Question: Which must be present in order for something to be classified as an organism?

Choices:
A. nucleus
B. organ
C. cell
D. organelle

Prompt:
Question: Which must be present in order for something to be classified as an organism?
A. nucleus
B. organ
C. cell
D. organelle
Answer:

Answer: 2

Question: Which must be present in order for something to be classified as an organism?

Choices:
A. cell
B. organ
C. organelle
D. nucleus

Prompt:
Question: Which must be present in order for something to be classified as an organism?
A. cell
B. organ
C. organelle
D. nucleus
Answer:

Question: Which must be present in order for something to be classified as an organism?

Choices:
1. nucleus
2. organ
3. cell
4. organelle

Prompt:
Question: Which must be present in order for something to be classified as an organism?
1. nucleus
2. organ
3. cell
4. organelle
Answer:

Answer: 2

Question: Which must be present in order for something to be classified as an organism?

Choices:
F. nucleus
O. organ
Z. cell
W. organelle

Prompt:
Question: Which must be present in order for something to be classified as an organism?
F. nucleus
O. organ
Z. cell
W. organelle
Answer:

Answer: 2

Question: Which must be present in order for something to be classified as an organism?

Choices:
F. cell
O. organ
Z. organelle
W. nucleus

Prompt:
Question: Which must be present in order for something to be classified as an organism?
F. cell
O. organ
Z. organelle
W. nucleus
Answer:


Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?

Choices:
A. halite
B. quartz
C. gypsum
D. sulfur

Prompt:
Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?
A. halite
B. quartz
C. gypsum
D. sulfur
Answer:

Answer: 1

Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?

Choices:
A. gypsum
B. sulfur
C. quartz
D. halite

Prompt:
Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?
A. gypsum
B. sulfur
C. quartz
D. halite
Answer:

Answer: 2

Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?

Choices:
1. halite
2. quartz
3. gypsum
4. sulfur

Prompt:
Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?
1. halite
2. quartz
3. gypsum
4. sulfur
Answer:

Answer: 1

Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?

Choices:
T. halite
U. quartz
G. gypsum
H. sulfur

Prompt:
Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?
T. halite
U. quartz
G. gypsum
H. sulfur
Answer:

Answer: 1

Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?

Choices:
T. gypsum
U. sulfur
G. quartz
H. halite

Prompt:
Question: Which mineral is most likely to be found in all of the three major rock types known as metamorphic, igneous, and sedimentary?
T. gypsum
U. sulfur
G. quartz
H. halite
Answer:

Answer: 2


Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by

Choices:
A. friction
B. gravity
C. light
D. magnetism

Prompt:
Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by
A. friction
B. gravity
C. light
D. magnetism
Answer:

Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by

Choices:
A. gravity
B. magnetism
C. light
D. friction

Prompt:
Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by
A. gravity
B. magnetism
C. light
D. friction
Answer:

Answer: 3

Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by

Choices:
1. friction
2. gravity
3. light
4. magnetism

Prompt:
Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by
1. friction
2. gravity
3. light
4. magnetism
Answer:

Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by

Choices:
U. friction
R. gravity
G. light
W. magnetism

Prompt:
Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by
U. friction
R. gravity
G. light
W. magnetism
Answer:

Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by

Choices:
U. gravity
R. magnetism
G. light
W. friction

Prompt:
Question: A student rubs her hands together on a cold winter day. The heat that warms her hands is produced by
U. gravity
R. magnetism
G. light
W. friction
Answer:

Answer: 3


Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of

Choices:
A. nest building
B. hunting
C. migrating
D. hibernating

Prompt:
Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of
A. nest building
B. hunting
C. migrating
D. hibernating
Answer:

Answer: 2

Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of

Choices:
A. migrating
B. hibernating
C. nest building
D. hunting

Prompt:
Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of
A. migrating
B. hibernating
C. nest building
D. hunting
Answer:

Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of

Choices:
1. nest building
2. hunting
3. migrating
4. hibernating

Prompt:
Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of
1. nest building
2. hunting
3. migrating
4. hibernating
Answer:

Answer: 2

Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of

Choices:
Y. nest building
V. hunting
I. migrating
Q. hibernating

Prompt:
Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of
Y. nest building
V. hunting
I. migrating
Q. hibernating
Answer:

Answer: 2

Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of

Choices:
Y. migrating
V. hibernating
I. nest building
Q. hunting

Prompt:
Question: When ocean waters become too warm, some whales travel to colder water. This movement is an example of
Y. migrating
V. hibernating
I. nest building
Q. hunting
Answer:


Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?

Choices:
A. waiting to be fed at the aquarium door
B. catching food using its arms
C. being more active at night
D. hiding behind rocks

Prompt:
Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?
A. waiting to be fed at the aquarium door
B. catching food using its arms
C. being more active at night
D. hiding behind rocks
Answer:

Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?

Choices:
A. being more active at night
B. catching food using its arms
C. waiting to be fed at the aquarium door
D. hiding behind rocks

Prompt:
Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?
A. being more active at night
B. catching food using its arms
C. waiting to be fed at the aquarium door
D. hiding behind rocks
Answer:

Answer: 2

Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?

Choices:
1. waiting to be fed at the aquarium door
2. catching food using its arms
3. being more active at night
4. hiding behind rocks

Prompt:
Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?
1. waiting to be fed at the aquarium door
2. catching food using its arms
3. being more active at night
4. hiding behind rocks
Answer:

Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?

Choices:
S. waiting to be fed at the aquarium door
W. catching food using its arms
O. being more active at night
L. hiding behind rocks

Prompt:
Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?
S. waiting to be fed at the aquarium door
W. catching food using its arms
O. being more active at night
L. hiding behind rocks
Answer:

Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?

Choices:
S. being more active at night
W. catching food using its arms
O. waiting to be fed at the aquarium door
L. hiding behind rocks

Prompt:
Question: Students visit an aquarium and watch how an octopus behaves in its tank. Which behavior did the octopus most likely learn from its aquarium environment?
S. being more active at night
W. catching food using its arms
O. waiting to be fed at the aquarium door
L. hiding behind rocks
Answer:

Answer: 2


Question: The main function of a fish's fins is to help the fish

Choices:
A. reproduce
B. see
C. breathe
D. move

Prompt:
Question: The main function of a fish's fins is to help the fish
A. reproduce
B. see
C. breathe
D. move
Answer:

Answer: 3

Question: The main function of a fish's fins is to help the fish

Choices:
A. see
B. reproduce
C. move
D. breathe

Prompt:
Question: The main function of a fish's fins is to help the fish
A. see
B. reproduce
C. move
D. breathe
Answer:

Answer: 2

Question: The main function of a fish's fins is to help the fish

Choices:
1. reproduce
2. see
3. breathe
4. move

Prompt:
Question: The main function of a fish's fins is to help the fish
1. reproduce
2. see
3. breathe
4. move
Answer:

Answer: 3

Question: The main function of a fish's fins is to help the fish

Choices:
S. reproduce
U. see
C. breathe
Y. move

Prompt:
Question: The main function of a fish's fins is to help the fish
S. reproduce
U. see
C. breathe
Y. move
Answer:

Answer: 3

Question: The main function of a fish's fins is to help the fish

Choices:
S. see
U. reproduce
C. move
Y. breathe

Prompt:
Question: The main function of a fish's fins is to help the fish
S. see
U. reproduce
C. move
Y. breathe
Answer:

Answer: 2


Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?

Choices:
A. the surface temperature
B. the distance from Earth
C. the distance from the Sun
D. the gases that compose the star

Prompt:
Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?
A. the surface temperature
B. the distance from Earth
C. the distance from the Sun
D. the gases that compose the star
Answer:

Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?

Choices:
A. the distance from Earth
B. the gases that compose the star
C. the surface temperature
D. the distance from the Sun

Prompt:
Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?
A. the distance from Earth
B. the gases that compose the star
C. the surface temperature
D. the distance from the Sun
Answer:

Answer: 2

Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?

Choices:
1. the surface temperature
2. the distance from Earth
3. the distance from the Sun
4. the gases that compose the star

Prompt:
Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?
1. the surface temperature
2. the distance from Earth
3. the distance from the Sun
4. the gases that compose the star
Answer:

Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?

Choices:
G. the surface temperature
K. the distance from Earth
U. the distance from the Sun
T. the gases that compose the star

Prompt:
Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?
G. the surface temperature
K. the distance from Earth
U. the distance from the Sun
T. the gases that compose the star
Answer:

Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?

Choices:
G. the distance from Earth
K. the gases that compose the star
U. the surface temperature
T. the distance from the Sun

Prompt:
Question: Stars appear to be blue, white, yellow, and red, even without the aid of a telescope. What causes the different colors of the stars?
G. the distance from Earth
K. the gases that compose the star
U. the surface temperature
T. the distance from the Sun
Answer:

Answer: 2


Question: What keeps the planets in orbit around the Sun?

Choices:
A. air resistance
B. friction
C. gravity
D. magnetism

Prompt:
Question: What keeps the planets in orbit around the Sun?
A. air resistance
B. friction
C. gravity
D. magnetism
Answer:

Answer: 2

Question: What keeps the planets in orbit around the Sun?

Choices:
A. gravity
B. friction
C. magnetism
D. air resistance

Prompt:
Question: What keeps the planets in orbit around the Sun?
A. gravity
B. friction
C. magnetism
D. air resistance
Answer:

Question: What keeps the planets in orbit around the Sun?

Choices:
1. air resistance
2. friction
3. gravity
4. magnetism

Prompt:
Question: What keeps the planets in orbit around the Sun?
1. air resistance
2. friction
3. gravity
4. magnetism
Answer:

Answer: 2

Question: What keeps the planets in orbit around the Sun?

Choices:
K. air resistance
P. friction
S. gravity
Y. magnetism

Prompt:
Question: What keeps the planets in orbit around the Sun?
K. air resistance
P. friction
S. gravity
Y. magnetism
Answer:

Answer: 2

Question: What keeps the planets in orbit around the Sun?

Choices:
K. gravity
P. friction
S. magnetism
Y. air resistance

Prompt:
Question: What keeps the planets in orbit around the Sun?
K. gravity
P. friction
S. magnetism
Y. air resistance
Answer:


Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are

Choices:
A. magnetic
B. elements
C. compounds
D. soluble in water

Prompt:
Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are
A. magnetic
B. elements
C. compounds
D. soluble in water
Answer:

Answer: 2

Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are

Choices:
A. elements
B. magnetic
C. soluble in water
D. compounds

Prompt:
Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are
A. elements
B. magnetic
C. soluble in water
D. compounds
Answer:

Answer: 3

Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are

Choices:
1. magnetic
2. elements
3. compounds
4. soluble in water

Prompt:
Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are
1. magnetic
2. elements
3. compounds
4. soluble in water
Answer:

Answer: 2

Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are

Choices:
E. magnetic
O. elements
G. compounds
T. soluble in water

Prompt:
Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are
E. magnetic
O. elements
G. compounds
T. soluble in water
Answer:

Answer: 2

Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are

Choices:
E. elements
O. magnetic
G. soluble in water
T. compounds

Prompt:
Question: Use the information below to answer the question. Cotton is a plant product used to make fabric. Cotton is made of cellulose, a fiber not digestible by humans. Cellulose is composed of many sugar molecules bonded together into long chains. Each sugar molecule contains carbon, hydrogen, and oxygen atoms. When cotton fabric is washed, wrinkles often form. The clothing industry uses chemicals to manufacture some cotton fabrics that are wrinkle-free. Dyes are also added to color the cellulose fibers in cotton. A feature that is common to both cellulose and sugar is that both are
E. elements
O. magnetic
G. soluble in water
T. compounds
Answer:

Answer: 3


Question: Which animal is an example of an annelid?

Choices:
A. an anteater
B. a honey bee
C. a sea star
D. an earthworm

Prompt:
Question: Which animal is an example of an annelid?
A. an anteater
B. a honey bee
C. a sea star
D. an earthworm
Answer:

Answer: 3

Question: Which animal is an example of an annelid?

Choices:
A. a honey bee
B. an anteater
C. an earthworm
D. a sea star

Prompt:
Question: Which animal is an example of an annelid?
A. a honey bee
B. an anteater
C. an earthworm
D. a sea star
Answer:

Answer: 2

Question: Which animal is an example of an annelid?

Choices:
1. an anteater
2. a honey bee
3. a sea star
4. an earthworm

Prompt:
Question: Which animal is an example of an annelid?
1. an anteater
2. a honey bee
3. a sea star
4. an earthworm
Answer:

Answer: 3

Question: Which animal is an example of an annelid?

Choices:
K. an anteater
W. a honey bee
L. a sea star
R. an earthworm

Prompt:
Question: Which animal is an example of an annelid?
K. an anteater
W. a honey bee
L. a sea star
R. an earthworm
Answer:

Answer: 3

Question: Which animal is an example of an annelid?

Choices:
K. a honey bee
W. an anteater
L. an earthworm
R. a sea star

Prompt:
Question: Which animal is an example of an annelid?
K. a honey bee
W. an anteater
L. an earthworm
R. a sea star
Answer:

Answer: 2


Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?

Choices:
A. The information on the strand changes.
B. The mass of the strand changes.
C. The organism dies.
D. The organism thrives.

Prompt:
Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?
A. The information on the strand changes.
B. The mass of the strand changes.
C. The organism dies.
D. The organism thrives.
Answer:

Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?

Choices:
A. The organism dies.
B. The organism thrives.
C. The mass of the strand changes.
D. The information on the strand changes.

Prompt:
Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?
A. The organism dies.
B. The organism thrives.
C. The mass of the strand changes.
D. The information on the strand changes.
Answer:

Answer: 3

Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?

Choices:
1. The information on the strand changes.
2. The mass of the strand changes.
3. The organism dies.
4. The organism thrives.

Prompt:
Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?
1. The information on the strand changes.
2. The mass of the strand changes.
3. The organism dies.
4. The organism thrives.
Answer:

Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?

Choices:
J. The information on the strand changes.
T. The mass of the strand changes.
A. The organism dies.
U. The organism thrives.

Prompt:
Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?
J. The information on the strand changes.
T. The mass of the strand changes.
A. The organism dies.
U. The organism thrives.
Answer:

Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?

Choices:
J. The organism dies.
T. The organism thrives.
A. The mass of the strand changes.
U. The information on the strand changes.

Prompt:
Question: What ALWAYS happens when the nucleotides in a strand of DNA is rearranged?
J. The organism dies.
T. The organism thrives.
A. The mass of the strand changes.
U. The information on the strand changes.
Answer:

Answer: 3


Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?

Choices:
A. normal faulting
B. seafloor spreading
C. igneous intrusions
D. convection currents

Prompt:
Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?
A. normal faulting
B. seafloor spreading
C. igneous intrusions
D. convection currents
Answer:

Answer: 3

Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?

Choices:
A. normal faulting
B. convection currents
C. seafloor spreading
D. igneous intrusions

Prompt:
Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?
A. normal faulting
B. convection currents
C. seafloor spreading
D. igneous intrusions
Answer:

Answer: 1

Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?

Choices:
1. normal faulting
2. seafloor spreading
3. igneous intrusions
4. convection currents

Prompt:
Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?
1. normal faulting
2. seafloor spreading
3. igneous intrusions
4. convection currents
Answer:

Answer: 3

Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?

Choices:
D. normal faulting
M. seafloor spreading
S. igneous intrusions
V. convection currents

Prompt:
Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?
D. normal faulting
M. seafloor spreading
S. igneous intrusions
V. convection currents
Answer:

Answer: 3

Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?

Choices:
D. normal faulting
M. convection currents
S. seafloor spreading
V. igneous intrusions

Prompt:
Question: The surface of Earth is composed of large tectonic plates that are constantly shifting as they float on top of molten rock. Which process must occur in the mantle to make the plates move?
D. normal faulting
M. convection currents
S. seafloor spreading
V. igneous intrusions
Answer:

Answer: 1


Question: Which set of tools would be best to use for dissecting in a biology lab?

Choices:
A. pen, paper, and a computer
B. scissors, forceps, and a scalpel
C. petri dish, flask, and a Bunsen burner
D. glass slides, dye, and a light microscope

Prompt:
Question: Which set of tools would be best to use for dissecting in a biology lab?
A. pen, paper, and a computer
B. scissors, forceps, and a scalpel
C. petri dish, flask, and a Bunsen burner
D. glass slides, dye, and a light microscope
Answer:

Answer: 1

Question: Which set of tools would be best to use for dissecting in a biology lab?

Choices:
A. scissors, forceps, and a scalpel
B. petri dish, flask, and a Bunsen burner
C. glass slides, dye, and a light microscope
D. pen, paper, and a computer

Prompt:
Question: Which set of tools would be best to use for dissecting in a biology lab?
A. scissors, forceps, and a scalpel
B. petri dish, flask, and a Bunsen burner
C. glass slides, dye, and a light microscope
D. pen, paper, and a computer
Answer:

Question: Which set of tools would be best to use for dissecting in a biology lab?

Choices:
1. pen, paper, and a computer
2. scissors, forceps, and a scalpel
3. petri dish, flask, and a Bunsen burner
4. glass slides, dye, and a light microscope

Prompt:
Question: Which set of tools would be best to use for dissecting in a biology lab?
1. pen, paper, and a computer
2. scissors, forceps, and a scalpel
3. petri dish, flask, and a Bunsen burner
4. glass slides, dye, and a light microscope
Answer:

Answer: 1

Question: Which set of tools would be best to use for dissecting in a biology lab?

Choices:
R. pen, paper, and a computer
I. scissors, forceps, and a scalpel
H. petri dish, flask, and a Bunsen burner
Z. glass slides, dye, and a light microscope

Prompt:
Question: Which set of tools would be best to use for dissecting in a biology lab?
R. pen, paper, and a computer
I. scissors, forceps, and a scalpel
H. petri dish, flask, and a Bunsen burner
Z. glass slides, dye, and a light microscope
Answer:

Answer: 1

Question: Which set of tools would be best to use for dissecting in a biology lab?

Choices:
R. scissors, forceps, and a scalpel
I. petri dish, flask, and a Bunsen burner
H. glass slides, dye, and a light microscope
Z. pen, paper, and a computer

Prompt:
Question: Which set of tools would be best to use for dissecting in a biology lab?
R. scissors, forceps, and a scalpel
I. petri dish, flask, and a Bunsen burner
H. glass slides, dye, and a light microscope
Z. pen, paper, and a computer
Answer:


Question: Which of these moves in a regular path around the Sun?

Choices:
A. a planet
B. a constellation
C. a meteor
D. a star

Prompt:
Question: Which of these moves in a regular path around the Sun?
A. a planet
B. a constellation
C. a meteor
D. a star
Answer:

Question: Which of these moves in a regular path around the Sun?

Choices:
A. a meteor
B. a planet
C. a star
D. a constellation

Prompt:
Question: Which of these moves in a regular path around the Sun?
A. a meteor
B. a planet
C. a star
D. a constellation
Answer:

Answer: 1

Question: Which of these moves in a regular path around the Sun?

Choices:
1. a planet
2. a constellation
3. a meteor
4. a star

Prompt:
Question: Which of these moves in a regular path around the Sun?
1. a planet
2. a constellation
3. a meteor
4. a star
Answer:

Question: Which of these moves in a regular path around the Sun?

Choices:
C. a planet
N. a constellation
T. a meteor
J. a star

Prompt:
Question: Which of these moves in a regular path around the Sun?
C. a planet
N. a constellation
T. a meteor
J. a star
Answer:

Question: Which of these moves in a regular path around the Sun?

Choices:
C. a meteor
N. a planet
T. a star
J. a constellation

Prompt:
Question: Which of these moves in a regular path around the Sun?
C. a meteor
N. a planet
T. a star
J. a constellation
Answer:

Answer: 1


Question: Which would best allow a species to survive environmental changes?

Choices:
A. similar physical features
B. low mutation rate
C. small population
D. genetic diversity

Prompt:
Question: Which would best allow a species to survive environmental changes?
A. similar physical features
B. low mutation rate
C. small population
D. genetic diversity
Answer:

Answer: 3

Question: Which would best allow a species to survive environmental changes?

Choices:
A. genetic diversity
B. low mutation rate
C. small population
D. similar physical features

Prompt:
Question: Which would best allow a species to survive environmental changes?
A. genetic diversity
B. low mutation rate
C. small population
D. similar physical features
Answer:

Question: Which would best allow a species to survive environmental changes?

Choices:
1. similar physical features
2. low mutation rate
3. small population
4. genetic diversity

Prompt:
Question: Which would best allow a species to survive environmental changes?
1. similar physical features
2. low mutation rate
3. small population
4. genetic diversity
Answer:

Answer: 3

Question: Which would best allow a species to survive environmental changes?

Choices:
I. similar physical features
E. low mutation rate
Q. small population
P. genetic diversity

Prompt:
Question: Which would best allow a species to survive environmental changes?
I. similar physical features
E. low mutation rate
Q. small population
P. genetic diversity
Answer:

Answer: 3

Question: Which would best allow a species to survive environmental changes?

Choices:
I. genetic diversity
E. low mutation rate
Q. small population
P. similar physical features

Prompt:
Question: Which would best allow a species to survive environmental changes?
I. genetic diversity
E. low mutation rate
Q. small population
P. similar physical features
Answer:


Question: An electrical component that has a continuous path for electrons to flow is called

Choices:
A. a closed circuit.
B. an open circuit.
C. a filament.
D. a battery.

Prompt:
Question: An electrical component that has a continuous path for electrons to flow is called
A. a closed circuit.
B. an open circuit.
C. a filament.
D. a battery.
Answer:

Question: An electrical component that has a continuous path for electrons to flow is called

Choices:
A. a filament.
B. a closed circuit.
C. an open circuit.
D. a battery.

Prompt:
Question: An electrical component that has a continuous path for electrons to flow is called
A. a filament.
B. a closed circuit.
C. an open circuit.
D. a battery.
Answer:

Answer: 1

Question: An electrical component that has a continuous path for electrons to flow is called

Choices:
1. a closed circuit.
2. an open circuit.
3. a filament.
4. a battery.

Prompt:
Question: An electrical component that has a continuous path for electrons to flow is called
1. a closed circuit.
2. an open circuit.
3. a filament.
4. a battery.
Answer:

Question: An electrical component that has a continuous path for electrons to flow is called

Choices:
D. a closed circuit.
Y. an open circuit.
S. a filament.
R. a battery.

Prompt:
Question: An electrical component that has a continuous path for electrons to flow is called
D. a closed circuit.
Y. an open circuit.
S. a filament.
R. a battery.
Answer:

Question: An electrical component that has a continuous path for electrons to flow is called

Choices:
D. a filament.
Y. a closed circuit.
S. an open circuit.
R. a battery.

Prompt:
Question: An electrical component that has a continuous path for electrons to flow is called
D. a filament.
Y. a closed circuit.
S. an open circuit.
R. a battery.
Answer:

Answer: 1


Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?

Choices:
A. trenches
B. volcanoes
C. island arcs
D. mid-ocean ridges

Prompt:
Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?
A. trenches
B. volcanoes
C. island arcs
D. mid-ocean ridges
Answer:

Answer: 1

Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?

Choices:
A. trenches
B. mid-ocean ridges
C. volcanoes
D. island arcs

Prompt:
Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?
A. trenches
B. mid-ocean ridges
C. volcanoes
D. island arcs
Answer:

Answer: 2

Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?

Choices:
1. trenches
2. volcanoes
3. island arcs
4. mid-ocean ridges

Prompt:
Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?
1. trenches
2. volcanoes
3. island arcs
4. mid-ocean ridges
Answer:

Answer: 1

Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?

Choices:
U. trenches
D. volcanoes
A. island arcs
L. mid-ocean ridges

Prompt:
Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?
U. trenches
D. volcanoes
A. island arcs
L. mid-ocean ridges
Answer:

Answer: 1

Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?

Choices:
U. trenches
D. mid-ocean ridges
A. volcanoes
L. island arcs

Prompt:
Question: In certain areas, tectonic plates move over hot spots. Which landforms are most likely associated with these hot spots?
U. trenches
D. mid-ocean ridges
A. volcanoes
L. island arcs
Answer:

Answer: 2


Question: Which tools are used to determine the boiling point of water?

Choices:
A. hot plate and stopwatch
B. thermometer and balance
C. hot plate and thermometer
D. balance and graduated cylinder

Prompt:
Question: Which tools are used to determine the boiling point of water?
A. hot plate and stopwatch
B. thermometer and balance
C. hot plate and thermometer
D. balance and graduated cylinder
Answer:

Answer: 2

Question: Which tools are used to determine the boiling point of water?

Choices:
A. balance and graduated cylinder
B. thermometer and balance
C. hot plate and stopwatch
D. hot plate and thermometer

Prompt:
Question: Which tools are used to determine the boiling point of water?
A. balance and graduated cylinder
B. thermometer and balance
C. hot plate and stopwatch
D. hot plate and thermometer
Answer:

Answer: 3

Question: Which tools are used to determine the boiling point of water?

Choices:
1. hot plate and stopwatch
2. thermometer and balance
3. hot plate and thermometer
4. balance and graduated cylinder

Prompt:
Question: Which tools are used to determine the boiling point of water?
1. hot plate and stopwatch
2. thermometer and balance
3. hot plate and thermometer
4. balance and graduated cylinder
Answer:

Answer: 2

Question: Which tools are used to determine the boiling point of water?

Choices:
C. hot plate and stopwatch
D. thermometer and balance
N. hot plate and thermometer
I. balance and graduated cylinder

Prompt:
Question: Which tools are used to determine the boiling point of water?
C. hot plate and stopwatch
D. thermometer and balance
N. hot plate and thermometer
I. balance and graduated cylinder
Answer:

Answer: 2

Question: Which tools are used to determine the boiling point of water?

Choices:
C. balance and graduated cylinder
D. thermometer and balance
N. hot plate and stopwatch
I. hot plate and thermometer

Prompt:
Question: Which tools are used to determine the boiling point of water?
C. balance and graduated cylinder
D. thermometer and balance
N. hot plate and stopwatch
I. hot plate and thermometer
Answer:

Answer: 3


Question: A substance that carries sound waves is called

Choices:
A. a fulcrum.
B. a medium.
C. a spectrum.
D. an equilibrium.

Prompt:
Question: A substance that carries sound waves is called
A. a fulcrum.
B. a medium.
C. a spectrum.
D. an equilibrium.
Answer:

Answer: 1

Question: A substance that carries sound waves is called

Choices:
A. an equilibrium.
B. a fulcrum.
C. a medium.
D. a spectrum.

Prompt:
Question: A substance that carries sound waves is called
A. an equilibrium.
B. a fulcrum.
C. a medium.
D. a spectrum.
Answer:

Answer: 2

Question: A substance that carries sound waves is called

Choices:
1. a fulcrum.
2. a medium.
3. a spectrum.
4. an equilibrium.

Prompt:
Question: A substance that carries sound waves is called
1. a fulcrum.
2. a medium.
3. a spectrum.
4. an equilibrium.
Answer:

Answer: 1

Question: A substance that carries sound waves is called

Choices:
M. a fulcrum.
L. a medium.
O. a spectrum.
Q. an equilibrium.

Prompt:
Question: A substance that carries sound waves is called
M. a fulcrum.
L. a medium.
O. a spectrum.
Q. an equilibrium.
Answer:

Answer: 1

Question: A substance that carries sound waves is called

Choices:
M. an equilibrium.
L. a fulcrum.
O. a medium.
Q. a spectrum.

Prompt:
Question: A substance that carries sound waves is called
M. an equilibrium.
L. a fulcrum.
O. a medium.
Q. a spectrum.
Answer:

Answer: 2


Question: Which force causes a bicycle to slow down when the brakes are used?

Choices:
A. friction
B. electricity
C. gravity
D. magnetism

Prompt:
Question: Which force causes a bicycle to slow down when the brakes are used?
A. friction
B. electricity
C. gravity
D. magnetism
Answer:

Question: Which force causes a bicycle to slow down when the brakes are used?

Choices:
A. electricity
B. magnetism
C. friction
D. gravity

Prompt:
Question: Which force causes a bicycle to slow down when the brakes are used?
A. electricity
B. magnetism
C. friction
D. gravity
Answer:

Answer: 2

Question: Which force causes a bicycle to slow down when the brakes are used?

Choices:
1. friction
2. electricity
3. gravity
4. magnetism

Prompt:
Question: Which force causes a bicycle to slow down when the brakes are used?
1. friction
2. electricity
3. gravity
4. magnetism
Answer:

Question: Which force causes a bicycle to slow down when the brakes are used?

Choices:
J. friction
T. electricity
Q. gravity
B. magnetism

Prompt:
Question: Which force causes a bicycle to slow down when the brakes are used?
J. friction
T. electricity
Q. gravity
B. magnetism
Answer:

Question: Which force causes a bicycle to slow down when the brakes are used?

Choices:
J. electricity
T. magnetism
Q. friction
B. gravity

Prompt:
Question: Which force causes a bicycle to slow down when the brakes are used?
J. electricity
T. magnetism
Q. friction
B. gravity
Answer:

Answer: 2


Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?

Choices:
A. changes in the environment
B. diseases causing illness
C. changes in the weather
D. predator animals

Prompt:
Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?
A. changes in the environment
B. diseases causing illness
C. changes in the weather
D. predator animals
Answer:

Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?

Choices:
A. predator animals
B. changes in the environment
C. diseases causing illness
D. changes in the weather

Prompt:
Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?
A. predator animals
B. changes in the environment
C. diseases causing illness
D. changes in the weather
Answer:

Answer: 1

Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?

Choices:
1. changes in the environment
2. diseases causing illness
3. changes in the weather
4. predator animals

Prompt:
Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?
1. changes in the environment
2. diseases causing illness
3. changes in the weather
4. predator animals
Answer:

Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?

Choices:
U. changes in the environment
M. diseases causing illness
X. changes in the weather
Z. predator animals

Prompt:
Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?
U. changes in the environment
M. diseases causing illness
X. changes in the weather
Z. predator animals
Answer:

Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?

Choices:
U. predator animals
M. changes in the environment
X. diseases causing illness
Z. changes in the weather

Prompt:
Question: The ichthyornis was a type of bird that lived over 65 million years ago. It lived near the sea and hunted for fish over the water. Fossils have been found in Kansas, many miles from the present-day ocean. Which cause of extinction is most likely to be found in the fossil record along with ichthyornis fossils?
U. predator animals
M. changes in the environment
X. diseases causing illness
Z. changes in the weather
Answer:

Answer: 1


Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?

Choices:
A. It helps male birds find a mate.
B. It helps the birds find food more easily.
C. It helps hide the birds while they sit on their nests.
D. It helps the birds find the flock when migrating.

Prompt:
Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?
A. It helps male birds find a mate.
B. It helps the birds find food more easily.
C. It helps hide the birds while they sit on their nests.
D. It helps the birds find the flock when migrating.
Answer:

Answer: 2

Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?

Choices:
A. It helps the birds find food more easily.
B. It helps hide the birds while they sit on their nests.
C. It helps male birds find a mate.
D. It helps the birds find the flock when migrating.

Prompt:
Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?
A. It helps the birds find food more easily.
B. It helps hide the birds while they sit on their nests.
C. It helps male birds find a mate.
D. It helps the birds find the flock when migrating.
Answer:

Answer: 1

Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?

Choices:
1. It helps male birds find a mate.
2. It helps the birds find food more easily.
3. It helps hide the birds while they sit on their nests.
4. It helps the birds find the flock when migrating.

Prompt:
Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?
1. It helps male birds find a mate.
2. It helps the birds find food more easily.
3. It helps hide the birds while they sit on their nests.
4. It helps the birds find the flock when migrating.
Answer:

Answer: 2

Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?

Choices:
U. It helps male birds find a mate.
R. It helps the birds find food more easily.
K. It helps hide the birds while they sit on their nests.
D. It helps the birds find the flock when migrating.

Prompt:
Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?
U. It helps male birds find a mate.
R. It helps the birds find food more easily.
K. It helps hide the birds while they sit on their nests.
D. It helps the birds find the flock when migrating.
Answer:

Answer: 2

Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?

Choices:
U. It helps the birds find food more easily.
R. It helps hide the birds while they sit on their nests.
K. It helps male birds find a mate.
D. It helps the birds find the flock when migrating.

Prompt:
Question: Indigo buntings are birds that nest in Florida during the summer. Male buntings are bright blue in color while females are a dull brown. How does the dull brown color of the female buntings help the species survive?
U. It helps the birds find food more easily.
R. It helps hide the birds while they sit on their nests.
K. It helps male birds find a mate.
D. It helps the birds find the flock when migrating.
Answer:

Answer: 1


Question: Which of these things will dissolve in water?

Choices:
A. iron filings
B. wood chips
C. sand
D. sugar

Prompt:
Question: Which of these things will dissolve in water?
A. iron filings
B. wood chips
C. sand
D. sugar
Answer:

Answer: 3

Question: Which of these things will dissolve in water?

Choices:
A. iron filings
B. sugar
C. sand
D. wood chips

Prompt:
Question: Which of these things will dissolve in water?
A. iron filings
B. sugar
C. sand
D. wood chips
Answer:

Answer: 1

Question: Which of these things will dissolve in water?

Choices:
1. iron filings
2. wood chips
3. sand
4. sugar

Prompt:
Question: Which of these things will dissolve in water?
1. iron filings
2. wood chips
3. sand
4. sugar
Answer:

Answer: 3

Question: Which of these things will dissolve in water?

Choices:
M. iron filings
E. wood chips
O. sand
Q. sugar

Prompt:
Question: Which of these things will dissolve in water?
M. iron filings
E. wood chips
O. sand
Q. sugar
Answer:

Answer: 3

Question: Which of these things will dissolve in water?

Choices:
M. iron filings
E. sugar
O. sand
Q. wood chips

Prompt:
Question: Which of these things will dissolve in water?
M. iron filings
E. sugar
O. sand
Q. wood chips
Answer:

Answer: 1


Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?

Choices:
A. the formation of bubbles
B. a reduction in total mass
C. the disappearance of atoms
D. an increase in the number of atoms

Prompt:
Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?
A. the formation of bubbles
B. a reduction in total mass
C. the disappearance of atoms
D. an increase in the number of atoms
Answer:

Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?

Choices:
A. the disappearance of atoms
B. an increase in the number of atoms
C. the formation of bubbles
D. a reduction in total mass

Prompt:
Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?
A. the disappearance of atoms
B. an increase in the number of atoms
C. the formation of bubbles
D. a reduction in total mass
Answer:

Answer: 2

Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?

Choices:
1. the formation of bubbles
2. a reduction in total mass
3. the disappearance of atoms
4. an increase in the number of atoms

Prompt:
Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?
1. the formation of bubbles
2. a reduction in total mass
3. the disappearance of atoms
4. an increase in the number of atoms
Answer:

Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?

Choices:
K. the formation of bubbles
G. a reduction in total mass
N. the disappearance of atoms
W. an increase in the number of atoms

Prompt:
Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?
K. the formation of bubbles
G. a reduction in total mass
N. the disappearance of atoms
W. an increase in the number of atoms
Answer:

Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?

Choices:
K. the disappearance of atoms
G. an increase in the number of atoms
N. the formation of bubbles
W. a reduction in total mass

Prompt:
Question: Students combined baking soda and vinegar to demonstrate a chemical reaction. What indicates that a chemical reaction occurred?
K. the disappearance of atoms
G. an increase in the number of atoms
N. the formation of bubbles
W. a reduction in total mass
Answer:

Answer: 2


Question: The loudness of sound can be changed by

Choices:
A. decreasing the pitch.
B. increasing the frequency.
C. increasing the amplitude.
D. decreasing the wavelength.

Prompt:
Question: The loudness of sound can be changed by
A. decreasing the pitch.
B. increasing the frequency.
C. increasing the amplitude.
D. decreasing the wavelength.
Answer:

Answer: 2

Question: The loudness of sound can be changed by

Choices:
A. decreasing the pitch.
B. increasing the amplitude.
C. decreasing the wavelength.
D. increasing the frequency.

Prompt:
Question: The loudness of sound can be changed by
A. decreasing the pitch.
B. increasing the amplitude.
C. decreasing the wavelength.
D. increasing the frequency.
Answer:

Answer: 1

Question: The loudness of sound can be changed by

Choices:
1. decreasing the pitch.
2. increasing the frequency.
3. increasing the amplitude.
4. decreasing the wavelength.

Prompt:
Question: The loudness of sound can be changed by
1. decreasing the pitch.
2. increasing the frequency.
3. increasing the amplitude.
4. decreasing the wavelength.
Answer:

Answer: 2

Question: The loudness of sound can be changed by

Choices:
N. decreasing the pitch.
K. increasing the frequency.
E. increasing the amplitude.
R. decreasing the wavelength.

Prompt:
Question: The loudness of sound can be changed by
N. decreasing the pitch.
K. increasing the frequency.
E. increasing the amplitude.
R. decreasing the wavelength.
Answer:

Answer: 2

Question: The loudness of sound can be changed by

Choices:
N. decreasing the pitch.
K. increasing the amplitude.
E. decreasing the wavelength.
R. increasing the frequency.

Prompt:
Question: The loudness of sound can be changed by
N. decreasing the pitch.
K. increasing the amplitude.
E. decreasing the wavelength.
R. increasing the frequency.
Answer:

Answer: 1


Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?

Choices:
A. Return the mineral to its box.
B. Rinse the mineral with water, dry it, and return it to the box.
C. Wipe the mineral with a paper towel and return it to the box.
D. Put the mineral in the sink and leave it for the teacher to clean up.

Prompt:
Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?
A. Return the mineral to its box.
B. Rinse the mineral with water, dry it, and return it to the box.
C. Wipe the mineral with a paper towel and return it to the box.
D. Put the mineral in the sink and leave it for the teacher to clean up.
Answer:

Answer: 1

Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?

Choices:
A. Put the mineral in the sink and leave it for the teacher to clean up.
B. Wipe the mineral with a paper towel and return it to the box.
C. Rinse the mineral with water, dry it, and return it to the box.
D. Return the mineral to its box.

Prompt:
Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?
A. Put the mineral in the sink and leave it for the teacher to clean up.
B. Wipe the mineral with a paper towel and return it to the box.
C. Rinse the mineral with water, dry it, and return it to the box.
D. Return the mineral to its box.
Answer:

Answer: 2

Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?

Choices:
1. Return the mineral to its box.
2. Rinse the mineral with water, dry it, and return it to the box.
3. Wipe the mineral with a paper towel and return it to the box.
4. Put the mineral in the sink and leave it for the teacher to clean up.

Prompt:
Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?
1. Return the mineral to its box.
2. Rinse the mineral with water, dry it, and return it to the box.
3. Wipe the mineral with a paper towel and return it to the box.
4. Put the mineral in the sink and leave it for the teacher to clean up.
Answer:

Answer: 1

Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?

Choices:
J. Return the mineral to its box.
N. Rinse the mineral with water, dry it, and return it to the box.
T. Wipe the mineral with a paper towel and return it to the box.
S. Put the mineral in the sink and leave it for the teacher to clean up.

Prompt:
Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?
J. Return the mineral to its box.
N. Rinse the mineral with water, dry it, and return it to the box.
T. Wipe the mineral with a paper towel and return it to the box.
S. Put the mineral in the sink and leave it for the teacher to clean up.
Answer:

Answer: 1

Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?

Choices:
J. Put the mineral in the sink and leave it for the teacher to clean up.
N. Wipe the mineral with a paper towel and return it to the box.
T. Rinse the mineral with water, dry it, and return it to the box.
S. Return the mineral to its box.

Prompt:
Question: A mineral sample is obtained from a box, and acid is dropped on the sample to determine if it bubbles. Which best describes what should be done with the mineral after testing it?
J. Put the mineral in the sink and leave it for the teacher to clean up.
N. Wipe the mineral with a paper towel and return it to the box.
T. Rinse the mineral with water, dry it, and return it to the box.
S. Return the mineral to its box.
Answer:

Answer: 2


Question: At what temperature does water begin to boil?

Choices:
A. 0°C
B. 32°C
C. 100°C
D. 212°C

Prompt:
Question: At what temperature does water begin to boil?
A. 0°C
B. 32°C
C. 100°C
D. 212°C
Answer:

Answer: 2

Question: At what temperature does water begin to boil?

Choices:
A. 100°C
B. 0°C
C. 32°C
D. 212°C

Prompt:
Question: At what temperature does water begin to boil?
A. 100°C
B. 0°C
C. 32°C
D. 212°C
Answer:

Question: At what temperature does water begin to boil?

Choices:
1. 0°C
2. 32°C
3. 100°C
4. 212°C

Prompt:
Question: At what temperature does water begin to boil?
1. 0°C
2. 32°C
3. 100°C
4. 212°C
Answer:

Answer: 2

Question: At what temperature does water begin to boil?

Choices:
I. 0°C
Y. 32°C
Z. 100°C
E. 212°C

Prompt:
Question: At what temperature does water begin to boil?
I. 0°C
Y. 32°C
Z. 100°C
E. 212°C
Answer:

Answer: 2

Question: At what temperature does water begin to boil?

Choices:
I. 100°C
Y. 0°C
Z. 32°C
E. 212°C

Prompt:
Question: At what temperature does water begin to boil?
I. 100°C
Y. 0°C
Z. 32°C
E. 212°C
Answer:


Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?

Choices:
A. It was lost as potential energy.
B. It was lost as chemical energy.
C. It was converted to thermal energy.
D. It was converted to magnetic energy.

Prompt:
Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?
A. It was lost as potential energy.
B. It was lost as chemical energy.
C. It was converted to thermal energy.
D. It was converted to magnetic energy.
Answer:

Answer: 2

Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?

Choices:
A. It was converted to magnetic energy.
B. It was lost as potential energy.
C. It was lost as chemical energy.
D. It was converted to thermal energy.

Prompt:
Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?
A. It was converted to magnetic energy.
B. It was lost as potential energy.
C. It was lost as chemical energy.
D. It was converted to thermal energy.
Answer:

Answer: 3

Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?

Choices:
1. It was lost as potential energy.
2. It was lost as chemical energy.
3. It was converted to thermal energy.
4. It was converted to magnetic energy.

Prompt:
Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?
1. It was lost as potential energy.
2. It was lost as chemical energy.
3. It was converted to thermal energy.
4. It was converted to magnetic energy.
Answer:

Answer: 2

Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?

Choices:
G. It was lost as potential energy.
O. It was lost as chemical energy.
U. It was converted to thermal energy.
B. It was converted to magnetic energy.

Prompt:
Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?
G. It was lost as potential energy.
O. It was lost as chemical energy.
U. It was converted to thermal energy.
B. It was converted to magnetic energy.
Answer:

Answer: 2

Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?

Choices:
G. It was converted to magnetic energy.
O. It was lost as potential energy.
U. It was lost as chemical energy.
B. It was converted to thermal energy.

Prompt:
Question: Rosa and Ted ate granola bars before competing in a swimming competition. Less than 50% of the chemical energy in the granola bars was converted to mechanical energy during the swim competition. If all the energy in the granola bars was used, which most likely happened to the rest of the energy?
G. It was converted to magnetic energy.
O. It was lost as potential energy.
U. It was lost as chemical energy.
B. It was converted to thermal energy.
Answer:

Answer: 3


Question: What is the primary energy source driving circulation of ocean currents on Earth?

Choices:
A. geothermal heating
B. planetary rotation
C. solar heating
D. lunar tidal forces

Prompt:
Question: What is the primary energy source driving circulation of ocean currents on Earth?
A. geothermal heating
B. planetary rotation
C. solar heating
D. lunar tidal forces
Answer:

Answer: 2

Question: What is the primary energy source driving circulation of ocean currents on Earth?

Choices:
A. geothermal heating
B. planetary rotation
C. lunar tidal forces
D. solar heating

Prompt:
Question: What is the primary energy source driving circulation of ocean currents on Earth?
A. geothermal heating
B. planetary rotation
C. lunar tidal forces
D. solar heating
Answer:

Answer: 3

Question: What is the primary energy source driving circulation of ocean currents on Earth?

Choices:
1. geothermal heating
2. planetary rotation
3. solar heating
4. lunar tidal forces

Prompt:
Question: What is the primary energy source driving circulation of ocean currents on Earth?
1. geothermal heating
2. planetary rotation
3. solar heating
4. lunar tidal forces
Answer:

Answer: 2

Question: What is the primary energy source driving circulation of ocean currents on Earth?

Choices:
O. geothermal heating
D. planetary rotation
E. solar heating
N. lunar tidal forces

Prompt:
Question: What is the primary energy source driving circulation of ocean currents on Earth?
O. geothermal heating
D. planetary rotation
E. solar heating
N. lunar tidal forces
Answer:

Answer: 2

Question: What is the primary energy source driving circulation of ocean currents on Earth?

Choices:
O. geothermal heating
D. planetary rotation
E. lunar tidal forces
N. solar heating

Prompt:
Question: What is the primary energy source driving circulation of ocean currents on Earth?
O. geothermal heating
D. planetary rotation
E. lunar tidal forces
N. solar heating
Answer:

Answer: 3


Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?

Choices:
A. A high pressure area develops.
B. The sea level rises on the coast.
C. The winds start to spin clockwise.
D. The supply of warm, moist air decreases.

Prompt:
Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?
A. A high pressure area develops.
B. The sea level rises on the coast.
C. The winds start to spin clockwise.
D. The supply of warm, moist air decreases.
Answer:

Answer: 3

Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?

Choices:
A. The supply of warm, moist air decreases.
B. A high pressure area develops.
C. The winds start to spin clockwise.
D. The sea level rises on the coast.

Prompt:
Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?
A. The supply of warm, moist air decreases.
B. A high pressure area develops.
C. The winds start to spin clockwise.
D. The sea level rises on the coast.
Answer:

Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?

Choices:
1. A high pressure area develops.
2. The sea level rises on the coast.
3. The winds start to spin clockwise.
4. The supply of warm, moist air decreases.

Prompt:
Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?
1. A high pressure area develops.
2. The sea level rises on the coast.
3. The winds start to spin clockwise.
4. The supply of warm, moist air decreases.
Answer:

Answer: 3

Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?

Choices:
W. A high pressure area develops.
K. The sea level rises on the coast.
H. The winds start to spin clockwise.
X. The supply of warm, moist air decreases.

Prompt:
Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?
W. A high pressure area develops.
K. The sea level rises on the coast.
H. The winds start to spin clockwise.
X. The supply of warm, moist air decreases.
Answer:

Answer: 3

Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?

Choices:
W. The supply of warm, moist air decreases.
K. A high pressure area develops.
H. The winds start to spin clockwise.
X. The sea level rises on the coast.

Prompt:
Question: Which statement best explains why the force of a hurricane diminishes as the hurricane moves over land?
W. The supply of warm, moist air decreases.
K. A high pressure area develops.
H. The winds start to spin clockwise.
X. The sea level rises on the coast.
Answer:


Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?

Choices:
A. Genes control inherited traits in organisms.
B. Corn plants can reproduce in laboratory environments.
C. Chromosomes can move around in the nucleus of a cell.
D. Genes are able to disappear and reappear in later generations.

Prompt:
Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?
A. Genes control inherited traits in organisms.
B. Corn plants can reproduce in laboratory environments.
C. Chromosomes can move around in the nucleus of a cell.
D. Genes are able to disappear and reappear in later generations.
Answer:

Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?

Choices:
A. Genes are able to disappear and reappear in later generations.
B. Corn plants can reproduce in laboratory environments.
C. Chromosomes can move around in the nucleus of a cell.
D. Genes control inherited traits in organisms.

Prompt:
Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?
A. Genes are able to disappear and reappear in later generations.
B. Corn plants can reproduce in laboratory environments.
C. Chromosomes can move around in the nucleus of a cell.
D. Genes control inherited traits in organisms.
Answer:

Answer: 3

Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?

Choices:
1. Genes control inherited traits in organisms.
2. Corn plants can reproduce in laboratory environments.
3. Chromosomes can move around in the nucleus of a cell.
4. Genes are able to disappear and reappear in later generations.

Prompt:
Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?
1. Genes control inherited traits in organisms.
2. Corn plants can reproduce in laboratory environments.
3. Chromosomes can move around in the nucleus of a cell.
4. Genes are able to disappear and reappear in later generations.
Answer:

Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?

Choices:
M. Genes control inherited traits in organisms.
H. Corn plants can reproduce in laboratory environments.
Y. Chromosomes can move around in the nucleus of a cell.
K. Genes are able to disappear and reappear in later generations.

Prompt:
Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?
M. Genes control inherited traits in organisms.
H. Corn plants can reproduce in laboratory environments.
Y. Chromosomes can move around in the nucleus of a cell.
K. Genes are able to disappear and reappear in later generations.
Answer:

Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?

Choices:
M. Genes are able to disappear and reappear in later generations.
H. Corn plants can reproduce in laboratory environments.
Y. Chromosomes can move around in the nucleus of a cell.
K. Genes control inherited traits in organisms.

Prompt:
Question: n 1931, Barbara McClintock discovered that genes could change position on a chromosome. In corn plants, if a certain gene was moved next to the gene that controls kernel color, the kernels in an ear of corn were various colors. Which statement best supports McClintock's discovery?
M. Genes are able to disappear and reappear in later generations.
H. Corn plants can reproduce in laboratory environments.
Y. Chromosomes can move around in the nucleus of a cell.
K. Genes control inherited traits in organisms.
Answer:

Answer: 3


Question: The breaking of a mineral into small, flat sheets is known as

Choices:
A. luster.
B. streak.
C. cleavage.
D. hardness.

Prompt:
Question: The breaking of a mineral into small, flat sheets is known as
A. luster.
B. streak.
C. cleavage.
D. hardness.
Answer:

Answer: 2

Question: The breaking of a mineral into small, flat sheets is known as

Choices:
A. cleavage.
B. hardness.
C. streak.
D. luster.

Prompt:
Question: The breaking of a mineral into small, flat sheets is known as
A. cleavage.
B. hardness.
C. streak.
D. luster.
Answer:

Question: The breaking of a mineral into small, flat sheets is known as

Choices:
1. luster.
2. streak.
3. cleavage.
4. hardness.

Prompt:
Question: The breaking of a mineral into small, flat sheets is known as
1. luster.
2. streak.
3. cleavage.
4. hardness.
Answer:

Answer: 2

Question: The breaking of a mineral into small, flat sheets is known as

Choices:
S. luster.
M. streak.
U. cleavage.
E. hardness.

Prompt:
Question: The breaking of a mineral into small, flat sheets is known as
S. luster.
M. streak.
U. cleavage.
E. hardness.
Answer:

Answer: 2

Question: The breaking of a mineral into small, flat sheets is known as

Choices:
S. cleavage.
M. hardness.
U. streak.
E. luster.

Prompt:
Question: The breaking of a mineral into small, flat sheets is known as
S. cleavage.
M. hardness.
U. streak.
E. luster.
Answer:


Question: Which location on Earth receives the most direct sunlight?

Choices:
A. the deserts
B. the South Pole
C. the equator
D. the Western Hemisphere

Prompt:
Question: Which location on Earth receives the most direct sunlight?
A. the deserts
B. the South Pole
C. the equator
D. the Western Hemisphere
Answer:

Answer: 2

Question: Which location on Earth receives the most direct sunlight?

Choices:
A. the equator
B. the deserts
C. the Western Hemisphere
D. the South Pole

Prompt:
Question: Which location on Earth receives the most direct sunlight?
A. the equator
B. the deserts
C. the Western Hemisphere
D. the South Pole
Answer:

Question: Which location on Earth receives the most direct sunlight?

Choices:
1. the deserts
2. the South Pole
3. the equator
4. the Western Hemisphere

Prompt:
Question: Which location on Earth receives the most direct sunlight?
1. the deserts
2. the South Pole
3. the equator
4. the Western Hemisphere
Answer:

Answer: 2

Question: Which location on Earth receives the most direct sunlight?

Choices:
Q. the deserts
N. the South Pole
U. the equator
D. the Western Hemisphere

Prompt:
Question: Which location on Earth receives the most direct sunlight?
Q. the deserts
N. the South Pole
U. the equator
D. the Western Hemisphere
Answer:

Answer: 2

Question: Which location on Earth receives the most direct sunlight?

Choices:
Q. the equator
N. the deserts
U. the Western Hemisphere
D. the South Pole

Prompt:
Question: Which location on Earth receives the most direct sunlight?
Q. the equator
N. the deserts
U. the Western Hemisphere
D. the South Pole
Answer:


Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?

Choices:
A. aerobic respiration
B. sexual reproduction
C. protein production
D. nitrogen fixation

Prompt:
Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?
A. aerobic respiration
B. sexual reproduction
C. protein production
D. nitrogen fixation
Answer:

Answer: 2

Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?

Choices:
A. sexual reproduction
B. protein production
C. nitrogen fixation
D. aerobic respiration

Prompt:
Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?
A. sexual reproduction
B. protein production
C. nitrogen fixation
D. aerobic respiration
Answer:

Answer: 1

Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?

Choices:
1. aerobic respiration
2. sexual reproduction
3. protein production
4. nitrogen fixation

Prompt:
Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?
1. aerobic respiration
2. sexual reproduction
3. protein production
4. nitrogen fixation
Answer:

Answer: 2

Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?

Choices:
X. aerobic respiration
E. sexual reproduction
Y. protein production
I. nitrogen fixation

Prompt:
Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?
X. aerobic respiration
E. sexual reproduction
Y. protein production
I. nitrogen fixation
Answer:

Answer: 2

Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?

Choices:
X. sexual reproduction
E. protein production
Y. nitrogen fixation
I. aerobic respiration

Prompt:
Question: All living things are made up of prokaryotic or eukaryotic cells. Which function is found in both prokaryotic and eukaryotic cells?
X. sexual reproduction
E. protein production
Y. nitrogen fixation
I. aerobic respiration
Answer:

Answer: 1


Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?

Choices:
A. fall
B. spring
C. summer
D. winter

Prompt:
Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?
A. fall
B. spring
C. summer
D. winter
Answer:

Answer: 3

Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?

Choices:
A. winter
B. spring
C. fall
D. summer

Prompt:
Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?
A. winter
B. spring
C. fall
D. summer
Answer:

Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?

Choices:
1. fall
2. spring
3. summer
4. winter

Prompt:
Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?
1. fall
2. spring
3. summer
4. winter
Answer:

Answer: 3

Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?

Choices:
T. fall
W. spring
H. summer
E. winter

Prompt:
Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?
T. fall
W. spring
H. summer
E. winter
Answer:

Answer: 3

Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?

Choices:
T. winter
W. spring
H. fall
E. summer

Prompt:
Question: Jamal lives in the Northern Hemisphere. Which season is it when the Northern Hemisphere is pointed away from the Sun?
T. winter
W. spring
H. fall
E. summer
Answer:


Question: What is an energy change that takes place in a light bulb?

Choices:
A. Chemical energy changes to light energy.
B. Chemical energy changes to heat energy.
C. Electrical energy changes to light energy.
D. Electrical energy changes to chemical energy.

Prompt:
Question: What is an energy change that takes place in a light bulb?
A. Chemical energy changes to light energy.
B. Chemical energy changes to heat energy.
C. Electrical energy changes to light energy.
D. Electrical energy changes to chemical energy.
Answer:

Answer: 2

Question: What is an energy change that takes place in a light bulb?

Choices:
A. Electrical energy changes to light energy.
B. Electrical energy changes to chemical energy.
C. Chemical energy changes to light energy.
D. Chemical energy changes to heat energy.

Prompt:
Question: What is an energy change that takes place in a light bulb?
A. Electrical energy changes to light energy.
B. Electrical energy changes to chemical energy.
C. Chemical energy changes to light energy.
D. Chemical energy changes to heat energy.
Answer:

Question: What is an energy change that takes place in a light bulb?

Choices:
1. Chemical energy changes to light energy.
2. Chemical energy changes to heat energy.
3. Electrical energy changes to light energy.
4. Electrical energy changes to chemical energy.

Prompt:
Question: What is an energy change that takes place in a light bulb?
1. Chemical energy changes to light energy.
2. Chemical energy changes to heat energy.
3. Electrical energy changes to light energy.
4. Electrical energy changes to chemical energy.
Answer:

Answer: 2

Question: What is an energy change that takes place in a light bulb?

Choices:
Y. Chemical energy changes to light energy.
H. Chemical energy changes to heat energy.
V. Electrical energy changes to light energy.
Z. Electrical energy changes to chemical energy.

Prompt:
Question: What is an energy change that takes place in a light bulb?
Y. Chemical energy changes to light energy.
H. Chemical energy changes to heat energy.
V. Electrical energy changes to light energy.
Z. Electrical energy changes to chemical energy.
Answer:

Answer: 2

Question: What is an energy change that takes place in a light bulb?

Choices:
Y. Electrical energy changes to light energy.
H. Electrical energy changes to chemical energy.
V. Chemical energy changes to light energy.
Z. Chemical energy changes to heat energy.

Prompt:
Question: What is an energy change that takes place in a light bulb?
Y. Electrical energy changes to light energy.
H. Electrical energy changes to chemical energy.
V. Chemical energy changes to light energy.
Z. Chemical energy changes to heat energy.
Answer:


Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?

Choices:
A. heat energy
B. light energy
C. mechanical energy
D. sound energy

Prompt:
Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?
A. heat energy
B. light energy
C. mechanical energy
D. sound energy
Answer:

Answer: 2

Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?

Choices:
A. mechanical energy
B. heat energy
C. light energy
D. sound energy

Prompt:
Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?
A. mechanical energy
B. heat energy
C. light energy
D. sound energy
Answer:

Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?

Choices:
1. heat energy
2. light energy
3. mechanical energy
4. sound energy

Prompt:
Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?
1. heat energy
2. light energy
3. mechanical energy
4. sound energy
Answer:

Answer: 2

Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?

Choices:
B. heat energy
M. light energy
I. mechanical energy
A. sound energy

Prompt:
Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?
B. heat energy
M. light energy
I. mechanical energy
A. sound energy
Answer:

Answer: 2

Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?

Choices:
B. mechanical energy
M. heat energy
I. light energy
A. sound energy

Prompt:
Question: When an electric fan is running, most of the incoming electrical energy changes into which kind of energy?
B. mechanical energy
M. heat energy
I. light energy
A. sound energy
Answer:


Question: Which trait does a cactus seedling inherit from its parents?

Choices:
A. the amount of water it absorbs
B. the length of its spines
C. the type of organism that pollinates its flowers
D. the number of organisms that consume its fruit

Prompt:
Question: Which trait does a cactus seedling inherit from its parents?
A. the amount of water it absorbs
B. the length of its spines
C. the type of organism that pollinates its flowers
D. the number of organisms that consume its fruit
Answer:

Answer: 1

Question: Which trait does a cactus seedling inherit from its parents?

Choices:
A. the amount of water it absorbs
B. the type of organism that pollinates its flowers
C. the number of organisms that consume its fruit
D. the length of its spines

Prompt:
Question: Which trait does a cactus seedling inherit from its parents?
A. the amount of water it absorbs
B. the type of organism that pollinates its flowers
C. the number of organisms that consume its fruit
D. the length of its spines
Answer:

Answer: 3

Question: Which trait does a cactus seedling inherit from its parents?

Choices:
1. the amount of water it absorbs
2. the length of its spines
3. the type of organism that pollinates its flowers
4. the number of organisms that consume its fruit

Prompt:
Question: Which trait does a cactus seedling inherit from its parents?
1. the amount of water it absorbs
2. the length of its spines
3. the type of organism that pollinates its flowers
4. the number of organisms that consume its fruit
Answer:

Answer: 1

Question: Which trait does a cactus seedling inherit from its parents?

Choices:
M. the amount of water it absorbs
B. the length of its spines
U. the type of organism that pollinates its flowers
A. the number of organisms that consume its fruit

Prompt:
Question: Which trait does a cactus seedling inherit from its parents?
M. the amount of water it absorbs
B. the length of its spines
U. the type of organism that pollinates its flowers
A. the number of organisms that consume its fruit
Answer:

Answer: 1

Question: Which trait does a cactus seedling inherit from its parents?

Choices:
M. the amount of water it absorbs
B. the type of organism that pollinates its flowers
U. the number of organisms that consume its fruit
A. the length of its spines

Prompt:
Question: Which trait does a cactus seedling inherit from its parents?
M. the amount of water it absorbs
B. the type of organism that pollinates its flowers
U. the number of organisms that consume its fruit
A. the length of its spines
Answer:

Answer: 3


Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?

Choices:
A. The speed of the particles decreases.
B. The particles begin to move in a straight line.
C. The particles begin to move with a greater force.
D. The motion of the particles becomes more random.

Prompt:
Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?
A. The speed of the particles decreases.
B. The particles begin to move in a straight line.
C. The particles begin to move with a greater force.
D. The motion of the particles becomes more random.
Answer:

Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?

Choices:
A. The particles begin to move in a straight line.
B. The motion of the particles becomes more random.
C. The speed of the particles decreases.
D. The particles begin to move with a greater force.

Prompt:
Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?
A. The particles begin to move in a straight line.
B. The motion of the particles becomes more random.
C. The speed of the particles decreases.
D. The particles begin to move with a greater force.
Answer:

Answer: 2

Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?

Choices:
1. The speed of the particles decreases.
2. The particles begin to move in a straight line.
3. The particles begin to move with a greater force.
4. The motion of the particles becomes more random.

Prompt:
Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?
1. The speed of the particles decreases.
2. The particles begin to move in a straight line.
3. The particles begin to move with a greater force.
4. The motion of the particles becomes more random.
Answer:

Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?

Choices:
B. The speed of the particles decreases.
V. The particles begin to move in a straight line.
U. The particles begin to move with a greater force.
Y. The motion of the particles becomes more random.

Prompt:
Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?
B. The speed of the particles decreases.
V. The particles begin to move in a straight line.
U. The particles begin to move with a greater force.
Y. The motion of the particles becomes more random.
Answer:

Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?

Choices:
B. The particles begin to move in a straight line.
V. The motion of the particles becomes more random.
U. The speed of the particles decreases.
Y. The particles begin to move with a greater force.

Prompt:
Question: The freezing point of nitrous oxide is -91°C. Which of the following statements best describes the effect on the particles in liquid nitrous oxide as its temperature is lowered to -91°C?
B. The particles begin to move in a straight line.
V. The motion of the particles becomes more random.
U. The speed of the particles decreases.
Y. The particles begin to move with a greater force.
Answer:

Answer: 2


Question: Which of the following will absorb heat energy?

Choices:
A. two sticks being rubbed together
B. a piece of wood burning
C. steel wool rusting
D. ice cubes melting

Prompt:
Question: Which of the following will absorb heat energy?
A. two sticks being rubbed together
B. a piece of wood burning
C. steel wool rusting
D. ice cubes melting
Answer:

Answer: 3

Question: Which of the following will absorb heat energy?

Choices:
A. steel wool rusting
B. a piece of wood burning
C. ice cubes melting
D. two sticks being rubbed together

Prompt:
Question: Which of the following will absorb heat energy?
A. steel wool rusting
B. a piece of wood burning
C. ice cubes melting
D. two sticks being rubbed together
Answer:

Answer: 2

Question: Which of the following will absorb heat energy?

Choices:
1. two sticks being rubbed together
2. a piece of wood burning
3. steel wool rusting
4. ice cubes melting

Prompt:
Question: Which of the following will absorb heat energy?
1. two sticks being rubbed together
2. a piece of wood burning
3. steel wool rusting
4. ice cubes melting
Answer:

Answer: 3

Question: Which of the following will absorb heat energy?

Choices:
C. two sticks being rubbed together
V. a piece of wood burning
S. steel wool rusting
K. ice cubes melting

Prompt:
Question: Which of the following will absorb heat energy?
C. two sticks being rubbed together
V. a piece of wood burning
S. steel wool rusting
K. ice cubes melting
Answer:

Answer: 3

Question: Which of the following will absorb heat energy?

Choices:
C. steel wool rusting
V. a piece of wood burning
S. ice cubes melting
K. two sticks being rubbed together

Prompt:
Question: Which of the following will absorb heat energy?
C. steel wool rusting
V. a piece of wood burning
S. ice cubes melting
K. two sticks being rubbed together
Answer:

Answer: 2