which tool would be most useful for observing the details of an insect's wings?

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

Prompt:
Question: Which tool would be most useful for observing the details of an insect's wings?
A. thermometer
B. balance
C. hand lens
D. graduated cylinder
Answer:

Answer: 2

Question: Which tool would be most useful for observing the details of an insect's wings?

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

Prompt:
Question: Which tool would be most useful for observing the details of an insect's wings?
A. balance
B. thermometer
C. graduated cylinder
D. hand lens
Answer:

Answer: 3

Question: Which tool would be most useful for observing the details of an insect's wings?

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

Prompt:
Question: Which tool would be most useful for observing the details of an insect's wings?
1. thermometer
2. balance
3. hand lens
4. graduated cylinder
Answer:

Answer: 2

Question: Which tool would be most useful for observing the details of an insect's wings?

Choices:
O. thermometer
Z. balance
K. hand lens
M. graduated cylinder

Prompt:
Question: Which tool would be most useful for observing the details of an insect's wings?
O. thermometer
Z. balance
K. hand lens
M. graduated cylinder
Answer:

Answer: 2

Question: Which tool would be most useful for observing the details of an insect's wings?

Choices:
O. balance
Z. thermometer
K. graduated cylinder
M. hand lens

Prompt:
Question: Which tool would be most useful for observing the details of an insect's wings?
O. balance
Z. thermometer
K. graduated cylinder
M. hand lens
Answer:

Answer: 3


Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?

Choices:
A. the block with the greatest density
B. the block with the lowest surface area
C. the block with the greatest specific heat
D. the block with the lowest thermal conductivity

Prompt:
Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?
A. the block with the greatest density
B. the block with the lowest surface area
C. the block with the greatest specific heat
D. the block with the lowest thermal conductivity
Answer:

Answer: 2

Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?

Choices:
A. the block with the lowest surface area
B. the block with the greatest specific heat
C. the block with the lowest thermal conductivity
D. the block with the greatest density

Prompt:
Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?
A. the block with the lowest surface area
B. the block with the greatest specific heat
C. the block with the lowest thermal conductivity
D. the block with the greatest density
Answer:

Answer: 1

Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?

Choices:
1. the block with the greatest density
2. the block with the lowest surface area
3. the block with the greatest specific heat
4. the block with the lowest thermal conductivity

Prompt:
Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?
1. the block with the greatest density
2. the block with the lowest surface area
3. the block with the greatest specific heat
4. the block with the lowest thermal conductivity
Answer:

Answer: 2

Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?

Choices:
K. the block with the greatest density
O. the block with the lowest surface area
H. the block with the greatest specific heat
B. the block with the lowest thermal conductivity

Prompt:
Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?
K. the block with the greatest density
O. the block with the lowest surface area
H. the block with the greatest specific heat
B. the block with the lowest thermal conductivity
Answer:

Answer: 2

Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?

Choices:
K. the block with the lowest surface area
O. the block with the greatest specific heat
H. the block with the lowest thermal conductivity
B. the block with the greatest density

Prompt:
Question: The instructions below outline the procedure for a demonstration. Materials: four 100 g metal blocks, each of a different metal four polystyrene foam cups, each containing 150 g of 10°C water Procedure: 1. Place the four cups of water next to each other on the lab bench. 2. Heat each block to a temperature of 60°C. 3. Place each heated block in a separate cup of 10°C water. 4. Measure the temperature change in each cup of water after 100 s. At the end of the demonstration, which block raised the temperature of the 10°C water the greatest amount?
K. the block with the lowest surface area
O. the block with the greatest specific heat
H. the block with the lowest thermal conductivity
B. the block with the greatest density
Answer:

Answer: 1


Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it

Choices:
A. swims faster.
B. has a larger body.
C. has a tougher scaly skin.
D. has a different food source.

Prompt:
Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it
A. swims faster.
B. has a larger body.
C. has a tougher scaly skin.
D. has a different food source.
Answer:

Answer: 3

Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it

Choices:
A. has a different food source.
B. swims faster.
C. has a larger body.
D. has a tougher scaly skin.

Prompt:
Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it
A. has a different food source.
B. swims faster.
C. has a larger body.
D. has a tougher scaly skin.
Answer:

Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it

Choices:
1. swims faster.
2. has a larger body.
3. has a tougher scaly skin.
4. has a different food source.

Prompt:
Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it
1. swims faster.
2. has a larger body.
3. has a tougher scaly skin.
4. has a different food source.
Answer:

Answer: 3

Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it

Choices:
K. swims faster.
H. has a larger body.
T. has a tougher scaly skin.
W. has a different food source.

Prompt:
Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it
K. swims faster.
H. has a larger body.
T. has a tougher scaly skin.
W. has a different food source.
Answer:

Answer: 3

Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it

Choices:
K. has a different food source.
H. swims faster.
T. has a larger body.
W. has a tougher scaly skin.

Prompt:
Question: On the Galapagos Islands, an iguana that lives in the water is most likely able to survive without competition from an iguana that lives on land because it
K. has a different food source.
H. swims faster.
T. has a larger body.
W. has a tougher scaly skin.
Answer:


Question: Which of these warms most of the air, water, and land on Earth?

Choices:
A. Coal
B. Electricity
C. Sunlight
D. Wind

Prompt:
Question: Which of these warms most of the air, water, and land on Earth?
A. Coal
B. Electricity
C. Sunlight
D. Wind
Answer:

Answer: 2

Question: Which of these warms most of the air, water, and land on Earth?

Choices:
A. Electricity
B. Sunlight
C. Coal
D. Wind

Prompt:
Question: Which of these warms most of the air, water, and land on Earth?
A. Electricity
B. Sunlight
C. Coal
D. Wind
Answer:

Answer: 1

Question: Which of these warms most of the air, water, and land on Earth?

Choices:
1. Coal
2. Electricity
3. Sunlight
4. Wind

Prompt:
Question: Which of these warms most of the air, water, and land on Earth?
1. Coal
2. Electricity
3. Sunlight
4. Wind
Answer:

Answer: 2

Question: Which of these warms most of the air, water, and land on Earth?

Choices:
E. Coal
J. Electricity
O. Sunlight
X. Wind

Prompt:
Question: Which of these warms most of the air, water, and land on Earth?
E. Coal
J. Electricity
O. Sunlight
X. Wind
Answer:

Answer: 2

Question: Which of these warms most of the air, water, and land on Earth?

Choices:
E. Electricity
J. Sunlight
O. Coal
X. Wind

Prompt:
Question: Which of these warms most of the air, water, and land on Earth?
E. Electricity
J. Sunlight
O. Coal
X. Wind
Answer:

Answer: 1


Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?

Choices:
A. area
B. mass
C. weight
D. volume

Prompt:
Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?
A. area
B. mass
C. weight
D. volume
Answer:

Answer: 1

Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?

Choices:
A. mass
B. weight
C. area
D. volume

Prompt:
Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?
A. mass
B. weight
C. area
D. volume
Answer:

Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?

Choices:
1. area
2. mass
3. weight
4. volume

Prompt:
Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?
1. area
2. mass
3. weight
4. volume
Answer:

Answer: 1

Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?

Choices:
V. area
K. mass
P. weight
R. volume

Prompt:
Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?
V. area
K. mass
P. weight
R. volume
Answer:

Answer: 1

Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?

Choices:
V. mass
K. weight
P. area
R. volume

Prompt:
Question: A teacher was discussing with the class that a bowling ball has more inertia than a basketball. Which physical property is most likely being compared?
V. mass
K. weight
P. area
R. volume
Answer:


Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?

Choices:
A. radiation
B. conduction
C. convection
D. insulation

Prompt:
Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?
A. radiation
B. conduction
C. convection
D. insulation
Answer:

Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?

Choices:
A. convection
B. conduction
C. insulation
D. radiation

Prompt:
Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?
A. convection
B. conduction
C. insulation
D. radiation
Answer:

Answer: 3

Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?

Choices:
1. radiation
2. conduction
3. convection
4. insulation

Prompt:
Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?
1. radiation
2. conduction
3. convection
4. insulation
Answer:

Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?

Choices:
I. radiation
R. conduction
X. convection
B. insulation

Prompt:
Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?
I. radiation
R. conduction
X. convection
B. insulation
Answer:

Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?

Choices:
I. convection
R. conduction
X. insulation
B. radiation

Prompt:
Question: A dark colored wall becomes warm when the Sun is shining on it. After the Sun sets, a person standing a meter away can feel warmth from the wall. How does heat transfer from the wall to the person?
I. convection
R. conduction
X. insulation
B. radiation
Answer:

Answer: 3


Question: During exercise, the cardiovascular system works together with the respiratory system to

Choices:
A. maintain blood pressure.
B. remove carbon dioxide.
C. produce red blood cells.
D. filter out waste products.

Prompt:
Question: During exercise, the cardiovascular system works together with the respiratory system to
A. maintain blood pressure.
B. remove carbon dioxide.
C. produce red blood cells.
D. filter out waste products.
Answer:

Answer: 1

Question: During exercise, the cardiovascular system works together with the respiratory system to

Choices:
A. produce red blood cells.
B. maintain blood pressure.
C. filter out waste products.
D. remove carbon dioxide.

Prompt:
Question: During exercise, the cardiovascular system works together with the respiratory system to
A. produce red blood cells.
B. maintain blood pressure.
C. filter out waste products.
D. remove carbon dioxide.
Answer:

Answer: 3

Question: During exercise, the cardiovascular system works together with the respiratory system to

Choices:
1. maintain blood pressure.
2. remove carbon dioxide.
3. produce red blood cells.
4. filter out waste products.

Prompt:
Question: During exercise, the cardiovascular system works together with the respiratory system to
1. maintain blood pressure.
2. remove carbon dioxide.
3. produce red blood cells.
4. filter out waste products.
Answer:

Answer: 1

Question: During exercise, the cardiovascular system works together with the respiratory system to

Choices:
G. maintain blood pressure.
F. remove carbon dioxide.
J. produce red blood cells.
C. filter out waste products.

Prompt:
Question: During exercise, the cardiovascular system works together with the respiratory system to
G. maintain blood pressure.
F. remove carbon dioxide.
J. produce red blood cells.
C. filter out waste products.
Answer:

Answer: 1

Question: During exercise, the cardiovascular system works together with the respiratory system to

Choices:
G. produce red blood cells.
F. maintain blood pressure.
J. filter out waste products.
C. remove carbon dioxide.

Prompt:
Question: During exercise, the cardiovascular system works together with the respiratory system to
G. produce red blood cells.
F. maintain blood pressure.
J. filter out waste products.
C. remove carbon dioxide.
Answer:

Answer: 3


Question: How does flipping a switch turn on a light?

Choices:
A. It creates a spark.
B. It breaks an electrical circuit.
C. It generates electricity.
D. It completes an electrical circuit.

Prompt:
Question: How does flipping a switch turn on a light?
A. It creates a spark.
B. It breaks an electrical circuit.
C. It generates electricity.
D. It completes an electrical circuit.
Answer:

Answer: 3

Question: How does flipping a switch turn on a light?

Choices:
A. It generates electricity.
B. It breaks an electrical circuit.
C. It completes an electrical circuit.
D. It creates a spark.

Prompt:
Question: How does flipping a switch turn on a light?
A. It generates electricity.
B. It breaks an electrical circuit.
C. It completes an electrical circuit.
D. It creates a spark.
Answer:

Answer: 2

Question: How does flipping a switch turn on a light?

Choices:
1. It creates a spark.
2. It breaks an electrical circuit.
3. It generates electricity.
4. It completes an electrical circuit.

Prompt:
Question: How does flipping a switch turn on a light?
1. It creates a spark.
2. It breaks an electrical circuit.
3. It generates electricity.
4. It completes an electrical circuit.
Answer:

Answer: 3

Question: How does flipping a switch turn on a light?

Choices:
Z. It creates a spark.
M. It breaks an electrical circuit.
L. It generates electricity.
R. It completes an electrical circuit.

Prompt:
Question: How does flipping a switch turn on a light?
Z. It creates a spark.
M. It breaks an electrical circuit.
L. It generates electricity.
R. It completes an electrical circuit.
Answer:

Answer: 3

Question: How does flipping a switch turn on a light?

Choices:
Z. It generates electricity.
M. It breaks an electrical circuit.
L. It completes an electrical circuit.
R. It creates a spark.

Prompt:
Question: How does flipping a switch turn on a light?
Z. It generates electricity.
M. It breaks an electrical circuit.
L. It completes an electrical circuit.
R. It creates a spark.
Answer:

Answer: 2


Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?

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

Prompt:
Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?
A. control
B. guidance
C. propulsion
D. suspension
Answer:

Answer: 1

Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?

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

Prompt:
Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?
A. guidance
B. control
C. propulsion
D. suspension
Answer:

Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?

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

Prompt:
Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?
1. control
2. guidance
3. propulsion
4. suspension
Answer:

Answer: 1

Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?

Choices:
X. control
Y. guidance
H. propulsion
D. suspension

Prompt:
Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?
X. control
Y. guidance
H. propulsion
D. suspension
Answer:

Answer: 1

Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?

Choices:
X. guidance
Y. control
H. propulsion
D. suspension

Prompt:
Question: A ship has a satellite communication device to identify the ship's position at sea. For which of the following activities is this device most likely used?
X. guidance
Y. control
H. propulsion
D. suspension
Answer:


Question: The purpose of thorns on a plant is most likely to

Choices:
A. help the plant to get moisture.
B. anchor the plant in the ground.
C. protect the plant from harm.
D. support the stems and branches.

Prompt:
Question: The purpose of thorns on a plant is most likely to
A. help the plant to get moisture.
B. anchor the plant in the ground.
C. protect the plant from harm.
D. support the stems and branches.
Answer:

Answer: 2

Question: The purpose of thorns on a plant is most likely to

Choices:
A. support the stems and branches.
B. protect the plant from harm.
C. anchor the plant in the ground.
D. help the plant to get moisture.

Prompt:
Question: The purpose of thorns on a plant is most likely to
A. support the stems and branches.
B. protect the plant from harm.
C. anchor the plant in the ground.
D. help the plant to get moisture.
Answer:

Answer: 1

Question: The purpose of thorns on a plant is most likely to

Choices:
1. help the plant to get moisture.
2. anchor the plant in the ground.
3. protect the plant from harm.
4. support the stems and branches.

Prompt:
Question: The purpose of thorns on a plant is most likely to
1. help the plant to get moisture.
2. anchor the plant in the ground.
3. protect the plant from harm.
4. support the stems and branches.
Answer:

Answer: 2

Question: The purpose of thorns on a plant is most likely to

Choices:
S. help the plant to get moisture.
D. anchor the plant in the ground.
O. protect the plant from harm.
F. support the stems and branches.

Prompt:
Question: The purpose of thorns on a plant is most likely to
S. help the plant to get moisture.
D. anchor the plant in the ground.
O. protect the plant from harm.
F. support the stems and branches.
Answer:

Answer: 2

Question: The purpose of thorns on a plant is most likely to

Choices:
S. support the stems and branches.
D. protect the plant from harm.
O. anchor the plant in the ground.
F. help the plant to get moisture.

Prompt:
Question: The purpose of thorns on a plant is most likely to
S. support the stems and branches.
D. protect the plant from harm.
O. anchor the plant in the ground.
F. help the plant to get moisture.
Answer:

Answer: 1


Question: Which of the following is best classified as a nonrenewable resource?

Choices:
A. Grass
B. Aluminum
C. Sunlight
D. Oxygen

Prompt:
Question: Which of the following is best classified as a nonrenewable resource?
A. Grass
B. Aluminum
C. Sunlight
D. Oxygen
Answer:

Answer: 1

Question: Which of the following is best classified as a nonrenewable resource?

Choices:
A. Sunlight
B. Oxygen
C. Grass
D. Aluminum

Prompt:
Question: Which of the following is best classified as a nonrenewable resource?
A. Sunlight
B. Oxygen
C. Grass
D. Aluminum
Answer:

Answer: 3

Question: Which of the following is best classified as a nonrenewable resource?

Choices:
1. Grass
2. Aluminum
3. Sunlight
4. Oxygen

Prompt:
Question: Which of the following is best classified as a nonrenewable resource?
1. Grass
2. Aluminum
3. Sunlight
4. Oxygen
Answer:

Answer: 1

Question: Which of the following is best classified as a nonrenewable resource?

Choices:
J. Grass
V. Aluminum
B. Sunlight
A. Oxygen

Prompt:
Question: Which of the following is best classified as a nonrenewable resource?
J. Grass
V. Aluminum
B. Sunlight
A. Oxygen
Answer:

Answer: 1

Question: Which of the following is best classified as a nonrenewable resource?

Choices:
J. Sunlight
V. Oxygen
B. Grass
A. Aluminum

Prompt:
Question: Which of the following is best classified as a nonrenewable resource?
J. Sunlight
V. Oxygen
B. Grass
A. Aluminum
Answer:

Answer: 3


Question: Which of these are the deepest parts of the ocean?

Choices:
A. Continental shelves
B. Continental slopes
C. Ocean trenches
D. Abyssal plains

Prompt:
Question: Which of these are the deepest parts of the ocean?
A. Continental shelves
B. Continental slopes
C. Ocean trenches
D. Abyssal plains
Answer:

Answer: 2

Question: Which of these are the deepest parts of the ocean?

Choices:
A. Continental slopes
B. Abyssal plains
C. Continental shelves
D. Ocean trenches

Prompt:
Question: Which of these are the deepest parts of the ocean?
A. Continental slopes
B. Abyssal plains
C. Continental shelves
D. Ocean trenches
Answer:

Answer: 3

Question: Which of these are the deepest parts of the ocean?

Choices:
1. Continental shelves
2. Continental slopes
3. Ocean trenches
4. Abyssal plains

Prompt:
Question: Which of these are the deepest parts of the ocean?
1. Continental shelves
2. Continental slopes
3. Ocean trenches
4. Abyssal plains
Answer:

Answer: 2

Question: Which of these are the deepest parts of the ocean?

Choices:
O. Continental shelves
M. Continental slopes
T. Ocean trenches
S. Abyssal plains

Prompt:
Question: Which of these are the deepest parts of the ocean?
O. Continental shelves
M. Continental slopes
T. Ocean trenches
S. Abyssal plains
Answer:

Answer: 2

Question: Which of these are the deepest parts of the ocean?

Choices:
O. Continental slopes
M. Abyssal plains
T. Continental shelves
S. Ocean trenches

Prompt:
Question: Which of these are the deepest parts of the ocean?
O. Continental slopes
M. Abyssal plains
T. Continental shelves
S. Ocean trenches
Answer:

Answer: 3


Question: Which human body system forms a barrier between internal body structures and the external environment?

Choices:
A. nervous
B. digestive
C. circulatory
D. integumentary

Prompt:
Question: Which human body system forms a barrier between internal body structures and the external environment?
A. nervous
B. digestive
C. circulatory
D. integumentary
Answer:

Answer: 3

Question: Which human body system forms a barrier between internal body structures and the external environment?

Choices:
A. integumentary
B. nervous
C. digestive
D. circulatory

Prompt:
Question: Which human body system forms a barrier between internal body structures and the external environment?
A. integumentary
B. nervous
C. digestive
D. circulatory
Answer:

Question: Which human body system forms a barrier between internal body structures and the external environment?

Choices:
1. nervous
2. digestive
3. circulatory
4. integumentary

Prompt:
Question: Which human body system forms a barrier between internal body structures and the external environment?
1. nervous
2. digestive
3. circulatory
4. integumentary
Answer:

Answer: 3

Question: Which human body system forms a barrier between internal body structures and the external environment?

Choices:
V. nervous
L. digestive
X. circulatory
P. integumentary

Prompt:
Question: Which human body system forms a barrier between internal body structures and the external environment?
V. nervous
L. digestive
X. circulatory
P. integumentary
Answer:

Answer: 3

Question: Which human body system forms a barrier between internal body structures and the external environment?

Choices:
V. integumentary
L. nervous
X. digestive
P. circulatory

Prompt:
Question: Which human body system forms a barrier between internal body structures and the external environment?
V. integumentary
L. nervous
X. digestive
P. circulatory
Answer:


Question: Decaying plants and animals are important to an ecosystem because they

Choices:
A. cause disease in living organisms.
B. reduce soil erosion.
C. recycle oxygen to the air.
D. return nutrients to the soil.

Prompt:
Question: Decaying plants and animals are important to an ecosystem because they
A. cause disease in living organisms.
B. reduce soil erosion.
C. recycle oxygen to the air.
D. return nutrients to the soil.
Answer:

Answer: 3

Question: Decaying plants and animals are important to an ecosystem because they

Choices:
A. reduce soil erosion.
B. recycle oxygen to the air.
C. return nutrients to the soil.
D. cause disease in living organisms.

Prompt:
Question: Decaying plants and animals are important to an ecosystem because they
A. reduce soil erosion.
B. recycle oxygen to the air.
C. return nutrients to the soil.
D. cause disease in living organisms.
Answer:

Answer: 2

Question: Decaying plants and animals are important to an ecosystem because they

Choices:
1. cause disease in living organisms.
2. reduce soil erosion.
3. recycle oxygen to the air.
4. return nutrients to the soil.

Prompt:
Question: Decaying plants and animals are important to an ecosystem because they
1. cause disease in living organisms.
2. reduce soil erosion.
3. recycle oxygen to the air.
4. return nutrients to the soil.
Answer:

Answer: 3

Question: Decaying plants and animals are important to an ecosystem because they

Choices:
B. cause disease in living organisms.
O. reduce soil erosion.
Z. recycle oxygen to the air.
U. return nutrients to the soil.

Prompt:
Question: Decaying plants and animals are important to an ecosystem because they
B. cause disease in living organisms.
O. reduce soil erosion.
Z. recycle oxygen to the air.
U. return nutrients to the soil.
Answer:

Answer: 3

Question: Decaying plants and animals are important to an ecosystem because they

Choices:
B. reduce soil erosion.
O. recycle oxygen to the air.
Z. return nutrients to the soil.
U. cause disease in living organisms.

Prompt:
Question: Decaying plants and animals are important to an ecosystem because they
B. reduce soil erosion.
O. recycle oxygen to the air.
Z. return nutrients to the soil.
U. cause disease in living organisms.
Answer:

Answer: 2


Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?

Choices:
A. plant growth
B. beach erosion
C. dissolving rock
D. falling water

Prompt:
Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?
A. plant growth
B. beach erosion
C. dissolving rock
D. falling water
Answer:

Answer: 1

Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?

Choices:
A. dissolving rock
B. plant growth
C. falling water
D. beach erosion

Prompt:
Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?
A. dissolving rock
B. plant growth
C. falling water
D. beach erosion
Answer:

Answer: 3

Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?

Choices:
1. plant growth
2. beach erosion
3. dissolving rock
4. falling water

Prompt:
Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?
1. plant growth
2. beach erosion
3. dissolving rock
4. falling water
Answer:

Answer: 1

Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?

Choices:
J. plant growth
Y. beach erosion
O. dissolving rock
Z. falling water

Prompt:
Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?
J. plant growth
Y. beach erosion
O. dissolving rock
Z. falling water
Answer:

Answer: 1

Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?

Choices:
J. dissolving rock
Y. plant growth
O. falling water
Z. beach erosion

Prompt:
Question: The area of a small ocean island is slowly shrinking. This is most likely the result of which occurrence?
J. dissolving rock
Y. plant growth
O. falling water
Z. beach erosion
Answer:

Answer: 3


Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?

Choices:
A. a decrease in air temperature
B. the appearance of shooting stars
C. an decrease in atmospheric ozone
D. the appearance of the Northern Lights

Prompt:
Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?
A. a decrease in air temperature
B. the appearance of shooting stars
C. an decrease in atmospheric ozone
D. the appearance of the Northern Lights
Answer:

Answer: 1

Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?

Choices:
A. an decrease in atmospheric ozone
B. the appearance of the Northern Lights
C. a decrease in air temperature
D. the appearance of shooting stars

Prompt:
Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?
A. an decrease in atmospheric ozone
B. the appearance of the Northern Lights
C. a decrease in air temperature
D. the appearance of shooting stars
Answer:

Answer: 3

Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?

Choices:
1. a decrease in air temperature
2. the appearance of shooting stars
3. an decrease in atmospheric ozone
4. the appearance of the Northern Lights

Prompt:
Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?
1. a decrease in air temperature
2. the appearance of shooting stars
3. an decrease in atmospheric ozone
4. the appearance of the Northern Lights
Answer:

Answer: 1

Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?

Choices:
K. a decrease in air temperature
V. the appearance of shooting stars
X. an decrease in atmospheric ozone
B. the appearance of the Northern Lights

Prompt:
Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?
K. a decrease in air temperature
V. the appearance of shooting stars
X. an decrease in atmospheric ozone
B. the appearance of the Northern Lights
Answer:

Answer: 1

Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?

Choices:
K. an decrease in atmospheric ozone
V. the appearance of the Northern Lights
X. a decrease in air temperature
B. the appearance of shooting stars

Prompt:
Question: Which of these will most likely result from small meteoroids entering the atmosphere of Earth?
K. an decrease in atmospheric ozone
V. the appearance of the Northern Lights
X. a decrease in air temperature
B. the appearance of shooting stars
Answer:

Answer: 3


Question: A main advantage to organisms that reproduce sexually is

Choices:
A. being able to conserve energy.
B. having large numbers of offspring.
C. greater genetic diversity.
D. longer life spans.

Prompt:
Question: A main advantage to organisms that reproduce sexually is
A. being able to conserve energy.
B. having large numbers of offspring.
C. greater genetic diversity.
D. longer life spans.
Answer:

Answer: 2

Question: A main advantage to organisms that reproduce sexually is

Choices:
A. being able to conserve energy.
B. greater genetic diversity.
C. having large numbers of offspring.
D. longer life spans.

Prompt:
Question: A main advantage to organisms that reproduce sexually is
A. being able to conserve energy.
B. greater genetic diversity.
C. having large numbers of offspring.
D. longer life spans.
Answer:

Answer: 1

Question: A main advantage to organisms that reproduce sexually is

Choices:
1. being able to conserve energy.
2. having large numbers of offspring.
3. greater genetic diversity.
4. longer life spans.

Prompt:
Question: A main advantage to organisms that reproduce sexually is
1. being able to conserve energy.
2. having large numbers of offspring.
3. greater genetic diversity.
4. longer life spans.
Answer:

Answer: 2

Question: A main advantage to organisms that reproduce sexually is

Choices:
M. being able to conserve energy.
I. having large numbers of offspring.
W. greater genetic diversity.
K. longer life spans.

Prompt:
Question: A main advantage to organisms that reproduce sexually is
M. being able to conserve energy.
I. having large numbers of offspring.
W. greater genetic diversity.
K. longer life spans.
Answer:

Answer: 2

Question: A main advantage to organisms that reproduce sexually is

Choices:
M. being able to conserve energy.
I. greater genetic diversity.
W. having large numbers of offspring.
K. longer life spans.

Prompt:
Question: A main advantage to organisms that reproduce sexually is
M. being able to conserve energy.
I. greater genetic diversity.
W. having large numbers of offspring.
K. longer life spans.
Answer:

Answer: 1


Question: A pan containing hot water is left on the counter and becomes cool mainly due to

Choices:
A. water molecules moving apart.
B. cold air penetrating the hot water.
C. heat from the water moving into the cooler air.
D. hot water reacting with the metal pan.

Prompt:
Question: A pan containing hot water is left on the counter and becomes cool mainly due to
A. water molecules moving apart.
B. cold air penetrating the hot water.
C. heat from the water moving into the cooler air.
D. hot water reacting with the metal pan.
Answer:

Answer: 2

Question: A pan containing hot water is left on the counter and becomes cool mainly due to

Choices:
A. cold air penetrating the hot water.
B. hot water reacting with the metal pan.
C. water molecules moving apart.
D. heat from the water moving into the cooler air.

Prompt:
Question: A pan containing hot water is left on the counter and becomes cool mainly due to
A. cold air penetrating the hot water.
B. hot water reacting with the metal pan.
C. water molecules moving apart.
D. heat from the water moving into the cooler air.
Answer:

Answer: 3

Question: A pan containing hot water is left on the counter and becomes cool mainly due to

Choices:
1. water molecules moving apart.
2. cold air penetrating the hot water.
3. heat from the water moving into the cooler air.
4. hot water reacting with the metal pan.

Prompt:
Question: A pan containing hot water is left on the counter and becomes cool mainly due to
1. water molecules moving apart.
2. cold air penetrating the hot water.
3. heat from the water moving into the cooler air.
4. hot water reacting with the metal pan.
Answer:

Answer: 2

Question: A pan containing hot water is left on the counter and becomes cool mainly due to

Choices:
D. water molecules moving apart.
S. cold air penetrating the hot water.
W. heat from the water moving into the cooler air.
P. hot water reacting with the metal pan.

Prompt:
Question: A pan containing hot water is left on the counter and becomes cool mainly due to
D. water molecules moving apart.
S. cold air penetrating the hot water.
W. heat from the water moving into the cooler air.
P. hot water reacting with the metal pan.
Answer:

Answer: 2

Question: A pan containing hot water is left on the counter and becomes cool mainly due to

Choices:
D. cold air penetrating the hot water.
S. hot water reacting with the metal pan.
W. water molecules moving apart.
P. heat from the water moving into the cooler air.

Prompt:
Question: A pan containing hot water is left on the counter and becomes cool mainly due to
D. cold air penetrating the hot water.
S. hot water reacting with the metal pan.
W. water molecules moving apart.
P. heat from the water moving into the cooler air.
Answer:

Answer: 3


Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?

Choices:
A. The breath mint was less soluble than the toothpaste.
B. The breath mint was more soluble than the toothpaste.
C. The breath mint had a lower density than the toothpaste.
D. The breath mint had a greater density than the toothpaste.

Prompt:
Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?
A. The breath mint was less soluble than the toothpaste.
B. The breath mint was more soluble than the toothpaste.
C. The breath mint had a lower density than the toothpaste.
D. The breath mint had a greater density than the toothpaste.
Answer:

Answer: 1

Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?

Choices:
A. The breath mint was more soluble than the toothpaste.
B. The breath mint had a lower density than the toothpaste.
C. The breath mint was less soluble than the toothpaste.
D. The breath mint had a greater density than the toothpaste.

Prompt:
Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?
A. The breath mint was more soluble than the toothpaste.
B. The breath mint had a lower density than the toothpaste.
C. The breath mint was less soluble than the toothpaste.
D. The breath mint had a greater density than the toothpaste.
Answer:

Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?

Choices:
1. The breath mint was less soluble than the toothpaste.
2. The breath mint was more soluble than the toothpaste.
3. The breath mint had a lower density than the toothpaste.
4. The breath mint had a greater density than the toothpaste.

Prompt:
Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?
1. The breath mint was less soluble than the toothpaste.
2. The breath mint was more soluble than the toothpaste.
3. The breath mint had a lower density than the toothpaste.
4. The breath mint had a greater density than the toothpaste.
Answer:

Answer: 1

Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?

Choices:
Q. The breath mint was less soluble than the toothpaste.
Y. The breath mint was more soluble than the toothpaste.
K. The breath mint had a lower density than the toothpaste.
O. The breath mint had a greater density than the toothpaste.

Prompt:
Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?
Q. The breath mint was less soluble than the toothpaste.
Y. The breath mint was more soluble than the toothpaste.
K. The breath mint had a lower density than the toothpaste.
O. The breath mint had a greater density than the toothpaste.
Answer:

Answer: 1

Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?

Choices:
Q. The breath mint was more soluble than the toothpaste.
Y. The breath mint had a lower density than the toothpaste.
K. The breath mint was less soluble than the toothpaste.
O. The breath mint had a greater density than the toothpaste.

Prompt:
Question: James placed a breath mint and a lump of toothpaste in a cup of water and let it sit overnight. Which statement best explains why the breath mint was gone the following morning, but the toothpaste was still at the bottom of the cup?
Q. The breath mint was more soluble than the toothpaste.
Y. The breath mint had a lower density than the toothpaste.
K. The breath mint was less soluble than the toothpaste.
O. The breath mint had a greater density than the toothpaste.
Answer:


Question: Which is an inherited characteristic on a horse?

Choices:
A. a long mane
B. a steel shoe
C. a missing tooth
D. a bruised leg

Prompt:
Question: Which is an inherited characteristic on a horse?
A. a long mane
B. a steel shoe
C. a missing tooth
D. a bruised leg
Answer:

Question: Which is an inherited characteristic on a horse?

Choices:
A. a steel shoe
B. a missing tooth
C. a bruised leg
D. a long mane

Prompt:
Question: Which is an inherited characteristic on a horse?
A. a steel shoe
B. a missing tooth
C. a bruised leg
D. a long mane
Answer:

Answer: 3

Question: Which is an inherited characteristic on a horse?

Choices:
1. a long mane
2. a steel shoe
3. a missing tooth
4. a bruised leg

Prompt:
Question: Which is an inherited characteristic on a horse?
1. a long mane
2. a steel shoe
3. a missing tooth
4. a bruised leg
Answer:

Question: Which is an inherited characteristic on a horse?

Choices:
E. a long mane
K. a steel shoe
F. a missing tooth
G. a bruised leg

Prompt:
Question: Which is an inherited characteristic on a horse?
E. a long mane
K. a steel shoe
F. a missing tooth
G. a bruised leg
Answer:

Question: Which is an inherited characteristic on a horse?

Choices:
E. a steel shoe
K. a missing tooth
F. a bruised leg
G. a long mane

Prompt:
Question: Which is an inherited characteristic on a horse?
E. a steel shoe
K. a missing tooth
F. a bruised leg
G. a long mane
Answer:

Answer: 3


Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished

Choices:
A. metals
B. nonmetals
C. elements
D. compounds

Prompt:
Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished
A. metals
B. nonmetals
C. elements
D. compounds
Answer:

Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished

Choices:
A. elements
B. metals
C. nonmetals
D. compounds

Prompt:
Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished
A. elements
B. metals
C. nonmetals
D. compounds
Answer:

Answer: 1

Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished

Choices:
1. metals
2. nonmetals
3. elements
4. compounds

Prompt:
Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished
1. metals
2. nonmetals
3. elements
4. compounds
Answer:

Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished

Choices:
H. metals
Y. nonmetals
I. elements
Q. compounds

Prompt:
Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished
H. metals
Y. nonmetals
I. elements
Q. compounds
Answer:

Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished

Choices:
H. elements
Y. metals
I. nonmetals
Q. compounds

Prompt:
Question: Scientists classify matter into various groups. Which group is typically described by the characteristics listed below? • usually solid at room temperature • can be bent or changed in shape without breaking • show a shiny luster when scratched or polished
H. elements
Y. metals
I. nonmetals
Q. compounds
Answer:

Answer: 1


Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?

Choices:
A. air
B. glass
C. metal
D. water

Prompt:
Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?
A. air
B. glass
C. metal
D. water
Answer:

Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?

Choices:
A. water
B. metal
C. air
D. glass

Prompt:
Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?
A. water
B. metal
C. air
D. glass
Answer:

Answer: 2

Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?

Choices:
1. air
2. glass
3. metal
4. water

Prompt:
Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?
1. air
2. glass
3. metal
4. water
Answer:

Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?

Choices:
W. air
F. glass
N. metal
X. water

Prompt:
Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?
W. air
F. glass
N. metal
X. water
Answer:

Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?

Choices:
W. water
F. metal
N. air
X. glass

Prompt:
Question: Sound waves travel the fastest through dense materials. Through which of these would sound waves travel the SLOWEST?
W. water
F. metal
N. air
X. glass
Answer:

Answer: 2


Question: A student dissolves a spoonful of sugar in a glass of water and makes a

Choices:
A. solute.
B. solvent.
C. solution.
D. suspension.

Prompt:
Question: A student dissolves a spoonful of sugar in a glass of water and makes a
A. solute.
B. solvent.
C. solution.
D. suspension.
Answer:

Answer: 2

Question: A student dissolves a spoonful of sugar in a glass of water and makes a

Choices:
A. solution.
B. solute.
C. suspension.
D. solvent.

Prompt:
Question: A student dissolves a spoonful of sugar in a glass of water and makes a
A. solution.
B. solute.
C. suspension.
D. solvent.
Answer:

Question: A student dissolves a spoonful of sugar in a glass of water and makes a

Choices:
1. solute.
2. solvent.
3. solution.
4. suspension.

Prompt:
Question: A student dissolves a spoonful of sugar in a glass of water and makes a
1. solute.
2. solvent.
3. solution.
4. suspension.
Answer:

Answer: 2

Question: A student dissolves a spoonful of sugar in a glass of water and makes a

Choices:
L. solute.
N. solvent.
F. solution.
R. suspension.

Prompt:
Question: A student dissolves a spoonful of sugar in a glass of water and makes a
L. solute.
N. solvent.
F. solution.
R. suspension.
Answer:

Answer: 2

Question: A student dissolves a spoonful of sugar in a glass of water and makes a

Choices:
L. solution.
N. solute.
F. suspension.
R. solvent.

Prompt:
Question: A student dissolves a spoonful of sugar in a glass of water and makes a
L. solution.
N. solute.
F. suspension.
R. solvent.
Answer:


Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?

Choices:
A. Trees absorb these gases.
B. Global temperatures are rising.
C. Many variables affect global temperatures.
D. Many human activities produce these gases.

Prompt:
Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?
A. Trees absorb these gases.
B. Global temperatures are rising.
C. Many variables affect global temperatures.
D. Many human activities produce these gases.
Answer:

Answer: 2

Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?

Choices:
A. Global temperatures are rising.
B. Trees absorb these gases.
C. Many human activities produce these gases.
D. Many variables affect global temperatures.

Prompt:
Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?
A. Global temperatures are rising.
B. Trees absorb these gases.
C. Many human activities produce these gases.
D. Many variables affect global temperatures.
Answer:

Answer: 3

Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?

Choices:
1. Trees absorb these gases.
2. Global temperatures are rising.
3. Many variables affect global temperatures.
4. Many human activities produce these gases.

Prompt:
Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?
1. Trees absorb these gases.
2. Global temperatures are rising.
3. Many variables affect global temperatures.
4. Many human activities produce these gases.
Answer:

Answer: 2

Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?

Choices:
A. Trees absorb these gases.
R. Global temperatures are rising.
E. Many variables affect global temperatures.
G. Many human activities produce these gases.

Prompt:
Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?
A. Trees absorb these gases.
R. Global temperatures are rising.
E. Many variables affect global temperatures.
G. Many human activities produce these gases.
Answer:

Answer: 2

Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?

Choices:
A. Global temperatures are rising.
R. Trees absorb these gases.
E. Many human activities produce these gases.
G. Many variables affect global temperatures.

Prompt:
Question: Many scientists are convinced that an increase of certain gases in the atmosphere is affecting global temperatures. What makes this hypothesis difficult to prove?
A. Global temperatures are rising.
R. Trees absorb these gases.
E. Many human activities produce these gases.
G. Many variables affect global temperatures.
Answer:

Answer: 3


Question: How can the rate of an infectious disease be drastically reduced?

Choices:
A. by taking medication daily
B. by preventing transmission between people
C. by wearing clean clothing daily
D. by performing dental hygiene three times each day

Prompt:
Question: How can the rate of an infectious disease be drastically reduced?
A. by taking medication daily
B. by preventing transmission between people
C. by wearing clean clothing daily
D. by performing dental hygiene three times each day
Answer:

Answer: 1

Question: How can the rate of an infectious disease be drastically reduced?

Choices:
A. by taking medication daily
B. by wearing clean clothing daily
C. by performing dental hygiene three times each day
D. by preventing transmission between people

Prompt:
Question: How can the rate of an infectious disease be drastically reduced?
A. by taking medication daily
B. by wearing clean clothing daily
C. by performing dental hygiene three times each day
D. by preventing transmission between people
Answer:

Answer: 3

Question: How can the rate of an infectious disease be drastically reduced?

Choices:
1. by taking medication daily
2. by preventing transmission between people
3. by wearing clean clothing daily
4. by performing dental hygiene three times each day

Prompt:
Question: How can the rate of an infectious disease be drastically reduced?
1. by taking medication daily
2. by preventing transmission between people
3. by wearing clean clothing daily
4. by performing dental hygiene three times each day
Answer:

Answer: 1

Question: How can the rate of an infectious disease be drastically reduced?

Choices:
M. by taking medication daily
G. by preventing transmission between people
R. by wearing clean clothing daily
Y. by performing dental hygiene three times each day

Prompt:
Question: How can the rate of an infectious disease be drastically reduced?
M. by taking medication daily
G. by preventing transmission between people
R. by wearing clean clothing daily
Y. by performing dental hygiene three times each day
Answer:

Answer: 1

Question: How can the rate of an infectious disease be drastically reduced?

Choices:
M. by taking medication daily
G. by wearing clean clothing daily
R. by performing dental hygiene three times each day
Y. by preventing transmission between people

Prompt:
Question: How can the rate of an infectious disease be drastically reduced?
M. by taking medication daily
G. by wearing clean clothing daily
R. by performing dental hygiene three times each day
Y. by preventing transmission between people
Answer:

Answer: 3


Question: Which is needed to determine the amount of gravitational force between two objects?

Choices:
A. weight and time
B. distance and mass
C. volume and mass
D. area and weight

Prompt:
Question: Which is needed to determine the amount of gravitational force between two objects?
A. weight and time
B. distance and mass
C. volume and mass
D. area and weight
Answer:

Answer: 1

Question: Which is needed to determine the amount of gravitational force between two objects?

Choices:
A. distance and mass
B. volume and mass
C. area and weight
D. weight and time

Prompt:
Question: Which is needed to determine the amount of gravitational force between two objects?
A. distance and mass
B. volume and mass
C. area and weight
D. weight and time
Answer:

Question: Which is needed to determine the amount of gravitational force between two objects?

Choices:
1. weight and time
2. distance and mass
3. volume and mass
4. area and weight

Prompt:
Question: Which is needed to determine the amount of gravitational force between two objects?
1. weight and time
2. distance and mass
3. volume and mass
4. area and weight
Answer:

Answer: 1

Question: Which is needed to determine the amount of gravitational force between two objects?

Choices:
K. weight and time
F. distance and mass
U. volume and mass
J. area and weight

Prompt:
Question: Which is needed to determine the amount of gravitational force between two objects?
K. weight and time
F. distance and mass
U. volume and mass
J. area and weight
Answer:

Answer: 1

Question: Which is needed to determine the amount of gravitational force between two objects?

Choices:
K. distance and mass
F. volume and mass
U. area and weight
J. weight and time

Prompt:
Question: Which is needed to determine the amount of gravitational force between two objects?
K. distance and mass
F. volume and mass
U. area and weight
J. weight and time
Answer:


Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?

Choices:
A. balance
B. thermometer
C. meter stick
D. graduated cylinder

Prompt:
Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?
A. balance
B. thermometer
C. meter stick
D. graduated cylinder
Answer:

Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?

Choices:
A. thermometer
B. graduated cylinder
C. meter stick
D. balance

Prompt:
Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?
A. thermometer
B. graduated cylinder
C. meter stick
D. balance
Answer:

Answer: 3

Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?

Choices:
1. balance
2. thermometer
3. meter stick
4. graduated cylinder

Prompt:
Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?
1. balance
2. thermometer
3. meter stick
4. graduated cylinder
Answer:

Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?

Choices:
Y. balance
Q. thermometer
B. meter stick
I. graduated cylinder

Prompt:
Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?
Y. balance
Q. thermometer
B. meter stick
I. graduated cylinder
Answer:

Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?

Choices:
Y. thermometer
Q. graduated cylinder
B. meter stick
I. balance

Prompt:
Question: Which tool, when properly used, would best help a student classify a basket of apples into groups based on mass?
Y. thermometer
Q. graduated cylinder
B. meter stick
I. balance
Answer:

Answer: 3


Question: Ice cubes are an example of which form of water?

Choices:
A. Gas
B. Liquid
C. Solid
D. Natural

Prompt:
Question: Ice cubes are an example of which form of water?
A. Gas
B. Liquid
C. Solid
D. Natural
Answer:

Answer: 2

Question: Ice cubes are an example of which form of water?

Choices:
A. Solid
B. Gas
C. Natural
D. Liquid

Prompt:
Question: Ice cubes are an example of which form of water?
A. Solid
B. Gas
C. Natural
D. Liquid
Answer:

Question: Ice cubes are an example of which form of water?

Choices:
1. Gas
2. Liquid
3. Solid
4. Natural

Prompt:
Question: Ice cubes are an example of which form of water?
1. Gas
2. Liquid
3. Solid
4. Natural
Answer:

Answer: 2

Question: Ice cubes are an example of which form of water?

Choices:
W. Gas
E. Liquid
P. Solid
H. Natural

Prompt:
Question: Ice cubes are an example of which form of water?
W. Gas
E. Liquid
P. Solid
H. Natural
Answer:

Answer: 2

Question: Ice cubes are an example of which form of water?

Choices:
W. Solid
E. Gas
P. Natural
H. Liquid

Prompt:
Question: Ice cubes are an example of which form of water?
W. Solid
E. Gas
P. Natural
H. Liquid
Answer:


Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?

Choices:
A. Epithelium provides a rigid shell to prevent punctures.
B. Epithelium has capillaries to resist iron deficiency.
C. Epithelium insulates the vertebrate from hypothermia.
D. Epithelium prevents dehydration in vertebrates.

Prompt:
Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?
A. Epithelium provides a rigid shell to prevent punctures.
B. Epithelium has capillaries to resist iron deficiency.
C. Epithelium insulates the vertebrate from hypothermia.
D. Epithelium prevents dehydration in vertebrates.
Answer:

Answer: 3

Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?

Choices:
A. Epithelium prevents dehydration in vertebrates.
B. Epithelium provides a rigid shell to prevent punctures.
C. Epithelium insulates the vertebrate from hypothermia.
D. Epithelium has capillaries to resist iron deficiency.

Prompt:
Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?
A. Epithelium prevents dehydration in vertebrates.
B. Epithelium provides a rigid shell to prevent punctures.
C. Epithelium insulates the vertebrate from hypothermia.
D. Epithelium has capillaries to resist iron deficiency.
Answer:

Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?

Choices:
1. Epithelium provides a rigid shell to prevent punctures.
2. Epithelium has capillaries to resist iron deficiency.
3. Epithelium insulates the vertebrate from hypothermia.
4. Epithelium prevents dehydration in vertebrates.

Prompt:
Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?
1. Epithelium provides a rigid shell to prevent punctures.
2. Epithelium has capillaries to resist iron deficiency.
3. Epithelium insulates the vertebrate from hypothermia.
4. Epithelium prevents dehydration in vertebrates.
Answer:

Answer: 3

Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?

Choices:
T. Epithelium provides a rigid shell to prevent punctures.
E. Epithelium has capillaries to resist iron deficiency.
C. Epithelium insulates the vertebrate from hypothermia.
Z. Epithelium prevents dehydration in vertebrates.

Prompt:
Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?
T. Epithelium provides a rigid shell to prevent punctures.
E. Epithelium has capillaries to resist iron deficiency.
C. Epithelium insulates the vertebrate from hypothermia.
Z. Epithelium prevents dehydration in vertebrates.
Answer:

Answer: 3

Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?

Choices:
T. Epithelium prevents dehydration in vertebrates.
E. Epithelium provides a rigid shell to prevent punctures.
C. Epithelium insulates the vertebrate from hypothermia.
Z. Epithelium has capillaries to resist iron deficiency.

Prompt:
Question: Which explains how the epithelium offers protection to land-dwelling vertebrates?
T. Epithelium prevents dehydration in vertebrates.
E. Epithelium provides a rigid shell to prevent punctures.
C. Epithelium insulates the vertebrate from hypothermia.
Z. Epithelium has capillaries to resist iron deficiency.
Answer:


Question: Which is the most likely way a scientist collects data during an experiment?

Choices:
A. calculator
B. graphs
C. observations
D. computer

Prompt:
Question: Which is the most likely way a scientist collects data during an experiment?
A. calculator
B. graphs
C. observations
D. computer
Answer:

Answer: 2

Question: Which is the most likely way a scientist collects data during an experiment?

Choices:
A. observations
B. calculator
C. graphs
D. computer

Prompt:
Question: Which is the most likely way a scientist collects data during an experiment?
A. observations
B. calculator
C. graphs
D. computer
Answer:

Question: Which is the most likely way a scientist collects data during an experiment?

Choices:
1. calculator
2. graphs
3. observations
4. computer

Prompt:
Question: Which is the most likely way a scientist collects data during an experiment?
1. calculator
2. graphs
3. observations
4. computer
Answer:

Answer: 2

Question: Which is the most likely way a scientist collects data during an experiment?

Choices:
V. calculator
O. graphs
M. observations
N. computer

Prompt:
Question: Which is the most likely way a scientist collects data during an experiment?
V. calculator
O. graphs
M. observations
N. computer
Answer:

Answer: 2

Question: Which is the most likely way a scientist collects data during an experiment?

Choices:
V. observations
O. calculator
M. graphs
N. computer

Prompt:
Question: Which is the most likely way a scientist collects data during an experiment?
V. observations
O. calculator
M. graphs
N. computer
Answer: