Question: Which tool should a carpenter use to measure the length of a wooden board?

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

Prompt:
Question: Which tool should a carpenter use to measure the length of a wooden board?
A. balance
B. meter stick
C. thermometer
D. graduated cylinder
Answer:

Answer: 1

Question: Which tool should a carpenter use to measure the length of a wooden board?

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

Prompt:
Question: Which tool should a carpenter use to measure the length of a wooden board?
A. balance
B. graduated cylinder
C. thermometer
D. meter stick
Answer:

Answer: 3

Question: Which tool should a carpenter use to measure the length of a wooden board?

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

Prompt:
Question: Which tool should a carpenter use to measure the length of a wooden board?
1. balance
2. meter stick
3. thermometer
4. graduated cylinder
Answer:

Answer: 1

Question: Which tool should a carpenter use to measure the length of a wooden board?

Choices:
F. balance
N. meter stick
A. thermometer
B. graduated cylinder

Prompt:
Question: Which tool should a carpenter use to measure the length of a wooden board?
F. balance
N. meter stick
A. thermometer
B. graduated cylinder
Answer:

Answer: 1

Question: Which tool should a carpenter use to measure the length of a wooden board?

Choices:
F. balance
N. graduated cylinder
A. thermometer
B. meter stick

Prompt:
Question: Which tool should a carpenter use to measure the length of a wooden board?
F. balance
N. graduated cylinder
A. thermometer
B. meter stick
Answer:

Answer: 3


Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?

Choices:
A. The ecosystem will not change from its original state.
B. The ecosystem will eventually become balanced again.
C. The consumers in the ecosystem will begin to consume carbon dioxide.
D. The consumers in the ecosystem will begin to produce more oxygen.

Prompt:
Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?
A. The ecosystem will not change from its original state.
B. The ecosystem will eventually become balanced again.
C. The consumers in the ecosystem will begin to consume carbon dioxide.
D. The consumers in the ecosystem will begin to produce more oxygen.
Answer:

Answer: 1

Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?

Choices:
A. The ecosystem will not change from its original state.
B. The consumers in the ecosystem will begin to consume carbon dioxide.
C. The ecosystem will eventually become balanced again.
D. The consumers in the ecosystem will begin to produce more oxygen.

Prompt:
Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?
A. The ecosystem will not change from its original state.
B. The consumers in the ecosystem will begin to consume carbon dioxide.
C. The ecosystem will eventually become balanced again.
D. The consumers in the ecosystem will begin to produce more oxygen.
Answer:

Answer: 2

Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?

Choices:
1. The ecosystem will not change from its original state.
2. The ecosystem will eventually become balanced again.
3. The consumers in the ecosystem will begin to consume carbon dioxide.
4. The consumers in the ecosystem will begin to produce more oxygen.

Prompt:
Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?
1. The ecosystem will not change from its original state.
2. The ecosystem will eventually become balanced again.
3. The consumers in the ecosystem will begin to consume carbon dioxide.
4. The consumers in the ecosystem will begin to produce more oxygen.
Answer:

Answer: 1

Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?

Choices:
L. The ecosystem will not change from its original state.
C. The ecosystem will eventually become balanced again.
X. The consumers in the ecosystem will begin to consume carbon dioxide.
F. The consumers in the ecosystem will begin to produce more oxygen.

Prompt:
Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?
L. The ecosystem will not change from its original state.
C. The ecosystem will eventually become balanced again.
X. The consumers in the ecosystem will begin to consume carbon dioxide.
F. The consumers in the ecosystem will begin to produce more oxygen.
Answer:

Answer: 1

Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?

Choices:
L. The ecosystem will not change from its original state.
C. The consumers in the ecosystem will begin to consume carbon dioxide.
X. The ecosystem will eventually become balanced again.
F. The consumers in the ecosystem will begin to produce more oxygen.

Prompt:
Question: If an ecosystem's balance is disturbed by a volcanic eruption, what will most likely occur?
L. The ecosystem will not change from its original state.
C. The consumers in the ecosystem will begin to consume carbon dioxide.
X. The ecosystem will eventually become balanced again.
F. The consumers in the ecosystem will begin to produce more oxygen.
Answer:

Answer: 2


Question: One example of a trait passed from a parent plant to its offspring is ___.

Choices:
A. the amount of water in the plant's environment
B. the amount of sunlight shining on the plant
C. the color of the flowers on the plant
D. the nutrients in the soil where the plant grows

Prompt:
Question: One example of a trait passed from a parent plant to its offspring is ___.
A. the amount of water in the plant's environment
B. the amount of sunlight shining on the plant
C. the color of the flowers on the plant
D. the nutrients in the soil where the plant grows
Answer:

Answer: 2

Question: One example of a trait passed from a parent plant to its offspring is ___.

Choices:
A. the color of the flowers on the plant
B. the nutrients in the soil where the plant grows
C. the amount of water in the plant's environment
D. the amount of sunlight shining on the plant

Prompt:
Question: One example of a trait passed from a parent plant to its offspring is ___.
A. the color of the flowers on the plant
B. the nutrients in the soil where the plant grows
C. the amount of water in the plant's environment
D. the amount of sunlight shining on the plant
Answer:

Question: One example of a trait passed from a parent plant to its offspring is ___.

Choices:
1. the amount of water in the plant's environment
2. the amount of sunlight shining on the plant
3. the color of the flowers on the plant
4. the nutrients in the soil where the plant grows

Prompt:
Question: One example of a trait passed from a parent plant to its offspring is ___.
1. the amount of water in the plant's environment
2. the amount of sunlight shining on the plant
3. the color of the flowers on the plant
4. the nutrients in the soil where the plant grows
Answer:

Answer: 2

Question: One example of a trait passed from a parent plant to its offspring is ___.

Choices:
E. the amount of water in the plant's environment
G. the amount of sunlight shining on the plant
O. the color of the flowers on the plant
D. the nutrients in the soil where the plant grows

Prompt:
Question: One example of a trait passed from a parent plant to its offspring is ___.
E. the amount of water in the plant's environment
G. the amount of sunlight shining on the plant
O. the color of the flowers on the plant
D. the nutrients in the soil where the plant grows
Answer:

Answer: 2

Question: One example of a trait passed from a parent plant to its offspring is ___.

Choices:
E. the color of the flowers on the plant
G. the nutrients in the soil where the plant grows
O. the amount of water in the plant's environment
D. the amount of sunlight shining on the plant

Prompt:
Question: One example of a trait passed from a parent plant to its offspring is ___.
E. the color of the flowers on the plant
G. the nutrients in the soil where the plant grows
O. the amount of water in the plant's environment
D. the amount of sunlight shining on the plant
Answer:


Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?

Choices:
A. bird beak
B. bear claws
C. human skin
D. snake fangs

Prompt:
Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?
A. bird beak
B. bear claws
C. human skin
D. snake fangs
Answer:

Answer: 2

Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?

Choices:
A. human skin
B. bird beak
C. bear claws
D. snake fangs

Prompt:
Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?
A. human skin
B. bird beak
C. bear claws
D. snake fangs
Answer:

Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?

Choices:
1. bird beak
2. bear claws
3. human skin
4. snake fangs

Prompt:
Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?
1. bird beak
2. bear claws
3. human skin
4. snake fangs
Answer:

Answer: 2

Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?

Choices:
C. bird beak
Q. bear claws
R. human skin
D. snake fangs

Prompt:
Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?
C. bird beak
Q. bear claws
R. human skin
D. snake fangs
Answer:

Answer: 2

Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?

Choices:
C. human skin
Q. bird beak
R. bear claws
D. snake fangs

Prompt:
Question: Many organisms have structures for protection and survival. Which structure is most similar to tree bark?
C. human skin
Q. bird beak
R. bear claws
D. snake fangs
Answer:


Question: The human respiratory system is responsible for removing

Choices:
A. fat from cells
B. carbon dioxide from blood
C. hormones from glands
D. nutrients from food

Prompt:
Question: The human respiratory system is responsible for removing
A. fat from cells
B. carbon dioxide from blood
C. hormones from glands
D. nutrients from food
Answer:

Answer: 1

Question: The human respiratory system is responsible for removing

Choices:
A. nutrients from food
B. hormones from glands
C. carbon dioxide from blood
D. fat from cells

Prompt:
Question: The human respiratory system is responsible for removing
A. nutrients from food
B. hormones from glands
C. carbon dioxide from blood
D. fat from cells
Answer:

Answer: 2

Question: The human respiratory system is responsible for removing

Choices:
1. fat from cells
2. carbon dioxide from blood
3. hormones from glands
4. nutrients from food

Prompt:
Question: The human respiratory system is responsible for removing
1. fat from cells
2. carbon dioxide from blood
3. hormones from glands
4. nutrients from food
Answer:

Answer: 1

Question: The human respiratory system is responsible for removing

Choices:
X. fat from cells
R. carbon dioxide from blood
W. hormones from glands
Q. nutrients from food

Prompt:
Question: The human respiratory system is responsible for removing
X. fat from cells
R. carbon dioxide from blood
W. hormones from glands
Q. nutrients from food
Answer:

Answer: 1

Question: The human respiratory system is responsible for removing

Choices:
X. nutrients from food
R. hormones from glands
W. carbon dioxide from blood
Q. fat from cells

Prompt:
Question: The human respiratory system is responsible for removing
X. nutrients from food
R. hormones from glands
W. carbon dioxide from blood
Q. fat from cells
Answer:

Answer: 2


Question: Humans are protected from some infections by specialized cells which produce chemicals that

Choices:
A. destroy microbes
B. recycle nutrients
C. allow locomotion
D. coordinate movement

Prompt:
Question: Humans are protected from some infections by specialized cells which produce chemicals that
A. destroy microbes
B. recycle nutrients
C. allow locomotion
D. coordinate movement
Answer:

Question: Humans are protected from some infections by specialized cells which produce chemicals that

Choices:
A. recycle nutrients
B. destroy microbes
C. coordinate movement
D. allow locomotion

Prompt:
Question: Humans are protected from some infections by specialized cells which produce chemicals that
A. recycle nutrients
B. destroy microbes
C. coordinate movement
D. allow locomotion
Answer:

Answer: 1

Question: Humans are protected from some infections by specialized cells which produce chemicals that

Choices:
1. destroy microbes
2. recycle nutrients
3. allow locomotion
4. coordinate movement

Prompt:
Question: Humans are protected from some infections by specialized cells which produce chemicals that
1. destroy microbes
2. recycle nutrients
3. allow locomotion
4. coordinate movement
Answer:

Question: Humans are protected from some infections by specialized cells which produce chemicals that

Choices:
H. destroy microbes
Y. recycle nutrients
B. allow locomotion
Z. coordinate movement

Prompt:
Question: Humans are protected from some infections by specialized cells which produce chemicals that
H. destroy microbes
Y. recycle nutrients
B. allow locomotion
Z. coordinate movement
Answer:

Question: Humans are protected from some infections by specialized cells which produce chemicals that

Choices:
H. recycle nutrients
Y. destroy microbes
B. coordinate movement
Z. allow locomotion

Prompt:
Question: Humans are protected from some infections by specialized cells which produce chemicals that
H. recycle nutrients
Y. destroy microbes
B. coordinate movement
Z. allow locomotion
Answer:

Answer: 1


Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?

Choices:
A. heat and light
B. heat and sound
C. light and magnetism
D. electricity and sound

Prompt:
Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?
A. heat and light
B. heat and sound
C. light and magnetism
D. electricity and sound
Answer:

Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?

Choices:
A. light and magnetism
B. electricity and sound
C. heat and light
D. heat and sound

Prompt:
Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?
A. light and magnetism
B. electricity and sound
C. heat and light
D. heat and sound
Answer:

Answer: 2

Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?

Choices:
1. heat and light
2. heat and sound
3. light and magnetism
4. electricity and sound

Prompt:
Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?
1. heat and light
2. heat and sound
3. light and magnetism
4. electricity and sound
Answer:

Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?

Choices:
M. heat and light
G. heat and sound
R. light and magnetism
I. electricity and sound

Prompt:
Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?
M. heat and light
G. heat and sound
R. light and magnetism
I. electricity and sound
Answer:

Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?

Choices:
M. light and magnetism
G. electricity and sound
R. heat and light
I. heat and sound

Prompt:
Question: Which two forms of energy could best be used to increase the temperature of a sheet of copper?
M. light and magnetism
G. electricity and sound
R. heat and light
I. heat and sound
Answer:

Answer: 2


Question: Which gas is the most abundant in Earth's atmosphere?

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

Prompt:
Question: Which gas is the most abundant in Earth's atmosphere?
A. oxygen
B. nitrogen
C. water vapor
D. carbon dioxide
Answer:

Answer: 1

Question: Which gas is the most abundant in Earth's atmosphere?

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

Prompt:
Question: Which gas is the most abundant in Earth's atmosphere?
A. nitrogen
B. oxygen
C. carbon dioxide
D. water vapor
Answer:

Question: Which gas is the most abundant in Earth's atmosphere?

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

Prompt:
Question: Which gas is the most abundant in Earth's atmosphere?
1. oxygen
2. nitrogen
3. water vapor
4. carbon dioxide
Answer:

Answer: 1

Question: Which gas is the most abundant in Earth's atmosphere?

Choices:
G. oxygen
U. nitrogen
D. water vapor
K. carbon dioxide

Prompt:
Question: Which gas is the most abundant in Earth's atmosphere?
G. oxygen
U. nitrogen
D. water vapor
K. carbon dioxide
Answer:

Answer: 1

Question: Which gas is the most abundant in Earth's atmosphere?

Choices:
G. nitrogen
U. oxygen
D. carbon dioxide
K. water vapor

Prompt:
Question: Which gas is the most abundant in Earth's atmosphere?
G. nitrogen
U. oxygen
D. carbon dioxide
K. water vapor
Answer:


Question: Which best explains why stars seen in the night sky are less bright than the Sun?

Choices:
A. Other stars are farther from Earth than the Sun.
B. Other stars are facing away from Earth.
C. Other stars are smaller than the Sun.
D. Other stars are producing less light.

Prompt:
Question: Which best explains why stars seen in the night sky are less bright than the Sun?
A. Other stars are farther from Earth than the Sun.
B. Other stars are facing away from Earth.
C. Other stars are smaller than the Sun.
D. Other stars are producing less light.
Answer:

Question: Which best explains why stars seen in the night sky are less bright than the Sun?

Choices:
A. Other stars are producing less light.
B. Other stars are smaller than the Sun.
C. Other stars are farther from Earth than the Sun.
D. Other stars are facing away from Earth.

Prompt:
Question: Which best explains why stars seen in the night sky are less bright than the Sun?
A. Other stars are producing less light.
B. Other stars are smaller than the Sun.
C. Other stars are farther from Earth than the Sun.
D. Other stars are facing away from Earth.
Answer:

Answer: 2

Question: Which best explains why stars seen in the night sky are less bright than the Sun?

Choices:
1. Other stars are farther from Earth than the Sun.
2. Other stars are facing away from Earth.
3. Other stars are smaller than the Sun.
4. Other stars are producing less light.

Prompt:
Question: Which best explains why stars seen in the night sky are less bright than the Sun?
1. Other stars are farther from Earth than the Sun.
2. Other stars are facing away from Earth.
3. Other stars are smaller than the Sun.
4. Other stars are producing less light.
Answer:

Question: Which best explains why stars seen in the night sky are less bright than the Sun?

Choices:
M. Other stars are farther from Earth than the Sun.
P. Other stars are facing away from Earth.
I. Other stars are smaller than the Sun.
U. Other stars are producing less light.

Prompt:
Question: Which best explains why stars seen in the night sky are less bright than the Sun?
M. Other stars are farther from Earth than the Sun.
P. Other stars are facing away from Earth.
I. Other stars are smaller than the Sun.
U. Other stars are producing less light.
Answer:

Question: Which best explains why stars seen in the night sky are less bright than the Sun?

Choices:
M. Other stars are producing less light.
P. Other stars are smaller than the Sun.
I. Other stars are farther from Earth than the Sun.
U. Other stars are facing away from Earth.

Prompt:
Question: Which best explains why stars seen in the night sky are less bright than the Sun?
M. Other stars are producing less light.
P. Other stars are smaller than the Sun.
I. Other stars are farther from Earth than the Sun.
U. Other stars are facing away from Earth.
Answer:

Answer: 2


Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?

Choices:
A. It will destroy the fish habitat.
B. It will provide nutrients to algae.
C. It will change the water temperature.
D. It will introduce an invasive species.

Prompt:
Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?
A. It will destroy the fish habitat.
B. It will provide nutrients to algae.
C. It will change the water temperature.
D. It will introduce an invasive species.
Answer:

Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?

Choices:
A. It will introduce an invasive species.
B. It will destroy the fish habitat.
C. It will provide nutrients to algae.
D. It will change the water temperature.

Prompt:
Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?
A. It will introduce an invasive species.
B. It will destroy the fish habitat.
C. It will provide nutrients to algae.
D. It will change the water temperature.
Answer:

Answer: 1

Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?

Choices:
1. It will destroy the fish habitat.
2. It will provide nutrients to algae.
3. It will change the water temperature.
4. It will introduce an invasive species.

Prompt:
Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?
1. It will destroy the fish habitat.
2. It will provide nutrients to algae.
3. It will change the water temperature.
4. It will introduce an invasive species.
Answer:

Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?

Choices:
U. It will destroy the fish habitat.
J. It will provide nutrients to algae.
R. It will change the water temperature.
B. It will introduce an invasive species.

Prompt:
Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?
U. It will destroy the fish habitat.
J. It will provide nutrients to algae.
R. It will change the water temperature.
B. It will introduce an invasive species.
Answer:

Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?

Choices:
U. It will introduce an invasive species.
J. It will destroy the fish habitat.
R. It will provide nutrients to algae.
B. It will change the water temperature.

Prompt:
Question: A scientist observed that the loss of plants near a stream resulted in more soil being washed downstream. How will the excess soil that travels downstream reduce biodiversity?
U. It will introduce an invasive species.
J. It will destroy the fish habitat.
R. It will provide nutrients to algae.
B. It will change the water temperature.
Answer:

Answer: 1


Question: When Earth's shadow falls on the Moon, the shadow causes a

Choices:
A. high tide
B. low tide
C. lunar eclipse
D. Moon phase

Prompt:
Question: When Earth's shadow falls on the Moon, the shadow causes a
A. high tide
B. low tide
C. lunar eclipse
D. Moon phase
Answer:

Answer: 2

Question: When Earth's shadow falls on the Moon, the shadow causes a

Choices:
A. lunar eclipse
B. low tide
C. high tide
D. Moon phase

Prompt:
Question: When Earth's shadow falls on the Moon, the shadow causes a
A. lunar eclipse
B. low tide
C. high tide
D. Moon phase
Answer:

Question: When Earth's shadow falls on the Moon, the shadow causes a

Choices:
1. high tide
2. low tide
3. lunar eclipse
4. Moon phase

Prompt:
Question: When Earth's shadow falls on the Moon, the shadow causes a
1. high tide
2. low tide
3. lunar eclipse
4. Moon phase
Answer:

Answer: 2

Question: When Earth's shadow falls on the Moon, the shadow causes a

Choices:
U. high tide
M. low tide
T. lunar eclipse
N. Moon phase

Prompt:
Question: When Earth's shadow falls on the Moon, the shadow causes a
U. high tide
M. low tide
T. lunar eclipse
N. Moon phase
Answer:

Answer: 2

Question: When Earth's shadow falls on the Moon, the shadow causes a

Choices:
U. lunar eclipse
M. low tide
T. high tide
N. Moon phase

Prompt:
Question: When Earth's shadow falls on the Moon, the shadow causes a
U. lunar eclipse
M. low tide
T. high tide
N. Moon phase
Answer:


Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?

Choices:
A. black
B. green
C. red
D. white

Prompt:
Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?
A. black
B. green
C. red
D. white
Answer:

Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?

Choices:
A. red
B. white
C. green
D. black

Prompt:
Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?
A. red
B. white
C. green
D. black
Answer:

Answer: 3

Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?

Choices:
1. black
2. green
3. red
4. white

Prompt:
Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?
1. black
2. green
3. red
4. white
Answer:

Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?

Choices:
T. black
E. green
A. red
D. white

Prompt:
Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?
T. black
E. green
A. red
D. white
Answer:

Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?

Choices:
T. red
E. white
A. green
D. black

Prompt:
Question: A class conducts an experiment to determine the best color to paint a solar water heater that they plan to build. For their experimental test, the students have four identical cans. They paint one black, one green, one red, and one white. Each can is filled with 500 mL of 22°C water, and is allowed to sit in the sun for two hours. Which color can will have the greatest increase in water temperature?
T. red
E. white
A. green
D. black
Answer:

Answer: 3


Question: Which of these properties of water has the greatest effect on the water cycle?

Choices:
A. neutral pH
B. freezing and boiling points
C. dissolves many substances
D. forms six-sided crystals

Prompt:
Question: Which of these properties of water has the greatest effect on the water cycle?
A. neutral pH
B. freezing and boiling points
C. dissolves many substances
D. forms six-sided crystals
Answer:

Answer: 1

Question: Which of these properties of water has the greatest effect on the water cycle?

Choices:
A. forms six-sided crystals
B. dissolves many substances
C. neutral pH
D. freezing and boiling points

Prompt:
Question: Which of these properties of water has the greatest effect on the water cycle?
A. forms six-sided crystals
B. dissolves many substances
C. neutral pH
D. freezing and boiling points
Answer:

Answer: 3

Question: Which of these properties of water has the greatest effect on the water cycle?

Choices:
1. neutral pH
2. freezing and boiling points
3. dissolves many substances
4. forms six-sided crystals

Prompt:
Question: Which of these properties of water has the greatest effect on the water cycle?
1. neutral pH
2. freezing and boiling points
3. dissolves many substances
4. forms six-sided crystals
Answer:

Answer: 1

Question: Which of these properties of water has the greatest effect on the water cycle?

Choices:
U. neutral pH
R. freezing and boiling points
L. dissolves many substances
X. forms six-sided crystals

Prompt:
Question: Which of these properties of water has the greatest effect on the water cycle?
U. neutral pH
R. freezing and boiling points
L. dissolves many substances
X. forms six-sided crystals
Answer:

Answer: 1

Question: Which of these properties of water has the greatest effect on the water cycle?

Choices:
U. forms six-sided crystals
R. dissolves many substances
L. neutral pH
X. freezing and boiling points

Prompt:
Question: Which of these properties of water has the greatest effect on the water cycle?
U. forms six-sided crystals
R. dissolves many substances
L. neutral pH
X. freezing and boiling points
Answer:

Answer: 3


Question: What causes day and night on Earth?

Choices:
A. tilting of Earth's axis
B. rotation of Earth on its axis
C. movement of Earth around the sun
D. movement of the sun around Earth

Prompt:
Question: What causes day and night on Earth?
A. tilting of Earth's axis
B. rotation of Earth on its axis
C. movement of Earth around the sun
D. movement of the sun around Earth
Answer:

Answer: 1

Question: What causes day and night on Earth?

Choices:
A. tilting of Earth's axis
B. movement of the sun around Earth
C. movement of Earth around the sun
D. rotation of Earth on its axis

Prompt:
Question: What causes day and night on Earth?
A. tilting of Earth's axis
B. movement of the sun around Earth
C. movement of Earth around the sun
D. rotation of Earth on its axis
Answer:

Answer: 3

Question: What causes day and night on Earth?

Choices:
1. tilting of Earth's axis
2. rotation of Earth on its axis
3. movement of Earth around the sun
4. movement of the sun around Earth

Prompt:
Question: What causes day and night on Earth?
1. tilting of Earth's axis
2. rotation of Earth on its axis
3. movement of Earth around the sun
4. movement of the sun around Earth
Answer:

Answer: 1

Question: What causes day and night on Earth?

Choices:
R. tilting of Earth's axis
T. rotation of Earth on its axis
Y. movement of Earth around the sun
Z. movement of the sun around Earth

Prompt:
Question: What causes day and night on Earth?
R. tilting of Earth's axis
T. rotation of Earth on its axis
Y. movement of Earth around the sun
Z. movement of the sun around Earth
Answer:

Answer: 1

Question: What causes day and night on Earth?

Choices:
R. tilting of Earth's axis
T. movement of the sun around Earth
Y. movement of Earth around the sun
Z. rotation of Earth on its axis

Prompt:
Question: What causes day and night on Earth?
R. tilting of Earth's axis
T. movement of the sun around Earth
Y. movement of Earth around the sun
Z. rotation of Earth on its axis
Answer:

Answer: 3


Question: Which process is an example of a physical change?

Choices:
A. wood burning
B. iron rusting
C. ice melting
D. milk souring

Prompt:
Question: Which process is an example of a physical change?
A. wood burning
B. iron rusting
C. ice melting
D. milk souring
Answer:

Answer: 2

Question: Which process is an example of a physical change?

Choices:
A. milk souring
B. wood burning
C. iron rusting
D. ice melting

Prompt:
Question: Which process is an example of a physical change?
A. milk souring
B. wood burning
C. iron rusting
D. ice melting
Answer:

Answer: 3

Question: Which process is an example of a physical change?

Choices:
1. wood burning
2. iron rusting
3. ice melting
4. milk souring

Prompt:
Question: Which process is an example of a physical change?
1. wood burning
2. iron rusting
3. ice melting
4. milk souring
Answer:

Answer: 2

Question: Which process is an example of a physical change?

Choices:
G. wood burning
P. iron rusting
T. ice melting
E. milk souring

Prompt:
Question: Which process is an example of a physical change?
G. wood burning
P. iron rusting
T. ice melting
E. milk souring
Answer:

Answer: 2

Question: Which process is an example of a physical change?

Choices:
G. milk souring
P. wood burning
T. iron rusting
E. ice melting

Prompt:
Question: Which process is an example of a physical change?
G. milk souring
P. wood burning
T. iron rusting
E. ice melting
Answer:

Answer: 3


Question: The water cycle requires energy. The main source of energy for the water cycle is

Choices:
A. wind
B. gravity
C. the sun
D. the moon

Prompt:
Question: The water cycle requires energy. The main source of energy for the water cycle is
A. wind
B. gravity
C. the sun
D. the moon
Answer:

Answer: 2

Question: The water cycle requires energy. The main source of energy for the water cycle is

Choices:
A. wind
B. gravity
C. the moon
D. the sun

Prompt:
Question: The water cycle requires energy. The main source of energy for the water cycle is
A. wind
B. gravity
C. the moon
D. the sun
Answer:

Answer: 3

Question: The water cycle requires energy. The main source of energy for the water cycle is

Choices:
1. wind
2. gravity
3. the sun
4. the moon

Prompt:
Question: The water cycle requires energy. The main source of energy for the water cycle is
1. wind
2. gravity
3. the sun
4. the moon
Answer:

Answer: 2

Question: The water cycle requires energy. The main source of energy for the water cycle is

Choices:
B. wind
F. gravity
O. the sun
R. the moon

Prompt:
Question: The water cycle requires energy. The main source of energy for the water cycle is
B. wind
F. gravity
O. the sun
R. the moon
Answer:

Answer: 2

Question: The water cycle requires energy. The main source of energy for the water cycle is

Choices:
B. wind
F. gravity
O. the moon
R. the sun

Prompt:
Question: The water cycle requires energy. The main source of energy for the water cycle is
B. wind
F. gravity
O. the moon
R. the sun
Answer:

Answer: 3


Question: Which of these is the fundamental unit of life?

Choices:
A. system
B. organ
C. tissue
D. cell

Prompt:
Question: Which of these is the fundamental unit of life?
A. system
B. organ
C. tissue
D. cell
Answer:

Answer: 3

Question: Which of these is the fundamental unit of life?

Choices:
A. cell
B. system
C. organ
D. tissue

Prompt:
Question: Which of these is the fundamental unit of life?
A. cell
B. system
C. organ
D. tissue
Answer:

Question: Which of these is the fundamental unit of life?

Choices:
1. system
2. organ
3. tissue
4. cell

Prompt:
Question: Which of these is the fundamental unit of life?
1. system
2. organ
3. tissue
4. cell
Answer:

Answer: 3

Question: Which of these is the fundamental unit of life?

Choices:
Z. system
X. organ
N. tissue
A. cell

Prompt:
Question: Which of these is the fundamental unit of life?
Z. system
X. organ
N. tissue
A. cell
Answer:

Answer: 3

Question: Which of these is the fundamental unit of life?

Choices:
Z. cell
X. system
N. organ
A. tissue

Prompt:
Question: Which of these is the fundamental unit of life?
Z. cell
X. system
N. organ
A. tissue
Answer:


Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?

Choices:
A. chemical properties
B. mechanical properties
C. thermal properties
D. acoustical properties

Prompt:
Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?
A. chemical properties
B. mechanical properties
C. thermal properties
D. acoustical properties
Answer:

Answer: 3

Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?

Choices:
A. mechanical properties
B. acoustical properties
C. thermal properties
D. chemical properties

Prompt:
Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?
A. mechanical properties
B. acoustical properties
C. thermal properties
D. chemical properties
Answer:

Answer: 1

Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?

Choices:
1. chemical properties
2. mechanical properties
3. thermal properties
4. acoustical properties

Prompt:
Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?
1. chemical properties
2. mechanical properties
3. thermal properties
4. acoustical properties
Answer:

Answer: 3

Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?

Choices:
W. chemical properties
Y. mechanical properties
X. thermal properties
M. acoustical properties

Prompt:
Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?
W. chemical properties
Y. mechanical properties
X. thermal properties
M. acoustical properties
Answer:

Answer: 3

Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?

Choices:
W. mechanical properties
Y. acoustical properties
X. thermal properties
M. chemical properties

Prompt:
Question: Which would be the most important to consider when selecting material for the walls and ceiling of a concert hall?
W. mechanical properties
Y. acoustical properties
X. thermal properties
M. chemical properties
Answer:

Answer: 1


Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes

Choices:
A. humus.
B. anaerobic.
C. compost.
D. aerobic.

Prompt:
Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes
A. humus.
B. anaerobic.
C. compost.
D. aerobic.
Answer:

Answer: 1

Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes

Choices:
A. humus.
B. compost.
C. aerobic.
D. anaerobic.

Prompt:
Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes
A. humus.
B. compost.
C. aerobic.
D. anaerobic.
Answer:

Answer: 3

Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes

Choices:
1. humus.
2. anaerobic.
3. compost.
4. aerobic.

Prompt:
Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes
1. humus.
2. anaerobic.
3. compost.
4. aerobic.
Answer:

Answer: 1

Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes

Choices:
R. humus.
W. anaerobic.
J. compost.
F. aerobic.

Prompt:
Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes
R. humus.
W. anaerobic.
J. compost.
F. aerobic.
Answer:

Answer: 1

Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes

Choices:
R. humus.
W. compost.
J. aerobic.
F. anaerobic.

Prompt:
Question: When microorganisms deplete the oxygen in soil through respiration, the soil becomes
R. humus.
W. compost.
J. aerobic.
F. anaerobic.
Answer:

Answer: 3


Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?

Choices:
A. to search for life on planets other than Earth
B. to land on a planet in another solar system
C. to determine the composition the Sun
D. to send a human to land on the Moon

Prompt:
Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?
A. to search for life on planets other than Earth
B. to land on a planet in another solar system
C. to determine the composition the Sun
D. to send a human to land on the Moon
Answer:

Answer: 3

Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?

Choices:
A. to send a human to land on the Moon
B. to land on a planet in another solar system
C. to determine the composition the Sun
D. to search for life on planets other than Earth

Prompt:
Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?
A. to send a human to land on the Moon
B. to land on a planet in another solar system
C. to determine the composition the Sun
D. to search for life on planets other than Earth
Answer:

Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?

Choices:
1. to search for life on planets other than Earth
2. to land on a planet in another solar system
3. to determine the composition the Sun
4. to send a human to land on the Moon

Prompt:
Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?
1. to search for life on planets other than Earth
2. to land on a planet in another solar system
3. to determine the composition the Sun
4. to send a human to land on the Moon
Answer:

Answer: 3

Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?

Choices:
V. to search for life on planets other than Earth
X. to land on a planet in another solar system
O. to determine the composition the Sun
N. to send a human to land on the Moon

Prompt:
Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?
V. to search for life on planets other than Earth
X. to land on a planet in another solar system
O. to determine the composition the Sun
N. to send a human to land on the Moon
Answer:

Answer: 3

Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?

Choices:
V. to send a human to land on the Moon
X. to land on a planet in another solar system
O. to determine the composition the Sun
N. to search for life on planets other than Earth

Prompt:
Question: The National Aeronautics and Space Administration (NASA) is the agency responsible for the space program in the United States. What was the goal of NASA's Apollo program?
V. to send a human to land on the Moon
X. to land on a planet in another solar system
O. to determine the composition the Sun
N. to search for life on planets other than Earth
Answer:


Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?

Choices:
A. nervous
B. immune
C. excretory
D. digestive

Prompt:
Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?
A. nervous
B. immune
C. excretory
D. digestive
Answer:

Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?

Choices:
A. excretory
B. digestive
C. immune
D. nervous

Prompt:
Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?
A. excretory
B. digestive
C. immune
D. nervous
Answer:

Answer: 3

Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?

Choices:
1. nervous
2. immune
3. excretory
4. digestive

Prompt:
Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?
1. nervous
2. immune
3. excretory
4. digestive
Answer:

Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?

Choices:
F. nervous
E. immune
H. excretory
U. digestive

Prompt:
Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?
F. nervous
E. immune
H. excretory
U. digestive
Answer:

Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?

Choices:
F. excretory
E. digestive
H. immune
U. nervous

Prompt:
Question: A lack of control in the muscular system is most likely related to a problem in what other organ system?
F. excretory
E. digestive
H. immune
U. nervous
Answer:

Answer: 3


Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?

Choices:
A. swamp
B. prairie
C. forest
D. tundra

Prompt:
Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?
A. swamp
B. prairie
C. forest
D. tundra
Answer:

Answer: 1

Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?

Choices:
A. prairie
B. swamp
C. tundra
D. forest

Prompt:
Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?
A. prairie
B. swamp
C. tundra
D. forest
Answer:

Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?

Choices:
1. swamp
2. prairie
3. forest
4. tundra

Prompt:
Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?
1. swamp
2. prairie
3. forest
4. tundra
Answer:

Answer: 1

Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?

Choices:
H. swamp
F. prairie
D. forest
I. tundra

Prompt:
Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?
H. swamp
F. prairie
D. forest
I. tundra
Answer:

Answer: 1

Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?

Choices:
H. prairie
F. swamp
D. tundra
I. forest

Prompt:
Question: The Russian thistle, commonly known as the tumbleweed, is a big, round plant with many branches and short, stiff leaves. This plant spreads a large number of seeds when it breaks off from its stalk. The thistle is most likely found in what kind of environment?
H. prairie
F. swamp
D. tundra
I. forest
Answer:


Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?

Choices:
A. Dinosaurs ate plants.
B. Dinosaurs were eaten by the mammals.
C. Dinosaurs lived on Earth before the mammals.
D. Dinosaurs and mammals lived at the same time.

Prompt:
Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?
A. Dinosaurs ate plants.
B. Dinosaurs were eaten by the mammals.
C. Dinosaurs lived on Earth before the mammals.
D. Dinosaurs and mammals lived at the same time.
Answer:

Answer: 2

Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?

Choices:
A. Dinosaurs ate plants.
B. Dinosaurs and mammals lived at the same time.
C. Dinosaurs were eaten by the mammals.
D. Dinosaurs lived on Earth before the mammals.

Prompt:
Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?
A. Dinosaurs ate plants.
B. Dinosaurs and mammals lived at the same time.
C. Dinosaurs were eaten by the mammals.
D. Dinosaurs lived on Earth before the mammals.
Answer:

Answer: 3

Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?

Choices:
1. Dinosaurs ate plants.
2. Dinosaurs were eaten by the mammals.
3. Dinosaurs lived on Earth before the mammals.
4. Dinosaurs and mammals lived at the same time.

Prompt:
Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?
1. Dinosaurs ate plants.
2. Dinosaurs were eaten by the mammals.
3. Dinosaurs lived on Earth before the mammals.
4. Dinosaurs and mammals lived at the same time.
Answer:

Answer: 2

Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?

Choices:
S. Dinosaurs ate plants.
V. Dinosaurs were eaten by the mammals.
C. Dinosaurs lived on Earth before the mammals.
Y. Dinosaurs and mammals lived at the same time.

Prompt:
Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?
S. Dinosaurs ate plants.
V. Dinosaurs were eaten by the mammals.
C. Dinosaurs lived on Earth before the mammals.
Y. Dinosaurs and mammals lived at the same time.
Answer:

Answer: 2

Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?

Choices:
S. Dinosaurs ate plants.
V. Dinosaurs and mammals lived at the same time.
C. Dinosaurs were eaten by the mammals.
Y. Dinosaurs lived on Earth before the mammals.

Prompt:
Question: Scientists find dinosaur fossils in the bottom rock layers of a cliff and mammal fossils in the middle rock layer of the cliff. Which could best be concluded from this evidence?
S. Dinosaurs ate plants.
V. Dinosaurs and mammals lived at the same time.
C. Dinosaurs were eaten by the mammals.
Y. Dinosaurs lived on Earth before the mammals.
Answer:

Answer: 3


Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?

Choices:
A. twice as high as the first sample's
B. slightly higher than the first sample's
C. half as high as the first sample's
D. the same as the first sample's

Prompt:
Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?
A. twice as high as the first sample's
B. slightly higher than the first sample's
C. half as high as the first sample's
D. the same as the first sample's
Answer:

Answer: 3

Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?

Choices:
A. twice as high as the first sample's
B. the same as the first sample's
C. slightly higher than the first sample's
D. half as high as the first sample's

Prompt:
Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?
A. twice as high as the first sample's
B. the same as the first sample's
C. slightly higher than the first sample's
D. half as high as the first sample's
Answer:

Answer: 1

Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?

Choices:
1. twice as high as the first sample's
2. slightly higher than the first sample's
3. half as high as the first sample's
4. the same as the first sample's

Prompt:
Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?
1. twice as high as the first sample's
2. slightly higher than the first sample's
3. half as high as the first sample's
4. the same as the first sample's
Answer:

Answer: 3

Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?

Choices:
D. twice as high as the first sample's
E. slightly higher than the first sample's
K. half as high as the first sample's
Q. the same as the first sample's

Prompt:
Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?
D. twice as high as the first sample's
E. slightly higher than the first sample's
K. half as high as the first sample's
Q. the same as the first sample's
Answer:

Answer: 3

Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?

Choices:
D. twice as high as the first sample's
E. the same as the first sample's
K. slightly higher than the first sample's
Q. half as high as the first sample's

Prompt:
Question: Joyce put 200 milliliters of water in a beaker, put a thermometer in it, and heated it until it started to boil. She recorded a temperature of 100°C when it started to boil. She repeated the process with 400 milliliters of water. What would be the temperature when the second sample started to boil?
D. twice as high as the first sample's
E. the same as the first sample's
K. slightly higher than the first sample's
Q. half as high as the first sample's
Answer:

Answer: 1


Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?

Choices:
A. Eukaryotic cells have a nucleus.
B. Eukaryotic cells make up multicellular organisms.
C. Eukaryotic cells contain membrane-bound organelles.
D. Eukaryotic cells perform cellular respiration.

Prompt:
Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?
A. Eukaryotic cells have a nucleus.
B. Eukaryotic cells make up multicellular organisms.
C. Eukaryotic cells contain membrane-bound organelles.
D. Eukaryotic cells perform cellular respiration.
Answer:

Answer: 2

Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?

Choices:
A. Eukaryotic cells have a nucleus.
B. Eukaryotic cells perform cellular respiration.
C. Eukaryotic cells make up multicellular organisms.
D. Eukaryotic cells contain membrane-bound organelles.

Prompt:
Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?
A. Eukaryotic cells have a nucleus.
B. Eukaryotic cells perform cellular respiration.
C. Eukaryotic cells make up multicellular organisms.
D. Eukaryotic cells contain membrane-bound organelles.
Answer:

Answer: 3

Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?

Choices:
1. Eukaryotic cells have a nucleus.
2. Eukaryotic cells make up multicellular organisms.
3. Eukaryotic cells contain membrane-bound organelles.
4. Eukaryotic cells perform cellular respiration.

Prompt:
Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?
1. Eukaryotic cells have a nucleus.
2. Eukaryotic cells make up multicellular organisms.
3. Eukaryotic cells contain membrane-bound organelles.
4. Eukaryotic cells perform cellular respiration.
Answer:

Answer: 2

Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?

Choices:
C. Eukaryotic cells have a nucleus.
K. Eukaryotic cells make up multicellular organisms.
X. Eukaryotic cells contain membrane-bound organelles.
J. Eukaryotic cells perform cellular respiration.

Prompt:
Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?
C. Eukaryotic cells have a nucleus.
K. Eukaryotic cells make up multicellular organisms.
X. Eukaryotic cells contain membrane-bound organelles.
J. Eukaryotic cells perform cellular respiration.
Answer:

Answer: 2

Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?

Choices:
C. Eukaryotic cells have a nucleus.
K. Eukaryotic cells perform cellular respiration.
X. Eukaryotic cells make up multicellular organisms.
J. Eukaryotic cells contain membrane-bound organelles.

Prompt:
Question: A student wrote the following claim on a homework assignment: "Eukaryotic cells need more lipids than prokaryotic cells." Which statement below provides the BEST support for her claim?
C. Eukaryotic cells have a nucleus.
K. Eukaryotic cells perform cellular respiration.
X. Eukaryotic cells make up multicellular organisms.
J. Eukaryotic cells contain membrane-bound organelles.
Answer:

Answer: 3


Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?

Choices:
A. Omnivore
B. Carnivore
C. Herbivore
D. Producer

Prompt:
Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?
A. Omnivore
B. Carnivore
C. Herbivore
D. Producer
Answer:

Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?

Choices:
A. Producer
B. Omnivore
C. Carnivore
D. Herbivore

Prompt:
Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?
A. Producer
B. Omnivore
C. Carnivore
D. Herbivore
Answer:

Answer: 1

Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?

Choices:
1. Omnivore
2. Carnivore
3. Herbivore
4. Producer

Prompt:
Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?
1. Omnivore
2. Carnivore
3. Herbivore
4. Producer
Answer:

Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?

Choices:
G. Omnivore
A. Carnivore
P. Herbivore
T. Producer

Prompt:
Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?
G. Omnivore
A. Carnivore
P. Herbivore
T. Producer
Answer:

Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?

Choices:
G. Producer
A. Omnivore
P. Carnivore
T. Herbivore

Prompt:
Question: A black bear eats many different things, including grasses, roots, and berries. It also eats insects, fish, and other small animals. Which of these BEST describes a black bear?
G. Producer
A. Omnivore
P. Carnivore
T. Herbivore
Answer:

Answer: 1


Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?

Choices:
A. use it and then dispose of it
B. use it and then return it to where he got it
C. dispose of the beaker and get a new one
D. put it back where he found it and get a new one

Prompt:
Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?
A. use it and then dispose of it
B. use it and then return it to where he got it
C. dispose of the beaker and get a new one
D. put it back where he found it and get a new one
Answer:

Answer: 2

Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?

Choices:
A. use it and then return it to where he got it
B. use it and then dispose of it
C. put it back where he found it and get a new one
D. dispose of the beaker and get a new one

Prompt:
Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?
A. use it and then return it to where he got it
B. use it and then dispose of it
C. put it back where he found it and get a new one
D. dispose of the beaker and get a new one
Answer:

Answer: 3

Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?

Choices:
1. use it and then dispose of it
2. use it and then return it to where he got it
3. dispose of the beaker and get a new one
4. put it back where he found it and get a new one

Prompt:
Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?
1. use it and then dispose of it
2. use it and then return it to where he got it
3. dispose of the beaker and get a new one
4. put it back where he found it and get a new one
Answer:

Answer: 2

Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?

Choices:
J. use it and then dispose of it
L. use it and then return it to where he got it
S. dispose of the beaker and get a new one
R. put it back where he found it and get a new one

Prompt:
Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?
J. use it and then dispose of it
L. use it and then return it to where he got it
S. dispose of the beaker and get a new one
R. put it back where he found it and get a new one
Answer:

Answer: 2

Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?

Choices:
J. use it and then return it to where he got it
L. use it and then dispose of it
S. put it back where he found it and get a new one
R. dispose of the beaker and get a new one

Prompt:
Question: A student finds a beaker with a chip in the rim. What should he do with the beaker?
J. use it and then return it to where he got it
L. use it and then dispose of it
S. put it back where he found it and get a new one
R. dispose of the beaker and get a new one
Answer:

Answer: 3


Question: The sum of protons and neutrons in the nucleus of an atom is called the

Choices:
A. valence.
B. mass number.
C. chemical property.
D. electrical charge.

Prompt:
Question: The sum of protons and neutrons in the nucleus of an atom is called the
A. valence.
B. mass number.
C. chemical property.
D. electrical charge.
Answer:

Answer: 1

Question: The sum of protons and neutrons in the nucleus of an atom is called the

Choices:
A. valence.
B. chemical property.
C. mass number.
D. electrical charge.

Prompt:
Question: The sum of protons and neutrons in the nucleus of an atom is called the
A. valence.
B. chemical property.
C. mass number.
D. electrical charge.
Answer:

Answer: 2

Question: The sum of protons and neutrons in the nucleus of an atom is called the

Choices:
1. valence.
2. mass number.
3. chemical property.
4. electrical charge.

Prompt:
Question: The sum of protons and neutrons in the nucleus of an atom is called the
1. valence.
2. mass number.
3. chemical property.
4. electrical charge.
Answer:

Answer: 1

Question: The sum of protons and neutrons in the nucleus of an atom is called the

Choices:
J. valence.
S. mass number.
C. chemical property.
I. electrical charge.

Prompt:
Question: The sum of protons and neutrons in the nucleus of an atom is called the
J. valence.
S. mass number.
C. chemical property.
I. electrical charge.
Answer:

Answer: 1

Question: The sum of protons and neutrons in the nucleus of an atom is called the

Choices:
J. valence.
S. chemical property.
C. mass number.
I. electrical charge.

Prompt:
Question: The sum of protons and neutrons in the nucleus of an atom is called the
J. valence.
S. chemical property.
C. mass number.
I. electrical charge.
Answer:

Answer: 2


Question: In which of the following are nutrients directly absorbed from the bloodstream?

Choices:
A. cell
B. organ
C. organisms
D. tissue

Prompt:
Question: In which of the following are nutrients directly absorbed from the bloodstream?
A. cell
B. organ
C. organisms
D. tissue
Answer:

Question: In which of the following are nutrients directly absorbed from the bloodstream?

Choices:
A. organ
B. tissue
C. organisms
D. cell

Prompt:
Question: In which of the following are nutrients directly absorbed from the bloodstream?
A. organ
B. tissue
C. organisms
D. cell
Answer:

Answer: 3

Question: In which of the following are nutrients directly absorbed from the bloodstream?

Choices:
1. cell
2. organ
3. organisms
4. tissue

Prompt:
Question: In which of the following are nutrients directly absorbed from the bloodstream?
1. cell
2. organ
3. organisms
4. tissue
Answer:

Question: In which of the following are nutrients directly absorbed from the bloodstream?

Choices:
T. cell
L. organ
C. organisms
V. tissue

Prompt:
Question: In which of the following are nutrients directly absorbed from the bloodstream?
T. cell
L. organ
C. organisms
V. tissue
Answer:

Question: In which of the following are nutrients directly absorbed from the bloodstream?

Choices:
T. organ
L. tissue
C. organisms
V. cell

Prompt:
Question: In which of the following are nutrients directly absorbed from the bloodstream?
T. organ
L. tissue
C. organisms
V. cell
Answer:

Answer: 3


Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it

Choices:
A. saves time.
B. saves trees.
C. creates energy.
D. reduces pollution.

Prompt:
Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it
A. saves time.
B. saves trees.
C. creates energy.
D. reduces pollution.
Answer:

Answer: 3

Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it

Choices:
A. creates energy.
B. saves trees.
C. reduces pollution.
D. saves time.

Prompt:
Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it
A. creates energy.
B. saves trees.
C. reduces pollution.
D. saves time.
Answer:

Answer: 2

Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it

Choices:
1. saves time.
2. saves trees.
3. creates energy.
4. reduces pollution.

Prompt:
Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it
1. saves time.
2. saves trees.
3. creates energy.
4. reduces pollution.
Answer:

Answer: 3

Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it

Choices:
U. saves time.
D. saves trees.
K. creates energy.
V. reduces pollution.

Prompt:
Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it
U. saves time.
D. saves trees.
K. creates energy.
V. reduces pollution.
Answer:

Answer: 3

Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it

Choices:
U. creates energy.
D. saves trees.
K. reduces pollution.
V. saves time.

Prompt:
Question: Making aluminum cans from recycled materials instead of raw materials is a wise choice because it
U. creates energy.
D. saves trees.
K. reduces pollution.
V. saves time.
Answer:

Answer: 2


Question: What happens to climate and weather over a summer?

Choices:
A. Weather varies more than climate.
B. Climate varies more than weather.
C. Climate varies, but weather stays the same.
D. Weather and climate vary to the same degree.

Prompt:
Question: What happens to climate and weather over a summer?
A. Weather varies more than climate.
B. Climate varies more than weather.
C. Climate varies, but weather stays the same.
D. Weather and climate vary to the same degree.
Answer:

Question: What happens to climate and weather over a summer?

Choices:
A. Climate varies more than weather.
B. Weather varies more than climate.
C. Weather and climate vary to the same degree.
D. Climate varies, but weather stays the same.

Prompt:
Question: What happens to climate and weather over a summer?
A. Climate varies more than weather.
B. Weather varies more than climate.
C. Weather and climate vary to the same degree.
D. Climate varies, but weather stays the same.
Answer:

Answer: 1

Question: What happens to climate and weather over a summer?

Choices:
1. Weather varies more than climate.
2. Climate varies more than weather.
3. Climate varies, but weather stays the same.
4. Weather and climate vary to the same degree.

Prompt:
Question: What happens to climate and weather over a summer?
1. Weather varies more than climate.
2. Climate varies more than weather.
3. Climate varies, but weather stays the same.
4. Weather and climate vary to the same degree.
Answer:

Question: What happens to climate and weather over a summer?

Choices:
W. Weather varies more than climate.
C. Climate varies more than weather.
I. Climate varies, but weather stays the same.
Z. Weather and climate vary to the same degree.

Prompt:
Question: What happens to climate and weather over a summer?
W. Weather varies more than climate.
C. Climate varies more than weather.
I. Climate varies, but weather stays the same.
Z. Weather and climate vary to the same degree.
Answer:

Question: What happens to climate and weather over a summer?

Choices:
W. Climate varies more than weather.
C. Weather varies more than climate.
I. Weather and climate vary to the same degree.
Z. Climate varies, but weather stays the same.

Prompt:
Question: What happens to climate and weather over a summer?
W. Climate varies more than weather.
C. Weather varies more than climate.
I. Weather and climate vary to the same degree.
Z. Climate varies, but weather stays the same.
Answer:

Answer: 1


Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?

Choices:
A. The air heating the sidewalk
B. The sidewalk reflecting sunlight into the air
C. The wind causing the ice on the sidewalk to melt
D. The sunlight making the sidewalk warmer than the air

Prompt:
Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?
A. The air heating the sidewalk
B. The sidewalk reflecting sunlight into the air
C. The wind causing the ice on the sidewalk to melt
D. The sunlight making the sidewalk warmer than the air
Answer:

Answer: 3

Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?

Choices:
A. The sunlight making the sidewalk warmer than the air
B. The wind causing the ice on the sidewalk to melt
C. The air heating the sidewalk
D. The sidewalk reflecting sunlight into the air

Prompt:
Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?
A. The sunlight making the sidewalk warmer than the air
B. The wind causing the ice on the sidewalk to melt
C. The air heating the sidewalk
D. The sidewalk reflecting sunlight into the air
Answer:

Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?

Choices:
1. The air heating the sidewalk
2. The sidewalk reflecting sunlight into the air
3. The wind causing the ice on the sidewalk to melt
4. The sunlight making the sidewalk warmer than the air

Prompt:
Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?
1. The air heating the sidewalk
2. The sidewalk reflecting sunlight into the air
3. The wind causing the ice on the sidewalk to melt
4. The sunlight making the sidewalk warmer than the air
Answer:

Answer: 3

Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?

Choices:
R. The air heating the sidewalk
F. The sidewalk reflecting sunlight into the air
K. The wind causing the ice on the sidewalk to melt
I. The sunlight making the sidewalk warmer than the air

Prompt:
Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?
R. The air heating the sidewalk
F. The sidewalk reflecting sunlight into the air
K. The wind causing the ice on the sidewalk to melt
I. The sunlight making the sidewalk warmer than the air
Answer:

Answer: 3

Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?

Choices:
R. The sunlight making the sidewalk warmer than the air
F. The wind causing the ice on the sidewalk to melt
K. The air heating the sidewalk
I. The sidewalk reflecting sunlight into the air

Prompt:
Question: A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts. What probably caused this?
R. The sunlight making the sidewalk warmer than the air
F. The wind causing the ice on the sidewalk to melt
K. The air heating the sidewalk
I. The sidewalk reflecting sunlight into the air
Answer:


Question: Which trait gives owls an advantage when hunting at night?

Choices:
A. large eyes
B. broad wings
C. straight beak
D. smooth feathers

Prompt:
Question: Which trait gives owls an advantage when hunting at night?
A. large eyes
B. broad wings
C. straight beak
D. smooth feathers
Answer:

Question: Which trait gives owls an advantage when hunting at night?

Choices:
A. straight beak
B. broad wings
C. smooth feathers
D. large eyes

Prompt:
Question: Which trait gives owls an advantage when hunting at night?
A. straight beak
B. broad wings
C. smooth feathers
D. large eyes
Answer:

Answer: 3

Question: Which trait gives owls an advantage when hunting at night?

Choices:
1. large eyes
2. broad wings
3. straight beak
4. smooth feathers

Prompt:
Question: Which trait gives owls an advantage when hunting at night?
1. large eyes
2. broad wings
3. straight beak
4. smooth feathers
Answer:

Question: Which trait gives owls an advantage when hunting at night?

Choices:
X. large eyes
S. broad wings
L. straight beak
G. smooth feathers

Prompt:
Question: Which trait gives owls an advantage when hunting at night?
X. large eyes
S. broad wings
L. straight beak
G. smooth feathers
Answer:

Question: Which trait gives owls an advantage when hunting at night?

Choices:
X. straight beak
S. broad wings
L. smooth feathers
G. large eyes

Prompt:
Question: Which trait gives owls an advantage when hunting at night?
X. straight beak
S. broad wings
L. smooth feathers
G. large eyes
Answer:

Answer: 3


Question: Wood is considered a renewable resource because

Choices:
A. oxygen is released by trees.
B. trees can be replanted.
C. there are many varieties of trees.
D. trees are used for many purposes.

Prompt:
Question: Wood is considered a renewable resource because
A. oxygen is released by trees.
B. trees can be replanted.
C. there are many varieties of trees.
D. trees are used for many purposes.
Answer:

Answer: 1

Question: Wood is considered a renewable resource because

Choices:
A. oxygen is released by trees.
B. there are many varieties of trees.
C. trees can be replanted.
D. trees are used for many purposes.

Prompt:
Question: Wood is considered a renewable resource because
A. oxygen is released by trees.
B. there are many varieties of trees.
C. trees can be replanted.
D. trees are used for many purposes.
Answer:

Answer: 2

Question: Wood is considered a renewable resource because

Choices:
1. oxygen is released by trees.
2. trees can be replanted.
3. there are many varieties of trees.
4. trees are used for many purposes.

Prompt:
Question: Wood is considered a renewable resource because
1. oxygen is released by trees.
2. trees can be replanted.
3. there are many varieties of trees.
4. trees are used for many purposes.
Answer:

Answer: 1

Question: Wood is considered a renewable resource because

Choices:
Y. oxygen is released by trees.
P. trees can be replanted.
B. there are many varieties of trees.
T. trees are used for many purposes.

Prompt:
Question: Wood is considered a renewable resource because
Y. oxygen is released by trees.
P. trees can be replanted.
B. there are many varieties of trees.
T. trees are used for many purposes.
Answer:

Answer: 1

Question: Wood is considered a renewable resource because

Choices:
Y. oxygen is released by trees.
P. there are many varieties of trees.
B. trees can be replanted.
T. trees are used for many purposes.

Prompt:
Question: Wood is considered a renewable resource because
Y. oxygen is released by trees.
P. there are many varieties of trees.
B. trees can be replanted.
T. trees are used for many purposes.
Answer:

Answer: 2


Question: Which event is an example of a chemical change?

Choices:
A. fog rising off a river
B. wood burning in a fireplace
C. ice cream melting in the sunshine
D. grinding peppercorn into pepper flakes

Prompt:
Question: Which event is an example of a chemical change?
A. fog rising off a river
B. wood burning in a fireplace
C. ice cream melting in the sunshine
D. grinding peppercorn into pepper flakes
Answer:

Answer: 1

Question: Which event is an example of a chemical change?

Choices:
A. wood burning in a fireplace
B. grinding peppercorn into pepper flakes
C. ice cream melting in the sunshine
D. fog rising off a river

Prompt:
Question: Which event is an example of a chemical change?
A. wood burning in a fireplace
B. grinding peppercorn into pepper flakes
C. ice cream melting in the sunshine
D. fog rising off a river
Answer:

Question: Which event is an example of a chemical change?

Choices:
1. fog rising off a river
2. wood burning in a fireplace
3. ice cream melting in the sunshine
4. grinding peppercorn into pepper flakes

Prompt:
Question: Which event is an example of a chemical change?
1. fog rising off a river
2. wood burning in a fireplace
3. ice cream melting in the sunshine
4. grinding peppercorn into pepper flakes
Answer:

Answer: 1

Question: Which event is an example of a chemical change?

Choices:
A. fog rising off a river
G. wood burning in a fireplace
J. ice cream melting in the sunshine
Z. grinding peppercorn into pepper flakes

Prompt:
Question: Which event is an example of a chemical change?
A. fog rising off a river
G. wood burning in a fireplace
J. ice cream melting in the sunshine
Z. grinding peppercorn into pepper flakes
Answer:

Answer: 1

Question: Which event is an example of a chemical change?

Choices:
A. wood burning in a fireplace
G. grinding peppercorn into pepper flakes
J. ice cream melting in the sunshine
Z. fog rising off a river

Prompt:
Question: Which event is an example of a chemical change?
A. wood burning in a fireplace
G. grinding peppercorn into pepper flakes
J. ice cream melting in the sunshine
Z. fog rising off a river
Answer:


Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?

Choices:
A. excretory and digestive
B. circulatory and excretory
C. digestive and respiratory
D. respiratory and circulatory

Prompt:
Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?
A. excretory and digestive
B. circulatory and excretory
C. digestive and respiratory
D. respiratory and circulatory
Answer:

Answer: 3

Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?

Choices:
A. circulatory and excretory
B. digestive and respiratory
C. respiratory and circulatory
D. excretory and digestive

Prompt:
Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?
A. circulatory and excretory
B. digestive and respiratory
C. respiratory and circulatory
D. excretory and digestive
Answer:

Answer: 2

Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?

Choices:
1. excretory and digestive
2. circulatory and excretory
3. digestive and respiratory
4. respiratory and circulatory

Prompt:
Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?
1. excretory and digestive
2. circulatory and excretory
3. digestive and respiratory
4. respiratory and circulatory
Answer:

Answer: 3

Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?

Choices:
D. excretory and digestive
R. circulatory and excretory
O. digestive and respiratory
T. respiratory and circulatory

Prompt:
Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?
D. excretory and digestive
R. circulatory and excretory
O. digestive and respiratory
T. respiratory and circulatory
Answer:

Answer: 3

Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?

Choices:
D. circulatory and excretory
R. digestive and respiratory
O. respiratory and circulatory
T. excretory and digestive

Prompt:
Question: Oxygen-rich blood returns from the lungs to the heart. Which two systems are most directly involved in this process?
D. circulatory and excretory
R. digestive and respiratory
O. respiratory and circulatory
T. excretory and digestive
Answer:

Answer: 2


Question: From simplest to most complicated, how are multicellular organisms organized?

Choices:
A. organ system, organ, cell, tissue
B. organ, tissue, cell, organ system
C. tissue, cell, organ system, organ
D. cell, tissue, organ, organ system

Prompt:
Question: From simplest to most complicated, how are multicellular organisms organized?
A. organ system, organ, cell, tissue
B. organ, tissue, cell, organ system
C. tissue, cell, organ system, organ
D. cell, tissue, organ, organ system
Answer:

Answer: 3

Question: From simplest to most complicated, how are multicellular organisms organized?

Choices:
A. organ system, organ, cell, tissue
B. organ, tissue, cell, organ system
C. cell, tissue, organ, organ system
D. tissue, cell, organ system, organ

Prompt:
Question: From simplest to most complicated, how are multicellular organisms organized?
A. organ system, organ, cell, tissue
B. organ, tissue, cell, organ system
C. cell, tissue, organ, organ system
D. tissue, cell, organ system, organ
Answer:

Answer: 2

Question: From simplest to most complicated, how are multicellular organisms organized?

Choices:
1. organ system, organ, cell, tissue
2. organ, tissue, cell, organ system
3. tissue, cell, organ system, organ
4. cell, tissue, organ, organ system

Prompt:
Question: From simplest to most complicated, how are multicellular organisms organized?
1. organ system, organ, cell, tissue
2. organ, tissue, cell, organ system
3. tissue, cell, organ system, organ
4. cell, tissue, organ, organ system
Answer:

Answer: 3

Question: From simplest to most complicated, how are multicellular organisms organized?

Choices:
A. organ system, organ, cell, tissue
F. organ, tissue, cell, organ system
M. tissue, cell, organ system, organ
K. cell, tissue, organ, organ system

Prompt:
Question: From simplest to most complicated, how are multicellular organisms organized?
A. organ system, organ, cell, tissue
F. organ, tissue, cell, organ system
M. tissue, cell, organ system, organ
K. cell, tissue, organ, organ system
Answer:

Answer: 3

Question: From simplest to most complicated, how are multicellular organisms organized?

Choices:
A. organ system, organ, cell, tissue
F. organ, tissue, cell, organ system
M. cell, tissue, organ, organ system
K. tissue, cell, organ system, organ

Prompt:
Question: From simplest to most complicated, how are multicellular organisms organized?
A. organ system, organ, cell, tissue
F. organ, tissue, cell, organ system
M. cell, tissue, organ, organ system
K. tissue, cell, organ system, organ
Answer:

Answer: 2


Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?

Choices:
A. average the amount of rain that fell during a lightning storm
B. count number of lightning strikes during a one-hour period
C. record rainfall amounts in storms with and without lightning
D. calculate the number of fires that are caused by lightning strikes

Prompt:
Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?
A. average the amount of rain that fell during a lightning storm
B. count number of lightning strikes during a one-hour period
C. record rainfall amounts in storms with and without lightning
D. calculate the number of fires that are caused by lightning strikes
Answer:

Answer: 2

Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?

Choices:
A. record rainfall amounts in storms with and without lightning
B. count number of lightning strikes during a one-hour period
C. average the amount of rain that fell during a lightning storm
D. calculate the number of fires that are caused by lightning strikes

Prompt:
Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?
A. record rainfall amounts in storms with and without lightning
B. count number of lightning strikes during a one-hour period
C. average the amount of rain that fell during a lightning storm
D. calculate the number of fires that are caused by lightning strikes
Answer:

Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?

Choices:
1. average the amount of rain that fell during a lightning storm
2. count number of lightning strikes during a one-hour period
3. record rainfall amounts in storms with and without lightning
4. calculate the number of fires that are caused by lightning strikes

Prompt:
Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?
1. average the amount of rain that fell during a lightning storm
2. count number of lightning strikes during a one-hour period
3. record rainfall amounts in storms with and without lightning
4. calculate the number of fires that are caused by lightning strikes
Answer:

Answer: 2

Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?

Choices:
K. average the amount of rain that fell during a lightning storm
Q. count number of lightning strikes during a one-hour period
O. record rainfall amounts in storms with and without lightning
C. calculate the number of fires that are caused by lightning strikes

Prompt:
Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?
K. average the amount of rain that fell during a lightning storm
Q. count number of lightning strikes during a one-hour period
O. record rainfall amounts in storms with and without lightning
C. calculate the number of fires that are caused by lightning strikes
Answer:

Answer: 2

Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?

Choices:
K. record rainfall amounts in storms with and without lightning
Q. count number of lightning strikes during a one-hour period
O. average the amount of rain that fell during a lightning storm
C. calculate the number of fires that are caused by lightning strikes

Prompt:
Question: A student wants to find out whether storms with lightning produce more rain than storms without lightning. Which is the best way to answer this question?
K. record rainfall amounts in storms with and without lightning
Q. count number of lightning strikes during a one-hour period
O. average the amount of rain that fell during a lightning storm
C. calculate the number of fires that are caused by lightning strikes
Answer:


Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?

Choices:
A. 1
B. 3
C. 6
D. 7

Prompt:
Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?
A. 1
B. 3
C. 6
D. 7
Answer:

Answer: 1

Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?

Choices:
A. 7
B. 1
C. 3
D. 6

Prompt:
Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?
A. 7
B. 1
C. 3
D. 6
Answer:

Answer: 2

Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?

Choices:
1. 1
2. 3
3. 6
4. 7

Prompt:
Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?
1. 1
2. 3
3. 6
4. 7
Answer:

Answer: 1

Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?

Choices:
S. 1
J. 3
O. 6
B. 7

Prompt:
Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?
S. 1
J. 3
O. 6
B. 7
Answer:

Answer: 1

Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?

Choices:
S. 7
J. 1
O. 3
B. 6

Prompt:
Question: How many different elements are in the 20 compound sodium carbonate (Na2CO3)?
S. 7
J. 1
O. 3
B. 6
Answer:

Answer: 2