Question: Which scientist is credited with discovering the first four moons of Jupiter?

Choices:
A. Galileo Galilei
B. Albert Einstein
C. Charles Darwin
D. Sir Isaac Newton

Prompt:
Question: Which scientist is credited with discovering the first four moons of Jupiter?
A. Galileo Galilei
B. Albert Einstein
C. Charles Darwin
D. Sir Isaac Newton
Answer:

Question: Which scientist is credited with discovering the first four moons of Jupiter?

Choices:
A. Charles Darwin
B. Sir Isaac Newton
C. Albert Einstein
D. Galileo Galilei

Prompt:
Question: Which scientist is credited with discovering the first four moons of Jupiter?
A. Charles Darwin
B. Sir Isaac Newton
C. Albert Einstein
D. Galileo Galilei
Answer:

Answer: 3

Question: Which scientist is credited with discovering the first four moons of Jupiter?

Choices:
1. Galileo Galilei
2. Albert Einstein
3. Charles Darwin
4. Sir Isaac Newton

Prompt:
Question: Which scientist is credited with discovering the first four moons of Jupiter?
1. Galileo Galilei
2. Albert Einstein
3. Charles Darwin
4. Sir Isaac Newton
Answer:

Question: Which scientist is credited with discovering the first four moons of Jupiter?

Choices:
J. Galileo Galilei
L. Albert Einstein
Q. Charles Darwin
K. Sir Isaac Newton

Prompt:
Question: Which scientist is credited with discovering the first four moons of Jupiter?
J. Galileo Galilei
L. Albert Einstein
Q. Charles Darwin
K. Sir Isaac Newton
Answer:

Question: Which scientist is credited with discovering the first four moons of Jupiter?

Choices:
J. Charles Darwin
L. Sir Isaac Newton
Q. Albert Einstein
K. Galileo Galilei

Prompt:
Question: Which scientist is credited with discovering the first four moons of Jupiter?
J. Charles Darwin
L. Sir Isaac Newton
Q. Albert Einstein
K. Galileo Galilei
Answer:

Answer: 3


Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?

Choices:
A. gases
B. rocks
C. elements
D. molecules

Prompt:
Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?
A. gases
B. rocks
C. elements
D. molecules
Answer:

Answer: 1

Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?

Choices:
A. elements
B. gases
C. molecules
D. rocks

Prompt:
Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?
A. elements
B. gases
C. molecules
D. rocks
Answer:

Answer: 3

Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?

Choices:
1. gases
2. rocks
3. elements
4. molecules

Prompt:
Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?
1. gases
2. rocks
3. elements
4. molecules
Answer:

Answer: 1

Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?

Choices:
U. gases
W. rocks
B. elements
Z. molecules

Prompt:
Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?
U. gases
W. rocks
B. elements
Z. molecules
Answer:

Answer: 1

Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?

Choices:
U. elements
W. gases
B. molecules
Z. rocks

Prompt:
Question: During science class, a teacher explains that the samples the students are studying are made of two or more minerals. What are the students studying?
U. elements
W. gases
B. molecules
Z. rocks
Answer:

Answer: 3


Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?

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

Prompt:
Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?
A. winter
B. spring
C. summer
D. fall
Answer:

Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?

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

Prompt:
Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?
A. fall
B. winter
C. summer
D. spring
Answer:

Answer: 1

Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?

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

Prompt:
Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?
1. winter
2. spring
3. summer
4. fall
Answer:

Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?

Choices:
R. winter
P. spring
Q. summer
V. fall

Prompt:
Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?
R. winter
P. spring
Q. summer
V. fall
Answer:

Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?

Choices:
R. fall
P. winter
Q. summer
V. spring

Prompt:
Question: When the Northern Hemisphere is tilted away from the Sun causing the rays of light to hit Earth at large angles, which season occurs?
R. fall
P. winter
Q. summer
V. spring
Answer:

Answer: 1


Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?

Choices:
A. The climate was once colder.
B. The shells were carried by the wind.
C. The mountain was covered by water.
D. The shells once lived on dry land.

Prompt:
Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?
A. The climate was once colder.
B. The shells were carried by the wind.
C. The mountain was covered by water.
D. The shells once lived on dry land.
Answer:

Answer: 2

Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?

Choices:
A. The shells once lived on dry land.
B. The climate was once colder.
C. The shells were carried by the wind.
D. The mountain was covered by water.

Prompt:
Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?
A. The shells once lived on dry land.
B. The climate was once colder.
C. The shells were carried by the wind.
D. The mountain was covered by water.
Answer:

Answer: 3

Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?

Choices:
1. The climate was once colder.
2. The shells were carried by the wind.
3. The mountain was covered by water.
4. The shells once lived on dry land.

Prompt:
Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?
1. The climate was once colder.
2. The shells were carried by the wind.
3. The mountain was covered by water.
4. The shells once lived on dry land.
Answer:

Answer: 2

Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?

Choices:
Q. The climate was once colder.
S. The shells were carried by the wind.
J. The mountain was covered by water.
R. The shells once lived on dry land.

Prompt:
Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?
Q. The climate was once colder.
S. The shells were carried by the wind.
J. The mountain was covered by water.
R. The shells once lived on dry land.
Answer:

Answer: 2

Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?

Choices:
Q. The shells once lived on dry land.
S. The climate was once colder.
J. The shells were carried by the wind.
R. The mountain was covered by water.

Prompt:
Question: A scientist found fossils of ocean shells on a mountain top. Based on this find, which statement can be made?
Q. The shells once lived on dry land.
S. The climate was once colder.
J. The shells were carried by the wind.
R. The mountain was covered by water.
Answer:

Answer: 3


Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by

Choices:
A. observing if they lack true stems, roots, or leaves
B. examining the plants for spores
C. counting the number of leaves on each stalk
D. noticing if the plants are near rocks

Prompt:
Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by
A. observing if they lack true stems, roots, or leaves
B. examining the plants for spores
C. counting the number of leaves on each stalk
D. noticing if the plants are near rocks
Answer:

Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by

Choices:
A. noticing if the plants are near rocks
B. counting the number of leaves on each stalk
C. observing if they lack true stems, roots, or leaves
D. examining the plants for spores

Prompt:
Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by
A. noticing if the plants are near rocks
B. counting the number of leaves on each stalk
C. observing if they lack true stems, roots, or leaves
D. examining the plants for spores
Answer:

Answer: 2

Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by

Choices:
1. observing if they lack true stems, roots, or leaves
2. examining the plants for spores
3. counting the number of leaves on each stalk
4. noticing if the plants are near rocks

Prompt:
Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by
1. observing if they lack true stems, roots, or leaves
2. examining the plants for spores
3. counting the number of leaves on each stalk
4. noticing if the plants are near rocks
Answer:

Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by

Choices:
T. observing if they lack true stems, roots, or leaves
V. examining the plants for spores
M. counting the number of leaves on each stalk
Q. noticing if the plants are near rocks

Prompt:
Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by
T. observing if they lack true stems, roots, or leaves
V. examining the plants for spores
M. counting the number of leaves on each stalk
Q. noticing if the plants are near rocks
Answer:

Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by

Choices:
T. noticing if the plants are near rocks
V. counting the number of leaves on each stalk
M. observing if they lack true stems, roots, or leaves
Q. examining the plants for spores

Prompt:
Question: A student sees many plants around a pond. The student can determine which plants are nonvascular by
T. noticing if the plants are near rocks
V. counting the number of leaves on each stalk
M. observing if they lack true stems, roots, or leaves
Q. examining the plants for spores
Answer:

Answer: 2


Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?

Choices:
A. by freezing the leaves on trees
B. by causing rocks to stick together
C. by turning acid rain into acid snow
D. by freezing water in the cracks of rocks

Prompt:
Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?
A. by freezing the leaves on trees
B. by causing rocks to stick together
C. by turning acid rain into acid snow
D. by freezing water in the cracks of rocks
Answer:

Answer: 3

Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?

Choices:
A. by turning acid rain into acid snow
B. by freezing water in the cracks of rocks
C. by causing rocks to stick together
D. by freezing the leaves on trees

Prompt:
Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?
A. by turning acid rain into acid snow
B. by freezing water in the cracks of rocks
C. by causing rocks to stick together
D. by freezing the leaves on trees
Answer:

Answer: 1

Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?

Choices:
1. by freezing the leaves on trees
2. by causing rocks to stick together
3. by turning acid rain into acid snow
4. by freezing water in the cracks of rocks

Prompt:
Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?
1. by freezing the leaves on trees
2. by causing rocks to stick together
3. by turning acid rain into acid snow
4. by freezing water in the cracks of rocks
Answer:

Answer: 3

Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?

Choices:
M. by freezing the leaves on trees
B. by causing rocks to stick together
T. by turning acid rain into acid snow
L. by freezing water in the cracks of rocks

Prompt:
Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?
M. by freezing the leaves on trees
B. by causing rocks to stick together
T. by turning acid rain into acid snow
L. by freezing water in the cracks of rocks
Answer:

Answer: 3

Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?

Choices:
M. by turning acid rain into acid snow
B. by freezing water in the cracks of rocks
T. by causing rocks to stick together
L. by freezing the leaves on trees

Prompt:
Question: Darryl learns that freezing temperatures may help cause weathering. Which statement explains how freezing temperatures most likely cause weathering?
M. by turning acid rain into acid snow
B. by freezing water in the cracks of rocks
T. by causing rocks to stick together
L. by freezing the leaves on trees
Answer:

Answer: 1


Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?

Choices:
A. The mass of the atom increases.
B. The atom becomes an isotope.
C. The atomic number decreases.
D. The atom becomes a positive ion.

Prompt:
Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?
A. The mass of the atom increases.
B. The atom becomes an isotope.
C. The atomic number decreases.
D. The atom becomes a positive ion.
Answer:

Answer: 3

Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?

Choices:
A. The atomic number decreases.
B. The atom becomes a positive ion.
C. The mass of the atom increases.
D. The atom becomes an isotope.

Prompt:
Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?
A. The atomic number decreases.
B. The atom becomes a positive ion.
C. The mass of the atom increases.
D. The atom becomes an isotope.
Answer:

Answer: 1

Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?

Choices:
1. The mass of the atom increases.
2. The atom becomes an isotope.
3. The atomic number decreases.
4. The atom becomes a positive ion.

Prompt:
Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?
1. The mass of the atom increases.
2. The atom becomes an isotope.
3. The atomic number decreases.
4. The atom becomes a positive ion.
Answer:

Answer: 3

Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?

Choices:
X. The mass of the atom increases.
V. The atom becomes an isotope.
A. The atomic number decreases.
T. The atom becomes a positive ion.

Prompt:
Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?
X. The mass of the atom increases.
V. The atom becomes an isotope.
A. The atomic number decreases.
T. The atom becomes a positive ion.
Answer:

Answer: 3

Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?

Choices:
X. The atomic number decreases.
V. The atom becomes a positive ion.
A. The mass of the atom increases.
T. The atom becomes an isotope.

Prompt:
Question: A bond is formed when an electron is transferred from a sodium atom to a chlorine atom. What happens to the sodium atom during this process?
X. The atomic number decreases.
V. The atom becomes a positive ion.
A. The mass of the atom increases.
T. The atom becomes an isotope.
Answer:

Answer: 1


Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?

Choices:
A. Measuring oxygen levels in the lake for two months
B. Checking the lake water for nutrient levels on one day
C. Sampling fish populations in the lake over several years
D. Observing the surface of the lake for signs of the new fish after one week

Prompt:
Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?
A. Measuring oxygen levels in the lake for two months
B. Checking the lake water for nutrient levels on one day
C. Sampling fish populations in the lake over several years
D. Observing the surface of the lake for signs of the new fish after one week
Answer:

Answer: 2

Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?

Choices:
A. Observing the surface of the lake for signs of the new fish after one week
B. Sampling fish populations in the lake over several years
C. Measuring oxygen levels in the lake for two months
D. Checking the lake water for nutrient levels on one day

Prompt:
Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?
A. Observing the surface of the lake for signs of the new fish after one week
B. Sampling fish populations in the lake over several years
C. Measuring oxygen levels in the lake for two months
D. Checking the lake water for nutrient levels on one day
Answer:

Answer: 1

Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?

Choices:
1. Measuring oxygen levels in the lake for two months
2. Checking the lake water for nutrient levels on one day
3. Sampling fish populations in the lake over several years
4. Observing the surface of the lake for signs of the new fish after one week

Prompt:
Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?
1. Measuring oxygen levels in the lake for two months
2. Checking the lake water for nutrient levels on one day
3. Sampling fish populations in the lake over several years
4. Observing the surface of the lake for signs of the new fish after one week
Answer:

Answer: 2

Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?

Choices:
F. Measuring oxygen levels in the lake for two months
C. Checking the lake water for nutrient levels on one day
J. Sampling fish populations in the lake over several years
H. Observing the surface of the lake for signs of the new fish after one week

Prompt:
Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?
F. Measuring oxygen levels in the lake for two months
C. Checking the lake water for nutrient levels on one day
J. Sampling fish populations in the lake over several years
H. Observing the surface of the lake for signs of the new fish after one week
Answer:

Answer: 2

Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?

Choices:
F. Observing the surface of the lake for signs of the new fish after one week
C. Sampling fish populations in the lake over several years
J. Measuring oxygen levels in the lake for two months
H. Checking the lake water for nutrient levels on one day

Prompt:
Question: A group of fish was released into a local lake. This species of fish had never lived in the lake before. Scientists want to collect data on how the lake's ecosystem is affected by the new fish. Which method of data collection will give the most accurate results?
F. Observing the surface of the lake for signs of the new fish after one week
C. Sampling fish populations in the lake over several years
J. Measuring oxygen levels in the lake for two months
H. Checking the lake water for nutrient levels on one day
Answer:

Answer: 1


Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?

Choices:
A. earplugs
B. rubber gloves
C. goggles
D. lead aprons

Prompt:
Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?
A. earplugs
B. rubber gloves
C. goggles
D. lead aprons
Answer:

Answer: 3

Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?

Choices:
A. goggles
B. earplugs
C. lead aprons
D. rubber gloves

Prompt:
Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?
A. goggles
B. earplugs
C. lead aprons
D. rubber gloves
Answer:

Answer: 2

Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?

Choices:
1. earplugs
2. rubber gloves
3. goggles
4. lead aprons

Prompt:
Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?
1. earplugs
2. rubber gloves
3. goggles
4. lead aprons
Answer:

Answer: 3

Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?

Choices:
G. earplugs
M. rubber gloves
H. goggles
V. lead aprons

Prompt:
Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?
G. earplugs
M. rubber gloves
H. goggles
V. lead aprons
Answer:

Answer: 3

Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?

Choices:
G. goggles
M. earplugs
H. lead aprons
V. rubber gloves

Prompt:
Question: On a career day at school, an X-ray technician discusses her daily work with the class. Which equipment would she most likely say she uses on a regular basis to help ensure the safety of patients?
G. goggles
M. earplugs
H. lead aprons
V. rubber gloves
Answer:

Answer: 2


Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?

Choices:
A. lever
B. pulley
C. inclined plane
D. wheel and axle

Prompt:
Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?
A. lever
B. pulley
C. inclined plane
D. wheel and axle
Answer:

Answer: 3

Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?

Choices:
A. pulley
B. wheel and axle
C. lever
D. inclined plane

Prompt:
Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?
A. pulley
B. wheel and axle
C. lever
D. inclined plane
Answer:

Answer: 1

Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?

Choices:
1. lever
2. pulley
3. inclined plane
4. wheel and axle

Prompt:
Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?
1. lever
2. pulley
3. inclined plane
4. wheel and axle
Answer:

Answer: 3

Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?

Choices:
A. lever
Y. pulley
J. inclined plane
F. wheel and axle

Prompt:
Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?
A. lever
Y. pulley
J. inclined plane
F. wheel and axle
Answer:

Answer: 3

Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?

Choices:
A. pulley
Y. wheel and axle
J. lever
F. inclined plane

Prompt:
Question: In the United States, windmills have been used for farming for hundreds of years. Which simple machine is the most important part of a windmill?
A. pulley
Y. wheel and axle
J. lever
F. inclined plane
Answer:

Answer: 1


Question: Which tools are needed to measure the effects of friction on a block of wood?

Choices:
A. meter stick, spring scale
B. balance, stopwatch
C. balance, meter stick
D. meter stick, stopwatch

Prompt:
Question: Which tools are needed to measure the effects of friction on a block of wood?
A. meter stick, spring scale
B. balance, stopwatch
C. balance, meter stick
D. meter stick, stopwatch
Answer:

Question: Which tools are needed to measure the effects of friction on a block of wood?

Choices:
A. meter stick, stopwatch
B. balance, stopwatch
C. balance, meter stick
D. meter stick, spring scale

Prompt:
Question: Which tools are needed to measure the effects of friction on a block of wood?
A. meter stick, stopwatch
B. balance, stopwatch
C. balance, meter stick
D. meter stick, spring scale
Answer:

Answer: 3

Question: Which tools are needed to measure the effects of friction on a block of wood?

Choices:
1. meter stick, spring scale
2. balance, stopwatch
3. balance, meter stick
4. meter stick, stopwatch

Prompt:
Question: Which tools are needed to measure the effects of friction on a block of wood?
1. meter stick, spring scale
2. balance, stopwatch
3. balance, meter stick
4. meter stick, stopwatch
Answer:

Question: Which tools are needed to measure the effects of friction on a block of wood?

Choices:
C. meter stick, spring scale
Y. balance, stopwatch
U. balance, meter stick
S. meter stick, stopwatch

Prompt:
Question: Which tools are needed to measure the effects of friction on a block of wood?
C. meter stick, spring scale
Y. balance, stopwatch
U. balance, meter stick
S. meter stick, stopwatch
Answer:

Question: Which tools are needed to measure the effects of friction on a block of wood?

Choices:
C. meter stick, stopwatch
Y. balance, stopwatch
U. balance, meter stick
S. meter stick, spring scale

Prompt:
Question: Which tools are needed to measure the effects of friction on a block of wood?
C. meter stick, stopwatch
Y. balance, stopwatch
U. balance, meter stick
S. meter stick, spring scale
Answer:

Answer: 3


Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?

Choices:
A. radio wave emissions
B. a wobble in the rotation of the star
C. regular occurring eclipses of its moons
D. the discovery of a star as large as our own

Prompt:
Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?
A. radio wave emissions
B. a wobble in the rotation of the star
C. regular occurring eclipses of its moons
D. the discovery of a star as large as our own
Answer:

Answer: 1

Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?

Choices:
A. radio wave emissions
B. regular occurring eclipses of its moons
C. a wobble in the rotation of the star
D. the discovery of a star as large as our own

Prompt:
Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?
A. radio wave emissions
B. regular occurring eclipses of its moons
C. a wobble in the rotation of the star
D. the discovery of a star as large as our own
Answer:

Answer: 2

Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?

Choices:
1. radio wave emissions
2. a wobble in the rotation of the star
3. regular occurring eclipses of its moons
4. the discovery of a star as large as our own

Prompt:
Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?
1. radio wave emissions
2. a wobble in the rotation of the star
3. regular occurring eclipses of its moons
4. the discovery of a star as large as our own
Answer:

Answer: 1

Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?

Choices:
X. radio wave emissions
I. a wobble in the rotation of the star
Q. regular occurring eclipses of its moons
G. the discovery of a star as large as our own

Prompt:
Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?
X. radio wave emissions
I. a wobble in the rotation of the star
Q. regular occurring eclipses of its moons
G. the discovery of a star as large as our own
Answer:

Answer: 1

Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?

Choices:
X. radio wave emissions
I. regular occurring eclipses of its moons
Q. a wobble in the rotation of the star
G. the discovery of a star as large as our own

Prompt:
Question: Planets outside of our solar system have been detected. What suggested the presence of a planet outside of our solar system?
X. radio wave emissions
I. regular occurring eclipses of its moons
Q. a wobble in the rotation of the star
G. the discovery of a star as large as our own
Answer:

Answer: 2


Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?

Choices:
A. conduction
B. deposition
C. erosion
D. revolution

Prompt:
Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?
A. conduction
B. deposition
C. erosion
D. revolution
Answer:

Answer: 2

Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?

Choices:
A. conduction
B. deposition
C. revolution
D. erosion

Prompt:
Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?
A. conduction
B. deposition
C. revolution
D. erosion
Answer:

Answer: 3

Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?

Choices:
1. conduction
2. deposition
3. erosion
4. revolution

Prompt:
Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?
1. conduction
2. deposition
3. erosion
4. revolution
Answer:

Answer: 2

Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?

Choices:
H. conduction
E. deposition
U. erosion
O. revolution

Prompt:
Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?
H. conduction
E. deposition
U. erosion
O. revolution
Answer:

Answer: 2

Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?

Choices:
H. conduction
E. deposition
U. revolution
O. erosion

Prompt:
Question: During which process are pieces of rock material being moved over Earth's surface by water and wind?
H. conduction
E. deposition
U. revolution
O. erosion
Answer:

Answer: 3


Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts

Choices:
A. land on the Moon
B. orbit a planet
C. return to Earth
D. walk in space

Prompt:
Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts
A. land on the Moon
B. orbit a planet
C. return to Earth
D. walk in space
Answer:

Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts

Choices:
A. return to Earth
B. walk in space
C. land on the Moon
D. orbit a planet

Prompt:
Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts
A. return to Earth
B. walk in space
C. land on the Moon
D. orbit a planet
Answer:

Answer: 2

Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts

Choices:
1. land on the Moon
2. orbit a planet
3. return to Earth
4. walk in space

Prompt:
Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts
1. land on the Moon
2. orbit a planet
3. return to Earth
4. walk in space
Answer:

Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts

Choices:
H. land on the Moon
Q. orbit a planet
A. return to Earth
W. walk in space

Prompt:
Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts
H. land on the Moon
Q. orbit a planet
A. return to Earth
W. walk in space
Answer:

Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts

Choices:
H. return to Earth
Q. walk in space
A. land on the Moon
W. orbit a planet

Prompt:
Question: The Apollo 11 mission was able to retrieve samples of the Moon's surface because it was the first mission to have astronauts
H. return to Earth
Q. walk in space
A. land on the Moon
W. orbit a planet
Answer:

Answer: 2


Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?

Choices:
A. It boils.
B. It melts.
C. It dissolves.
D. It evaporates.

Prompt:
Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?
A. It boils.
B. It melts.
C. It dissolves.
D. It evaporates.
Answer:

Answer: 2

Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?

Choices:
A. It dissolves.
B. It boils.
C. It evaporates.
D. It melts.

Prompt:
Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?
A. It dissolves.
B. It boils.
C. It evaporates.
D. It melts.
Answer:

Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?

Choices:
1. It boils.
2. It melts.
3. It dissolves.
4. It evaporates.

Prompt:
Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?
1. It boils.
2. It melts.
3. It dissolves.
4. It evaporates.
Answer:

Answer: 2

Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?

Choices:
M. It boils.
P. It melts.
H. It dissolves.
J. It evaporates.

Prompt:
Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?
M. It boils.
P. It melts.
H. It dissolves.
J. It evaporates.
Answer:

Answer: 2

Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?

Choices:
M. It dissolves.
P. It boils.
H. It evaporates.
J. It melts.

Prompt:
Question: A student mixes a teaspoon of sugar in a large glass of water. What happens to the sugar when it is mixed with the water?
M. It dissolves.
P. It boils.
H. It evaporates.
J. It melts.
Answer:


Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?

Choices:
A. low density
B. high energy
C. massive nuclei
D. circular movement

Prompt:
Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?
A. low density
B. high energy
C. massive nuclei
D. circular movement
Answer:

Answer: 1

Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?

Choices:
A. high energy
B. circular movement
C. low density
D. massive nuclei

Prompt:
Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?
A. high energy
B. circular movement
C. low density
D. massive nuclei
Answer:

Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?

Choices:
1. low density
2. high energy
3. massive nuclei
4. circular movement

Prompt:
Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?
1. low density
2. high energy
3. massive nuclei
4. circular movement
Answer:

Answer: 1

Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?

Choices:
G. low density
F. high energy
L. massive nuclei
E. circular movement

Prompt:
Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?
G. low density
F. high energy
L. massive nuclei
E. circular movement
Answer:

Answer: 1

Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?

Choices:
G. high energy
F. circular movement
L. low density
E. massive nuclei

Prompt:
Question: Particle accelerators, such as the Large Hadron Collider in Europe, accelerate subatomic particles to great speeds. These particles move in opposite directions at nearly the speed of light and collide into one another to simulate conditions that were present as the universe formed. Which property of matter in the initial moments of the universe are these accelerators designed to simulate?
G. high energy
F. circular movement
L. low density
E. massive nuclei
Answer:


Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce

Choices:
A. chemical energy.
B. thermal energy.
C. radiant energy.
D. sound energy.

Prompt:
Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce
A. chemical energy.
B. thermal energy.
C. radiant energy.
D. sound energy.
Answer:

Answer: 3

Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce

Choices:
A. radiant energy.
B. sound energy.
C. chemical energy.
D. thermal energy.

Prompt:
Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce
A. radiant energy.
B. sound energy.
C. chemical energy.
D. thermal energy.
Answer:

Answer: 1

Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce

Choices:
1. chemical energy.
2. thermal energy.
3. radiant energy.
4. sound energy.

Prompt:
Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce
1. chemical energy.
2. thermal energy.
3. radiant energy.
4. sound energy.
Answer:

Answer: 3

Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce

Choices:
H. chemical energy.
I. thermal energy.
T. radiant energy.
X. sound energy.

Prompt:
Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce
H. chemical energy.
I. thermal energy.
T. radiant energy.
X. sound energy.
Answer:

Answer: 3

Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce

Choices:
H. radiant energy.
I. sound energy.
T. chemical energy.
X. thermal energy.

Prompt:
Question: A doorbell circuit converts electrical energy into mechanical energy. The mechanical energy is in the form of vibrations that ultimately produce
H. radiant energy.
I. sound energy.
T. chemical energy.
X. thermal energy.
Answer:

Answer: 1


Question: Which factor determines if two individuals are members of the same species?

Choices:
A. They live in the same habitat and niche.
B. They forage and eat the same type of food.
C. They mate and produce fertile offspring.
D. They are similar in appearance and color.

Prompt:
Question: Which factor determines if two individuals are members of the same species?
A. They live in the same habitat and niche.
B. They forage and eat the same type of food.
C. They mate and produce fertile offspring.
D. They are similar in appearance and color.
Answer:

Answer: 2

Question: Which factor determines if two individuals are members of the same species?

Choices:
A. They live in the same habitat and niche.
B. They mate and produce fertile offspring.
C. They forage and eat the same type of food.
D. They are similar in appearance and color.

Prompt:
Question: Which factor determines if two individuals are members of the same species?
A. They live in the same habitat and niche.
B. They mate and produce fertile offspring.
C. They forage and eat the same type of food.
D. They are similar in appearance and color.
Answer:

Answer: 1

Question: Which factor determines if two individuals are members of the same species?

Choices:
1. They live in the same habitat and niche.
2. They forage and eat the same type of food.
3. They mate and produce fertile offspring.
4. They are similar in appearance and color.

Prompt:
Question: Which factor determines if two individuals are members of the same species?
1. They live in the same habitat and niche.
2. They forage and eat the same type of food.
3. They mate and produce fertile offspring.
4. They are similar in appearance and color.
Answer:

Answer: 2

Question: Which factor determines if two individuals are members of the same species?

Choices:
L. They live in the same habitat and niche.
B. They forage and eat the same type of food.
W. They mate and produce fertile offspring.
J. They are similar in appearance and color.

Prompt:
Question: Which factor determines if two individuals are members of the same species?
L. They live in the same habitat and niche.
B. They forage and eat the same type of food.
W. They mate and produce fertile offspring.
J. They are similar in appearance and color.
Answer:

Answer: 2

Question: Which factor determines if two individuals are members of the same species?

Choices:
L. They live in the same habitat and niche.
B. They mate and produce fertile offspring.
W. They forage and eat the same type of food.
J. They are similar in appearance and color.

Prompt:
Question: Which factor determines if two individuals are members of the same species?
L. They live in the same habitat and niche.
B. They mate and produce fertile offspring.
W. They forage and eat the same type of food.
J. They are similar in appearance and color.
Answer:

Answer: 1


Question: Which of the following planets is always closer to the Sun than it is to Earth?

Choices:
A. Jupiter
B. Mercury
C. Saturn
D. Uranus

Prompt:
Question: Which of the following planets is always closer to the Sun than it is to Earth?
A. Jupiter
B. Mercury
C. Saturn
D. Uranus
Answer:

Answer: 1

Question: Which of the following planets is always closer to the Sun than it is to Earth?

Choices:
A. Jupiter
B. Saturn
C. Mercury
D. Uranus

Prompt:
Question: Which of the following planets is always closer to the Sun than it is to Earth?
A. Jupiter
B. Saturn
C. Mercury
D. Uranus
Answer:

Answer: 2

Question: Which of the following planets is always closer to the Sun than it is to Earth?

Choices:
1. Jupiter
2. Mercury
3. Saturn
4. Uranus

Prompt:
Question: Which of the following planets is always closer to the Sun than it is to Earth?
1. Jupiter
2. Mercury
3. Saturn
4. Uranus
Answer:

Answer: 1

Question: Which of the following planets is always closer to the Sun than it is to Earth?

Choices:
X. Jupiter
J. Mercury
V. Saturn
Z. Uranus

Prompt:
Question: Which of the following planets is always closer to the Sun than it is to Earth?
X. Jupiter
J. Mercury
V. Saturn
Z. Uranus
Answer:

Answer: 1

Question: Which of the following planets is always closer to the Sun than it is to Earth?

Choices:
X. Jupiter
J. Saturn
V. Mercury
Z. Uranus

Prompt:
Question: Which of the following planets is always closer to the Sun than it is to Earth?
X. Jupiter
J. Saturn
V. Mercury
Z. Uranus
Answer:

Answer: 2


Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?

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

Prompt:
Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?
A. digestive
B. excretory
C. circulatory
D. respiratory
Answer:

Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?

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

Prompt:
Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?
A. circulatory
B. digestive
C. excretory
D. respiratory
Answer:

Answer: 1

Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?

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

Prompt:
Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?
1. digestive
2. excretory
3. circulatory
4. respiratory
Answer:

Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?

Choices:
J. digestive
E. excretory
T. circulatory
Y. respiratory

Prompt:
Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?
J. digestive
E. excretory
T. circulatory
Y. respiratory
Answer:

Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?

Choices:
J. circulatory
E. digestive
T. excretory
Y. respiratory

Prompt:
Question: Cells need nutrients for energy. Which system is responsible for breaking down food to provide cellular energy?
J. circulatory
E. digestive
T. excretory
Y. respiratory
Answer:

Answer: 1


Question: During which activity should a student wear goggles?

Choices:
A. writing a science report
B. mixing baking soda with water
C. measuring the length of a shadow
D. examining a leaf with a microscope

Prompt:
Question: During which activity should a student wear goggles?
A. writing a science report
B. mixing baking soda with water
C. measuring the length of a shadow
D. examining a leaf with a microscope
Answer:

Answer: 1

Question: During which activity should a student wear goggles?

Choices:
A. writing a science report
B. measuring the length of a shadow
C. mixing baking soda with water
D. examining a leaf with a microscope

Prompt:
Question: During which activity should a student wear goggles?
A. writing a science report
B. measuring the length of a shadow
C. mixing baking soda with water
D. examining a leaf with a microscope
Answer:

Answer: 2

Question: During which activity should a student wear goggles?

Choices:
1. writing a science report
2. mixing baking soda with water
3. measuring the length of a shadow
4. examining a leaf with a microscope

Prompt:
Question: During which activity should a student wear goggles?
1. writing a science report
2. mixing baking soda with water
3. measuring the length of a shadow
4. examining a leaf with a microscope
Answer:

Answer: 1

Question: During which activity should a student wear goggles?

Choices:
A. writing a science report
J. mixing baking soda with water
N. measuring the length of a shadow
X. examining a leaf with a microscope

Prompt:
Question: During which activity should a student wear goggles?
A. writing a science report
J. mixing baking soda with water
N. measuring the length of a shadow
X. examining a leaf with a microscope
Answer:

Answer: 1

Question: During which activity should a student wear goggles?

Choices:
A. writing a science report
J. measuring the length of a shadow
N. mixing baking soda with water
X. examining a leaf with a microscope

Prompt:
Question: During which activity should a student wear goggles?
A. writing a science report
J. measuring the length of a shadow
N. mixing baking soda with water
X. examining a leaf with a microscope
Answer:

Answer: 2


Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?

Choices:
A. water
B. fertilizer
C. herbicide
D. insecticide

Prompt:
Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?
A. water
B. fertilizer
C. herbicide
D. insecticide
Answer:

Answer: 3

Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?

Choices:
A. fertilizer
B. insecticide
C. water
D. herbicide

Prompt:
Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?
A. fertilizer
B. insecticide
C. water
D. herbicide
Answer:

Answer: 1

Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?

Choices:
1. water
2. fertilizer
3. herbicide
4. insecticide

Prompt:
Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?
1. water
2. fertilizer
3. herbicide
4. insecticide
Answer:

Answer: 3

Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?

Choices:
D. water
G. fertilizer
F. herbicide
Q. insecticide

Prompt:
Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?
D. water
G. fertilizer
F. herbicide
Q. insecticide
Answer:

Answer: 3

Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?

Choices:
D. fertilizer
G. insecticide
F. water
Q. herbicide

Prompt:
Question: Bacillus thuringiensis (Bt) is a soil bacterium that is toxic to certain insects. Genes from this bacterium have been inserted into cotton to make Bt cotton. Farmers that use Bt cotton would most likely use less of which of the following?
D. fertilizer
G. insecticide
F. water
Q. herbicide
Answer:

Answer: 1


Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making

Choices:
A. an inference
B. a hypothesis
C. a prediction
D. an observation

Prompt:
Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making
A. an inference
B. a hypothesis
C. a prediction
D. an observation
Answer:

Answer: 3

Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making

Choices:
A. an observation
B. a hypothesis
C. an inference
D. a prediction

Prompt:
Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making
A. an observation
B. a hypothesis
C. an inference
D. a prediction
Answer:

Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making

Choices:
1. an inference
2. a hypothesis
3. a prediction
4. an observation

Prompt:
Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making
1. an inference
2. a hypothesis
3. a prediction
4. an observation
Answer:

Answer: 3

Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making

Choices:
H. an inference
K. a hypothesis
X. a prediction
T. an observation

Prompt:
Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making
H. an inference
K. a hypothesis
X. a prediction
T. an observation
Answer:

Answer: 3

Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making

Choices:
H. an observation
K. a hypothesis
X. an inference
T. a prediction

Prompt:
Question: A student examined a rock sample and described it as having particles of various colors that were 1 millimeter to 12 millimeters in size. The student was making
H. an observation
K. a hypothesis
X. an inference
T. a prediction
Answer:


Question: What are genes composed of?

Choices:
A. offspring
B. DNA
C. cells
D. traits

Prompt:
Question: What are genes composed of?
A. offspring
B. DNA
C. cells
D. traits
Answer:

Answer: 1

Question: What are genes composed of?

Choices:
A. offspring
B. traits
C. cells
D. DNA

Prompt:
Question: What are genes composed of?
A. offspring
B. traits
C. cells
D. DNA
Answer:

Answer: 3

Question: What are genes composed of?

Choices:
1. offspring
2. DNA
3. cells
4. traits

Prompt:
Question: What are genes composed of?
1. offspring
2. DNA
3. cells
4. traits
Answer:

Answer: 1

Question: What are genes composed of?

Choices:
S. offspring
W. DNA
B. cells
J. traits

Prompt:
Question: What are genes composed of?
S. offspring
W. DNA
B. cells
J. traits
Answer:

Answer: 1

Question: What are genes composed of?

Choices:
S. offspring
W. traits
B. cells
J. DNA

Prompt:
Question: What are genes composed of?
S. offspring
W. traits
B. cells
J. DNA
Answer:

Answer: 3


Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?

Choices:
A. chemical
B. physical
C. magnetic
D. electric

Prompt:
Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?
A. chemical
B. physical
C. magnetic
D. electric
Answer:

Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?

Choices:
A. electric
B. magnetic
C. chemical
D. physical

Prompt:
Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?
A. electric
B. magnetic
C. chemical
D. physical
Answer:

Answer: 2

Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?

Choices:
1. chemical
2. physical
3. magnetic
4. electric

Prompt:
Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?
1. chemical
2. physical
3. magnetic
4. electric
Answer:

Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?

Choices:
K. chemical
L. physical
B. magnetic
M. electric

Prompt:
Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?
K. chemical
L. physical
B. magnetic
M. electric
Answer:

Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?

Choices:
K. electric
L. magnetic
B. chemical
M. physical

Prompt:
Question: In a classroom demonstration, a teacher pours sulfuric acid on some granulated sugar in a beaker. The sugar turns yellow and then black. Smoke rises and a strong smell is released. This demonstration is an example of what kind of change?
K. electric
L. magnetic
B. chemical
M. physical
Answer:

Answer: 2


Question: Marta studied different forms of energy. Which two types of energy travel in waves?

Choices:
A. light and sound
B. electrical and sound
C. chemical and light
D. chemical and electrical

Prompt:
Question: Marta studied different forms of energy. Which two types of energy travel in waves?
A. light and sound
B. electrical and sound
C. chemical and light
D. chemical and electrical
Answer:

Question: Marta studied different forms of energy. Which two types of energy travel in waves?

Choices:
A. electrical and sound
B. chemical and electrical
C. light and sound
D. chemical and light

Prompt:
Question: Marta studied different forms of energy. Which two types of energy travel in waves?
A. electrical and sound
B. chemical and electrical
C. light and sound
D. chemical and light
Answer:

Answer: 2

Question: Marta studied different forms of energy. Which two types of energy travel in waves?

Choices:
1. light and sound
2. electrical and sound
3. chemical and light
4. chemical and electrical

Prompt:
Question: Marta studied different forms of energy. Which two types of energy travel in waves?
1. light and sound
2. electrical and sound
3. chemical and light
4. chemical and electrical
Answer:

Question: Marta studied different forms of energy. Which two types of energy travel in waves?

Choices:
T. light and sound
D. electrical and sound
P. chemical and light
H. chemical and electrical

Prompt:
Question: Marta studied different forms of energy. Which two types of energy travel in waves?
T. light and sound
D. electrical and sound
P. chemical and light
H. chemical and electrical
Answer:

Question: Marta studied different forms of energy. Which two types of energy travel in waves?

Choices:
T. electrical and sound
D. chemical and electrical
P. light and sound
H. chemical and light

Prompt:
Question: Marta studied different forms of energy. Which two types of energy travel in waves?
T. electrical and sound
D. chemical and electrical
P. light and sound
H. chemical and light
Answer:

Answer: 2


Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by

Choices:
A. rivers flooding along a coastal plain.
B. erosion and weathering.
C. earthquakes and waves.
D. rocks melted underground by lava.

Prompt:
Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by
A. rivers flooding along a coastal plain.
B. erosion and weathering.
C. earthquakes and waves.
D. rocks melted underground by lava.
Answer:

Answer: 1

Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by

Choices:
A. rocks melted underground by lava.
B. rivers flooding along a coastal plain.
C. erosion and weathering.
D. earthquakes and waves.

Prompt:
Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by
A. rocks melted underground by lava.
B. rivers flooding along a coastal plain.
C. erosion and weathering.
D. earthquakes and waves.
Answer:

Answer: 2

Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by

Choices:
1. rivers flooding along a coastal plain.
2. erosion and weathering.
3. earthquakes and waves.
4. rocks melted underground by lava.

Prompt:
Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by
1. rivers flooding along a coastal plain.
2. erosion and weathering.
3. earthquakes and waves.
4. rocks melted underground by lava.
Answer:

Answer: 1

Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by

Choices:
G. rivers flooding along a coastal plain.
M. erosion and weathering.
W. earthquakes and waves.
K. rocks melted underground by lava.

Prompt:
Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by
G. rivers flooding along a coastal plain.
M. erosion and weathering.
W. earthquakes and waves.
K. rocks melted underground by lava.
Answer:

Answer: 1

Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by

Choices:
G. rocks melted underground by lava.
M. rivers flooding along a coastal plain.
W. erosion and weathering.
K. earthquakes and waves.

Prompt:
Question: The tops of some mountains are sharp and pointed, while the tops of others are smooth and rounded. This difference was most likely caused by
G. rocks melted underground by lava.
M. rivers flooding along a coastal plain.
W. erosion and weathering.
K. earthquakes and waves.
Answer:

Answer: 2


Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use

Choices:
A. coal.
B. wind.
C. wood.
D. natural gas.

Prompt:
Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use
A. coal.
B. wind.
C. wood.
D. natural gas.
Answer:

Answer: 1

Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use

Choices:
A. coal.
B. wood.
C. wind.
D. natural gas.

Prompt:
Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use
A. coal.
B. wood.
C. wind.
D. natural gas.
Answer:

Answer: 2

Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use

Choices:
1. coal.
2. wind.
3. wood.
4. natural gas.

Prompt:
Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use
1. coal.
2. wind.
3. wood.
4. natural gas.
Answer:

Answer: 1

Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use

Choices:
S. coal.
E. wind.
B. wood.
D. natural gas.

Prompt:
Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use
S. coal.
E. wind.
B. wood.
D. natural gas.
Answer:

Answer: 1

Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use

Choices:
S. coal.
E. wood.
B. wind.
D. natural gas.

Prompt:
Question: A student suggests to the school board that they use a renewable energy source. The student suggests they use
S. coal.
E. wood.
B. wind.
D. natural gas.
Answer:

Answer: 2


Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by

Choices:
A. ocean currents.
B. aquatic plants.
C. surface winds.
D. tectonic plates.

Prompt:
Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by
A. ocean currents.
B. aquatic plants.
C. surface winds.
D. tectonic plates.
Answer:

Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by

Choices:
A. tectonic plates.
B. surface winds.
C. ocean currents.
D. aquatic plants.

Prompt:
Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by
A. tectonic plates.
B. surface winds.
C. ocean currents.
D. aquatic plants.
Answer:

Answer: 2

Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by

Choices:
1. ocean currents.
2. aquatic plants.
3. surface winds.
4. tectonic plates.

Prompt:
Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by
1. ocean currents.
2. aquatic plants.
3. surface winds.
4. tectonic plates.
Answer:

Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by

Choices:
K. ocean currents.
Q. aquatic plants.
O. surface winds.
H. tectonic plates.

Prompt:
Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by
K. ocean currents.
Q. aquatic plants.
O. surface winds.
H. tectonic plates.
Answer:

Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by

Choices:
K. tectonic plates.
Q. surface winds.
O. ocean currents.
H. aquatic plants.

Prompt:
Question: Solar radiation provides more heat near the equator than near the poles on Earth. The greatest amount of heat is moved away from the equator by
K. tectonic plates.
Q. surface winds.
O. ocean currents.
H. aquatic plants.
Answer:

Answer: 2


Question: Which human activity will help conserve Earth's natural resources?

Choices:
A. leaving the television on all day
B. recycling plastic bottles
C. cutting down trees
D. burning trash in the yard

Prompt:
Question: Which human activity will help conserve Earth's natural resources?
A. leaving the television on all day
B. recycling plastic bottles
C. cutting down trees
D. burning trash in the yard
Answer:

Answer: 1

Question: Which human activity will help conserve Earth's natural resources?

Choices:
A. recycling plastic bottles
B. cutting down trees
C. leaving the television on all day
D. burning trash in the yard

Prompt:
Question: Which human activity will help conserve Earth's natural resources?
A. recycling plastic bottles
B. cutting down trees
C. leaving the television on all day
D. burning trash in the yard
Answer:

Question: Which human activity will help conserve Earth's natural resources?

Choices:
1. leaving the television on all day
2. recycling plastic bottles
3. cutting down trees
4. burning trash in the yard

Prompt:
Question: Which human activity will help conserve Earth's natural resources?
1. leaving the television on all day
2. recycling plastic bottles
3. cutting down trees
4. burning trash in the yard
Answer:

Answer: 1

Question: Which human activity will help conserve Earth's natural resources?

Choices:
S. leaving the television on all day
G. recycling plastic bottles
K. cutting down trees
R. burning trash in the yard

Prompt:
Question: Which human activity will help conserve Earth's natural resources?
S. leaving the television on all day
G. recycling plastic bottles
K. cutting down trees
R. burning trash in the yard
Answer:

Answer: 1

Question: Which human activity will help conserve Earth's natural resources?

Choices:
S. recycling plastic bottles
G. cutting down trees
K. leaving the television on all day
R. burning trash in the yard

Prompt:
Question: Which human activity will help conserve Earth's natural resources?
S. recycling plastic bottles
G. cutting down trees
K. leaving the television on all day
R. burning trash in the yard
Answer:


Question: Which characteristic helps some animals defend themselves against predators?

Choices:
A. strong odor
B. poor hearing
C. weak eyesight
D. shivering

Prompt:
Question: Which characteristic helps some animals defend themselves against predators?
A. strong odor
B. poor hearing
C. weak eyesight
D. shivering
Answer:

Question: Which characteristic helps some animals defend themselves against predators?

Choices:
A. shivering
B. strong odor
C. weak eyesight
D. poor hearing

Prompt:
Question: Which characteristic helps some animals defend themselves against predators?
A. shivering
B. strong odor
C. weak eyesight
D. poor hearing
Answer:

Answer: 1

Question: Which characteristic helps some animals defend themselves against predators?

Choices:
1. strong odor
2. poor hearing
3. weak eyesight
4. shivering

Prompt:
Question: Which characteristic helps some animals defend themselves against predators?
1. strong odor
2. poor hearing
3. weak eyesight
4. shivering
Answer:

Question: Which characteristic helps some animals defend themselves against predators?

Choices:
C. strong odor
O. poor hearing
Z. weak eyesight
Q. shivering

Prompt:
Question: Which characteristic helps some animals defend themselves against predators?
C. strong odor
O. poor hearing
Z. weak eyesight
Q. shivering
Answer:

Question: Which characteristic helps some animals defend themselves against predators?

Choices:
C. shivering
O. strong odor
Z. weak eyesight
Q. poor hearing

Prompt:
Question: Which characteristic helps some animals defend themselves against predators?
C. shivering
O. strong odor
Z. weak eyesight
Q. poor hearing
Answer:

Answer: 1


Question: Most plants begin their life cycle as ___.

Choices:
A. leaves
B. flowers
C. roots
D. seeds

Prompt:
Question: Most plants begin their life cycle as ___.
A. leaves
B. flowers
C. roots
D. seeds
Answer:

Answer: 3

Question: Most plants begin their life cycle as ___.

Choices:
A. seeds
B. roots
C. leaves
D. flowers

Prompt:
Question: Most plants begin their life cycle as ___.
A. seeds
B. roots
C. leaves
D. flowers
Answer:

Question: Most plants begin their life cycle as ___.

Choices:
1. leaves
2. flowers
3. roots
4. seeds

Prompt:
Question: Most plants begin their life cycle as ___.
1. leaves
2. flowers
3. roots
4. seeds
Answer:

Answer: 3

Question: Most plants begin their life cycle as ___.

Choices:
Z. leaves
M. flowers
K. roots
D. seeds

Prompt:
Question: Most plants begin their life cycle as ___.
Z. leaves
M. flowers
K. roots
D. seeds
Answer:

Answer: 3

Question: Most plants begin their life cycle as ___.

Choices:
Z. seeds
M. roots
K. leaves
D. flowers

Prompt:
Question: Most plants begin their life cycle as ___.
Z. seeds
M. roots
K. leaves
D. flowers
Answer:


Question: Erin wants to make a strong, light chair. Which natural material should she use?

Choices:
A. iron
B. granite
C. clay
D. wood

Prompt:
Question: Erin wants to make a strong, light chair. Which natural material should she use?
A. iron
B. granite
C. clay
D. wood
Answer:

Answer: 3

Question: Erin wants to make a strong, light chair. Which natural material should she use?

Choices:
A. granite
B. wood
C. clay
D. iron

Prompt:
Question: Erin wants to make a strong, light chair. Which natural material should she use?
A. granite
B. wood
C. clay
D. iron
Answer:

Answer: 1

Question: Erin wants to make a strong, light chair. Which natural material should she use?

Choices:
1. iron
2. granite
3. clay
4. wood

Prompt:
Question: Erin wants to make a strong, light chair. Which natural material should she use?
1. iron
2. granite
3. clay
4. wood
Answer:

Answer: 3

Question: Erin wants to make a strong, light chair. Which natural material should she use?

Choices:
M. iron
A. granite
T. clay
B. wood

Prompt:
Question: Erin wants to make a strong, light chair. Which natural material should she use?
M. iron
A. granite
T. clay
B. wood
Answer:

Answer: 3

Question: Erin wants to make a strong, light chair. Which natural material should she use?

Choices:
M. granite
A. wood
T. clay
B. iron

Prompt:
Question: Erin wants to make a strong, light chair. Which natural material should she use?
M. granite
A. wood
T. clay
B. iron
Answer:

Answer: 1


Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?

Choices:
A. how to find food in garbage cans
B. how to hibernate during the winter
C. how to seek shelter in a hollow log
D. how to live in human neighborhoods

Prompt:
Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?
A. how to find food in garbage cans
B. how to hibernate during the winter
C. how to seek shelter in a hollow log
D. how to live in human neighborhoods
Answer:

Answer: 1

Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?

Choices:
A. how to live in human neighborhoods
B. how to seek shelter in a hollow log
C. how to find food in garbage cans
D. how to hibernate during the winter

Prompt:
Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?
A. how to live in human neighborhoods
B. how to seek shelter in a hollow log
C. how to find food in garbage cans
D. how to hibernate during the winter
Answer:

Answer: 3

Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?

Choices:
1. how to find food in garbage cans
2. how to hibernate during the winter
3. how to seek shelter in a hollow log
4. how to live in human neighborhoods

Prompt:
Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?
1. how to find food in garbage cans
2. how to hibernate during the winter
3. how to seek shelter in a hollow log
4. how to live in human neighborhoods
Answer:

Answer: 1

Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?

Choices:
P. how to find food in garbage cans
D. how to hibernate during the winter
L. how to seek shelter in a hollow log
C. how to live in human neighborhoods

Prompt:
Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?
P. how to find food in garbage cans
D. how to hibernate during the winter
L. how to seek shelter in a hollow log
C. how to live in human neighborhoods
Answer:

Answer: 1

Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?

Choices:
P. how to live in human neighborhoods
D. how to seek shelter in a hollow log
L. how to find food in garbage cans
C. how to hibernate during the winter

Prompt:
Question: Jonathon was studying bears. He found out that bears are born with some behaviors and learn others from their environment. Which behavior does a bear most likely inherit?
P. how to live in human neighborhoods
D. how to seek shelter in a hollow log
L. how to find food in garbage cans
C. how to hibernate during the winter
Answer:

Answer: 3


Question: A group of the same species of fish swim together to increase an individual's

Choices:
A. swimming speed.
B. body temperature.
C. chance of survival.
D. visibility to predators.

Prompt:
Question: A group of the same species of fish swim together to increase an individual's
A. swimming speed.
B. body temperature.
C. chance of survival.
D. visibility to predators.
Answer:

Answer: 2

Question: A group of the same species of fish swim together to increase an individual's

Choices:
A. body temperature.
B. chance of survival.
C. swimming speed.
D. visibility to predators.

Prompt:
Question: A group of the same species of fish swim together to increase an individual's
A. body temperature.
B. chance of survival.
C. swimming speed.
D. visibility to predators.
Answer:

Answer: 1

Question: A group of the same species of fish swim together to increase an individual's

Choices:
1. swimming speed.
2. body temperature.
3. chance of survival.
4. visibility to predators.

Prompt:
Question: A group of the same species of fish swim together to increase an individual's
1. swimming speed.
2. body temperature.
3. chance of survival.
4. visibility to predators.
Answer:

Answer: 2

Question: A group of the same species of fish swim together to increase an individual's

Choices:
R. swimming speed.
E. body temperature.
U. chance of survival.
V. visibility to predators.

Prompt:
Question: A group of the same species of fish swim together to increase an individual's
R. swimming speed.
E. body temperature.
U. chance of survival.
V. visibility to predators.
Answer:

Answer: 2

Question: A group of the same species of fish swim together to increase an individual's

Choices:
R. body temperature.
E. chance of survival.
U. swimming speed.
V. visibility to predators.

Prompt:
Question: A group of the same species of fish swim together to increase an individual's
R. body temperature.
E. chance of survival.
U. swimming speed.
V. visibility to predators.
Answer:

Answer: 1


Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?

Choices:
A. mammals
B. fungi
C. insects
D. plants

Prompt:
Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?
A. mammals
B. fungi
C. insects
D. plants
Answer:

Answer: 3

Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?

Choices:
A. plants
B. mammals
C. insects
D. fungi

Prompt:
Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?
A. plants
B. mammals
C. insects
D. fungi
Answer:

Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?

Choices:
1. mammals
2. fungi
3. insects
4. plants

Prompt:
Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?
1. mammals
2. fungi
3. insects
4. plants
Answer:

Answer: 3

Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?

Choices:
Y. mammals
J. fungi
W. insects
B. plants

Prompt:
Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?
Y. mammals
J. fungi
W. insects
B. plants
Answer:

Answer: 3

Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?

Choices:
Y. plants
J. mammals
W. insects
B. fungi

Prompt:
Question: In the oxygen cycle, which group of organisms replenishes a large portion of the atmospheric oxygen supply?
Y. plants
J. mammals
W. insects
B. fungi
Answer:


Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?

Choices:
A. chickens that naturally make the antibiotics
B. microbes that are resistant to the antibiotics
C. microbes that are susceptible to the antibiotics
D. chickens that are resistant to infection

Prompt:
Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?
A. chickens that naturally make the antibiotics
B. microbes that are resistant to the antibiotics
C. microbes that are susceptible to the antibiotics
D. chickens that are resistant to infection
Answer:

Answer: 1

Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?

Choices:
A. microbes that are susceptible to the antibiotics
B. chickens that are resistant to infection
C. chickens that naturally make the antibiotics
D. microbes that are resistant to the antibiotics

Prompt:
Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?
A. microbes that are susceptible to the antibiotics
B. chickens that are resistant to infection
C. chickens that naturally make the antibiotics
D. microbes that are resistant to the antibiotics
Answer:

Answer: 3

Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?

Choices:
1. chickens that naturally make the antibiotics
2. microbes that are resistant to the antibiotics
3. microbes that are susceptible to the antibiotics
4. chickens that are resistant to infection

Prompt:
Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?
1. chickens that naturally make the antibiotics
2. microbes that are resistant to the antibiotics
3. microbes that are susceptible to the antibiotics
4. chickens that are resistant to infection
Answer:

Answer: 1

Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?

Choices:
D. chickens that naturally make the antibiotics
H. microbes that are resistant to the antibiotics
O. microbes that are susceptible to the antibiotics
J. chickens that are resistant to infection

Prompt:
Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?
D. chickens that naturally make the antibiotics
H. microbes that are resistant to the antibiotics
O. microbes that are susceptible to the antibiotics
J. chickens that are resistant to infection
Answer:

Answer: 1

Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?

Choices:
D. microbes that are susceptible to the antibiotics
H. chickens that are resistant to infection
O. chickens that naturally make the antibiotics
J. microbes that are resistant to the antibiotics

Prompt:
Question: Some antibiotics used to treat infections in humans are also used to treat chickens, but some groups oppose this practice. The overuse of the antibiotics will most likely influence the natural selection of which type of organisms?
D. microbes that are susceptible to the antibiotics
H. chickens that are resistant to infection
O. chickens that naturally make the antibiotics
J. microbes that are resistant to the antibiotics
Answer:

Answer: 3


Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?

Choices:
A. to form a good hypothesis
B. to increase the accuracy of the results
C. to make the results more significant
D. to better explain the investigation to others

Prompt:
Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?
A. to form a good hypothesis
B. to increase the accuracy of the results
C. to make the results more significant
D. to better explain the investigation to others
Answer:

Answer: 1

Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?

Choices:
A. to better explain the investigation to others
B. to form a good hypothesis
C. to make the results more significant
D. to increase the accuracy of the results

Prompt:
Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?
A. to better explain the investigation to others
B. to form a good hypothesis
C. to make the results more significant
D. to increase the accuracy of the results
Answer:

Answer: 3

Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?

Choices:
1. to form a good hypothesis
2. to increase the accuracy of the results
3. to make the results more significant
4. to better explain the investigation to others

Prompt:
Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?
1. to form a good hypothesis
2. to increase the accuracy of the results
3. to make the results more significant
4. to better explain the investigation to others
Answer:

Answer: 1

Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?

Choices:
Y. to form a good hypothesis
I. to increase the accuracy of the results
V. to make the results more significant
B. to better explain the investigation to others

Prompt:
Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?
Y. to form a good hypothesis
I. to increase the accuracy of the results
V. to make the results more significant
B. to better explain the investigation to others
Answer:

Answer: 1

Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?

Choices:
Y. to better explain the investigation to others
I. to form a good hypothesis
V. to make the results more significant
B. to increase the accuracy of the results

Prompt:
Question: A student performs a lab investigation by measuring the average time it takes for a toy car to travel 10 meters. Why is it best to perform the experiment in three trials?
Y. to better explain the investigation to others
I. to form a good hypothesis
V. to make the results more significant
B. to increase the accuracy of the results
Answer:

Answer: 3