Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?

Choices:
A. pie chart
B. data table
C. bar graph
D. scatterplot

Prompt:
Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?
A. pie chart
B. data table
C. bar graph
D. scatterplot
Answer:

Answer: 1

Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?

Choices:
A. scatterplot
B. pie chart
C. bar graph
D. data table

Prompt:
Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?
A. scatterplot
B. pie chart
C. bar graph
D. data table
Answer:

Answer: 3

Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?

Choices:
1. pie chart
2. data table
3. bar graph
4. scatterplot

Prompt:
Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?
1. pie chart
2. data table
3. bar graph
4. scatterplot
Answer:

Answer: 1

Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?

Choices:
E. pie chart
Z. data table
O. bar graph
H. scatterplot

Prompt:
Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?
E. pie chart
Z. data table
O. bar graph
H. scatterplot
Answer:

Answer: 1

Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?

Choices:
E. scatterplot
Z. pie chart
O. bar graph
H. data table

Prompt:
Question: A student counts ants in an ant colony every day at the same time. The student writes the date of observation in one column in a notebook and the number of ants counted on each date in a second column. Which best describes how the student arranged the information?
E. scatterplot
Z. pie chart
O. bar graph
H. data table
Answer:

Answer: 3


Question: Which human body systems work together to send messages?

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

Prompt:
Question: Which human body systems work together to send messages?
A. muscular and skeletal
B. nervous and endocrine
C. excretory and digestive
D. circulatory and respiratory
Answer:

Answer: 1

Question: Which human body systems work together to send messages?

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

Prompt:
Question: Which human body systems work together to send messages?
A. nervous and endocrine
B. circulatory and respiratory
C. excretory and digestive
D. muscular and skeletal
Answer:

Question: Which human body systems work together to send messages?

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

Prompt:
Question: Which human body systems work together to send messages?
1. muscular and skeletal
2. nervous and endocrine
3. excretory and digestive
4. circulatory and respiratory
Answer:

Answer: 1

Question: Which human body systems work together to send messages?

Choices:
K. muscular and skeletal
O. nervous and endocrine
Q. excretory and digestive
F. circulatory and respiratory

Prompt:
Question: Which human body systems work together to send messages?
K. muscular and skeletal
O. nervous and endocrine
Q. excretory and digestive
F. circulatory and respiratory
Answer:

Answer: 1

Question: Which human body systems work together to send messages?

Choices:
K. nervous and endocrine
O. circulatory and respiratory
Q. excretory and digestive
F. muscular and skeletal

Prompt:
Question: Which human body systems work together to send messages?
K. nervous and endocrine
O. circulatory and respiratory
Q. excretory and digestive
F. muscular and skeletal
Answer:


Question: In order for a material to be effective for cooking, it must have which physical property?

Choices:
A. low melting point
B. high electric charge
C. high reactivity with water
D. low thermal expansion

Prompt:
Question: In order for a material to be effective for cooking, it must have which physical property?
A. low melting point
B. high electric charge
C. high reactivity with water
D. low thermal expansion
Answer:

Answer: 3

Question: In order for a material to be effective for cooking, it must have which physical property?

Choices:
A. low thermal expansion
B. high reactivity with water
C. low melting point
D. high electric charge

Prompt:
Question: In order for a material to be effective for cooking, it must have which physical property?
A. low thermal expansion
B. high reactivity with water
C. low melting point
D. high electric charge
Answer:

Question: In order for a material to be effective for cooking, it must have which physical property?

Choices:
1. low melting point
2. high electric charge
3. high reactivity with water
4. low thermal expansion

Prompt:
Question: In order for a material to be effective for cooking, it must have which physical property?
1. low melting point
2. high electric charge
3. high reactivity with water
4. low thermal expansion
Answer:

Answer: 3

Question: In order for a material to be effective for cooking, it must have which physical property?

Choices:
D. low melting point
H. high electric charge
I. high reactivity with water
F. low thermal expansion

Prompt:
Question: In order for a material to be effective for cooking, it must have which physical property?
D. low melting point
H. high electric charge
I. high reactivity with water
F. low thermal expansion
Answer:

Answer: 3

Question: In order for a material to be effective for cooking, it must have which physical property?

Choices:
D. low thermal expansion
H. high reactivity with water
I. low melting point
F. high electric charge

Prompt:
Question: In order for a material to be effective for cooking, it must have which physical property?
D. low thermal expansion
H. high reactivity with water
I. low melting point
F. high electric charge
Answer:


Question: Which sequence shows the life cycle of some insects?

Choices:
A. adult -> pupa -> larva -> egg
B. egg -> pupa -> larva -> adult
C. larva -> pupa -> egg -> adult
D. egg -> larva -> pupa -> adult

Prompt:
Question: Which sequence shows the life cycle of some insects?
A. adult -> pupa -> larva -> egg
B. egg -> pupa -> larva -> adult
C. larva -> pupa -> egg -> adult
D. egg -> larva -> pupa -> adult
Answer:

Answer: 3

Question: Which sequence shows the life cycle of some insects?

Choices:
A. adult -> pupa -> larva -> egg
B. egg -> pupa -> larva -> adult
C. egg -> larva -> pupa -> adult
D. larva -> pupa -> egg -> adult

Prompt:
Question: Which sequence shows the life cycle of some insects?
A. adult -> pupa -> larva -> egg
B. egg -> pupa -> larva -> adult
C. egg -> larva -> pupa -> adult
D. larva -> pupa -> egg -> adult
Answer:

Answer: 2

Question: Which sequence shows the life cycle of some insects?

Choices:
1. adult -> pupa -> larva -> egg
2. egg -> pupa -> larva -> adult
3. larva -> pupa -> egg -> adult
4. egg -> larva -> pupa -> adult

Prompt:
Question: Which sequence shows the life cycle of some insects?
1. adult -> pupa -> larva -> egg
2. egg -> pupa -> larva -> adult
3. larva -> pupa -> egg -> adult
4. egg -> larva -> pupa -> adult
Answer:

Answer: 3

Question: Which sequence shows the life cycle of some insects?

Choices:
E. adult -> pupa -> larva -> egg
Z. egg -> pupa -> larva -> adult
Q. larva -> pupa -> egg -> adult
D. egg -> larva -> pupa -> adult

Prompt:
Question: Which sequence shows the life cycle of some insects?
E. adult -> pupa -> larva -> egg
Z. egg -> pupa -> larva -> adult
Q. larva -> pupa -> egg -> adult
D. egg -> larva -> pupa -> adult
Answer:

Answer: 3

Question: Which sequence shows the life cycle of some insects?

Choices:
E. adult -> pupa -> larva -> egg
Z. egg -> pupa -> larva -> adult
Q. egg -> larva -> pupa -> adult
D. larva -> pupa -> egg -> adult

Prompt:
Question: Which sequence shows the life cycle of some insects?
E. adult -> pupa -> larva -> egg
Z. egg -> pupa -> larva -> adult
Q. egg -> larva -> pupa -> adult
D. larva -> pupa -> egg -> adult
Answer:

Answer: 2


Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?

Choices:
A. how much adult fish gained on average when the same nutrient was added to their diet
B. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
C. how much of the nutrient is available for the fish species in their natural surroundings
D. how much other species of fish gain in the first year when the nutrient is added to their diet

Prompt:
Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?
A. how much adult fish gained on average when the same nutrient was added to their diet
B. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
C. how much of the nutrient is available for the fish species in their natural surroundings
D. how much other species of fish gain in the first year when the nutrient is added to their diet
Answer:

Answer: 1

Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?

Choices:
A. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
B. how much other species of fish gain in the first year when the nutrient is added to their diet
C. how much adult fish gained on average when the same nutrient was added to their diet
D. how much of the nutrient is available for the fish species in their natural surroundings

Prompt:
Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?
A. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
B. how much other species of fish gain in the first year when the nutrient is added to their diet
C. how much adult fish gained on average when the same nutrient was added to their diet
D. how much of the nutrient is available for the fish species in their natural surroundings
Answer:

Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?

Choices:
1. how much adult fish gained on average when the same nutrient was added to their diet
2. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
3. how much of the nutrient is available for the fish species in their natural surroundings
4. how much other species of fish gain in the first year when the nutrient is added to their diet

Prompt:
Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?
1. how much adult fish gained on average when the same nutrient was added to their diet
2. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
3. how much of the nutrient is available for the fish species in their natural surroundings
4. how much other species of fish gain in the first year when the nutrient is added to their diet
Answer:

Answer: 1

Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?

Choices:
O. how much adult fish gained on average when the same nutrient was added to their diet
P. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
Z. how much of the nutrient is available for the fish species in their natural surroundings
X. how much other species of fish gain in the first year when the nutrient is added to their diet

Prompt:
Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?
O. how much adult fish gained on average when the same nutrient was added to their diet
P. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
Z. how much of the nutrient is available for the fish species in their natural surroundings
X. how much other species of fish gain in the first year when the nutrient is added to their diet
Answer:

Answer: 1

Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?

Choices:
O. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
P. how much other species of fish gain in the first year when the nutrient is added to their diet
Z. how much adult fish gained on average when the same nutrient was added to their diet
X. how much of the nutrient is available for the fish species in their natural surroundings

Prompt:
Question: A scientist studied a species of fish. She found that when a certain nutrient was added to the diet of the fish just after hatching, the fish gained an average of 3 kilograms in the first year. What additional information is needed to determine whether the nutrient is affecting the growth of the fish?
O. how much newly hatched fish in this species gain in the first year without the nutrient in their diet
P. how much other species of fish gain in the first year when the nutrient is added to their diet
Z. how much adult fish gained on average when the same nutrient was added to their diet
X. how much of the nutrient is available for the fish species in their natural surroundings
Answer:


Question: Humans interpret seeing, hearing, tasting, and smelling in the

Choices:
A. brain
B. spinal cord
C. receptors
D. skin

Prompt:
Question: Humans interpret seeing, hearing, tasting, and smelling in the
A. brain
B. spinal cord
C. receptors
D. skin
Answer:

Question: Humans interpret seeing, hearing, tasting, and smelling in the

Choices:
A. receptors
B. skin
C. spinal cord
D. brain

Prompt:
Question: Humans interpret seeing, hearing, tasting, and smelling in the
A. receptors
B. skin
C. spinal cord
D. brain
Answer:

Answer: 3

Question: Humans interpret seeing, hearing, tasting, and smelling in the

Choices:
1. brain
2. spinal cord
3. receptors
4. skin

Prompt:
Question: Humans interpret seeing, hearing, tasting, and smelling in the
1. brain
2. spinal cord
3. receptors
4. skin
Answer:

Question: Humans interpret seeing, hearing, tasting, and smelling in the

Choices:
B. brain
E. spinal cord
U. receptors
J. skin

Prompt:
Question: Humans interpret seeing, hearing, tasting, and smelling in the
B. brain
E. spinal cord
U. receptors
J. skin
Answer:

Question: Humans interpret seeing, hearing, tasting, and smelling in the

Choices:
B. receptors
E. skin
U. spinal cord
J. brain

Prompt:
Question: Humans interpret seeing, hearing, tasting, and smelling in the
B. receptors
E. skin
U. spinal cord
J. brain
Answer:

Answer: 3


Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?

Choices:
A. day can become night
B. different seasons occur
C. low tide can become high tide
D. the change in phases of the Moon

Prompt:
Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?
A. day can become night
B. different seasons occur
C. low tide can become high tide
D. the change in phases of the Moon
Answer:

Answer: 1

Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?

Choices:
A. different seasons occur
B. low tide can become high tide
C. the change in phases of the Moon
D. day can become night

Prompt:
Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?
A. different seasons occur
B. low tide can become high tide
C. the change in phases of the Moon
D. day can become night
Answer:

Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?

Choices:
1. day can become night
2. different seasons occur
3. low tide can become high tide
4. the change in phases of the Moon

Prompt:
Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?
1. day can become night
2. different seasons occur
3. low tide can become high tide
4. the change in phases of the Moon
Answer:

Answer: 1

Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?

Choices:
P. day can become night
U. different seasons occur
L. low tide can become high tide
B. the change in phases of the Moon

Prompt:
Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?
P. day can become night
U. different seasons occur
L. low tide can become high tide
B. the change in phases of the Moon
Answer:

Answer: 1

Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?

Choices:
P. different seasons occur
U. low tide can become high tide
L. the change in phases of the Moon
B. day can become night

Prompt:
Question: Dan knows the Earth is tilted 23.5° on its axis. Which is caused because of this tilt?
P. different seasons occur
U. low tide can become high tide
L. the change in phases of the Moon
B. day can become night
Answer:


Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?

Choices:
A. selective breeding
B. medical gene repair
C. genetic engineering
D. cell metabolism analysis

Prompt:
Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?
A. selective breeding
B. medical gene repair
C. genetic engineering
D. cell metabolism analysis
Answer:

Answer: 2

Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?

Choices:
A. genetic engineering
B. selective breeding
C. medical gene repair
D. cell metabolism analysis

Prompt:
Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?
A. genetic engineering
B. selective breeding
C. medical gene repair
D. cell metabolism analysis
Answer:

Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?

Choices:
1. selective breeding
2. medical gene repair
3. genetic engineering
4. cell metabolism analysis

Prompt:
Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?
1. selective breeding
2. medical gene repair
3. genetic engineering
4. cell metabolism analysis
Answer:

Answer: 2

Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?

Choices:
L. selective breeding
P. medical gene repair
R. genetic engineering
Y. cell metabolism analysis

Prompt:
Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?
L. selective breeding
P. medical gene repair
R. genetic engineering
Y. cell metabolism analysis
Answer:

Answer: 2

Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?

Choices:
L. genetic engineering
P. selective breeding
R. medical gene repair
Y. cell metabolism analysis

Prompt:
Question: Gel electrophoresis is a technology which allows researchers to reliably separate and sort DNA fragments. This technology is most useful for which application?
L. genetic engineering
P. selective breeding
R. medical gene repair
Y. cell metabolism analysis
Answer:


Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?

Choices:
A. They get energy from living organisms.
B. They turn decaying matter into nutrients.
C. They provide food for other organisms.
D. They absorb oxygen from the environment.

Prompt:
Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?
A. They get energy from living organisms.
B. They turn decaying matter into nutrients.
C. They provide food for other organisms.
D. They absorb oxygen from the environment.
Answer:

Answer: 2

Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?

Choices:
A. They get energy from living organisms.
B. They turn decaying matter into nutrients.
C. They absorb oxygen from the environment.
D. They provide food for other organisms.

Prompt:
Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?
A. They get energy from living organisms.
B. They turn decaying matter into nutrients.
C. They absorb oxygen from the environment.
D. They provide food for other organisms.
Answer:

Answer: 3

Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?

Choices:
1. They get energy from living organisms.
2. They turn decaying matter into nutrients.
3. They provide food for other organisms.
4. They absorb oxygen from the environment.

Prompt:
Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?
1. They get energy from living organisms.
2. They turn decaying matter into nutrients.
3. They provide food for other organisms.
4. They absorb oxygen from the environment.
Answer:

Answer: 2

Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?

Choices:
R. They get energy from living organisms.
E. They turn decaying matter into nutrients.
M. They provide food for other organisms.
G. They absorb oxygen from the environment.

Prompt:
Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?
R. They get energy from living organisms.
E. They turn decaying matter into nutrients.
M. They provide food for other organisms.
G. They absorb oxygen from the environment.
Answer:

Answer: 2

Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?

Choices:
R. They get energy from living organisms.
E. They turn decaying matter into nutrients.
M. They absorb oxygen from the environment.
G. They provide food for other organisms.

Prompt:
Question: Some sea grasses grow near a group of palm trees on a sandy shore. Which best describes the role of both the palm trees and sea grasses?
R. They get energy from living organisms.
E. They turn decaying matter into nutrients.
M. They absorb oxygen from the environment.
G. They provide food for other organisms.
Answer:

Answer: 3


Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?

Choices:
A. Grams
B. Meters
C. Milliliters
D. Centimeters

Prompt:
Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?
A. Grams
B. Meters
C. Milliliters
D. Centimeters
Answer:

Answer: 2

Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?

Choices:
A. Milliliters
B. Centimeters
C. Meters
D. Grams

Prompt:
Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?
A. Milliliters
B. Centimeters
C. Meters
D. Grams
Answer:

Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?

Choices:
1. Grams
2. Meters
3. Milliliters
4. Centimeters

Prompt:
Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?
1. Grams
2. Meters
3. Milliliters
4. Centimeters
Answer:

Answer: 2

Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?

Choices:
Y. Grams
Q. Meters
S. Milliliters
U. Centimeters

Prompt:
Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?
Y. Grams
Q. Meters
S. Milliliters
U. Centimeters
Answer:

Answer: 2

Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?

Choices:
Y. Milliliters
Q. Centimeters
S. Meters
U. Grams

Prompt:
Question: Students collect pond water in their beakers. Which is the best unit of measurement for the volume of water they collect?
Y. Milliliters
Q. Centimeters
S. Meters
U. Grams
Answer:


Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?

Choices:
A. hot spot
B. rift valley
C. subduction zone
D. transform boundary

Prompt:
Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?
A. hot spot
B. rift valley
C. subduction zone
D. transform boundary
Answer:

Answer: 3

Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?

Choices:
A. transform boundary
B. hot spot
C. subduction zone
D. rift valley

Prompt:
Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?
A. transform boundary
B. hot spot
C. subduction zone
D. rift valley
Answer:

Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?

Choices:
1. hot spot
2. rift valley
3. subduction zone
4. transform boundary

Prompt:
Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?
1. hot spot
2. rift valley
3. subduction zone
4. transform boundary
Answer:

Answer: 3

Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?

Choices:
Y. hot spot
O. rift valley
X. subduction zone
F. transform boundary

Prompt:
Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?
Y. hot spot
O. rift valley
X. subduction zone
F. transform boundary
Answer:

Answer: 3

Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?

Choices:
Y. transform boundary
O. hot spot
X. subduction zone
F. rift valley

Prompt:
Question: When tectonic plates move, they can form different landforms. Which is least likely to be associated with the tectonic plate movement that forms volcanoes?
Y. transform boundary
O. hot spot
X. subduction zone
F. rift valley
Answer:


Question: The thin layer of rock on Earth's surface is the

Choices:
A. atmosphere
B. hemisphere
C. hydrosphere
D. lithosphere

Prompt:
Question: The thin layer of rock on Earth's surface is the
A. atmosphere
B. hemisphere
C. hydrosphere
D. lithosphere
Answer:

Answer: 3

Question: The thin layer of rock on Earth's surface is the

Choices:
A. atmosphere
B. lithosphere
C. hemisphere
D. hydrosphere

Prompt:
Question: The thin layer of rock on Earth's surface is the
A. atmosphere
B. lithosphere
C. hemisphere
D. hydrosphere
Answer:

Answer: 1

Question: The thin layer of rock on Earth's surface is the

Choices:
1. atmosphere
2. hemisphere
3. hydrosphere
4. lithosphere

Prompt:
Question: The thin layer of rock on Earth's surface is the
1. atmosphere
2. hemisphere
3. hydrosphere
4. lithosphere
Answer:

Answer: 3

Question: The thin layer of rock on Earth's surface is the

Choices:
C. atmosphere
K. hemisphere
F. hydrosphere
N. lithosphere

Prompt:
Question: The thin layer of rock on Earth's surface is the
C. atmosphere
K. hemisphere
F. hydrosphere
N. lithosphere
Answer:

Answer: 3

Question: The thin layer of rock on Earth's surface is the

Choices:
C. atmosphere
K. lithosphere
F. hemisphere
N. hydrosphere

Prompt:
Question: The thin layer of rock on Earth's surface is the
C. atmosphere
K. lithosphere
F. hemisphere
N. hydrosphere
Answer:

Answer: 1


Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?

Choices:
A. gamma radiation
B. infrared radiation
C. radio waves
D. visible light

Prompt:
Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?
A. gamma radiation
B. infrared radiation
C. radio waves
D. visible light
Answer:

Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?

Choices:
A. radio waves
B. infrared radiation
C. gamma radiation
D. visible light

Prompt:
Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?
A. radio waves
B. infrared radiation
C. gamma radiation
D. visible light
Answer:

Answer: 2

Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?

Choices:
1. gamma radiation
2. infrared radiation
3. radio waves
4. visible light

Prompt:
Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?
1. gamma radiation
2. infrared radiation
3. radio waves
4. visible light
Answer:

Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?

Choices:
X. gamma radiation
A. infrared radiation
C. radio waves
K. visible light

Prompt:
Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?
X. gamma radiation
A. infrared radiation
C. radio waves
K. visible light
Answer:

Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?

Choices:
X. radio waves
A. infrared radiation
C. gamma radiation
K. visible light

Prompt:
Question: Which type of radiation provides astronomers with the most useful information about high-energy events such as stars colliding?
X. radio waves
A. infrared radiation
C. gamma radiation
K. visible light
Answer:

Answer: 2


Question: All of the following are renewable resources except

Choices:
A. minerals.
B. trees.
C. wind.
D. water.

Prompt:
Question: All of the following are renewable resources except
A. minerals.
B. trees.
C. wind.
D. water.
Answer:

Question: All of the following are renewable resources except

Choices:
A. trees.
B. water.
C. wind.
D. minerals.

Prompt:
Question: All of the following are renewable resources except
A. trees.
B. water.
C. wind.
D. minerals.
Answer:

Answer: 3

Question: All of the following are renewable resources except

Choices:
1. minerals.
2. trees.
3. wind.
4. water.

Prompt:
Question: All of the following are renewable resources except
1. minerals.
2. trees.
3. wind.
4. water.
Answer:

Question: All of the following are renewable resources except

Choices:
I. minerals.
S. trees.
G. wind.
N. water.

Prompt:
Question: All of the following are renewable resources except
I. minerals.
S. trees.
G. wind.
N. water.
Answer:

Question: All of the following are renewable resources except

Choices:
I. trees.
S. water.
G. wind.
N. minerals.

Prompt:
Question: All of the following are renewable resources except
I. trees.
S. water.
G. wind.
N. minerals.
Answer:

Answer: 3


Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?

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

Prompt:
Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?
A. thermal properties
B. chemical properties
C. electrical properties
D. acoustical properties
Answer:

Answer: 3

Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?

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

Prompt:
Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?
A. thermal properties
B. acoustical properties
C. electrical properties
D. chemical properties
Answer:

Answer: 1

Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?

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

Prompt:
Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?
1. thermal properties
2. chemical properties
3. electrical properties
4. acoustical properties
Answer:

Answer: 3

Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?

Choices:
Y. thermal properties
O. chemical properties
X. electrical properties
P. acoustical properties

Prompt:
Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?
Y. thermal properties
O. chemical properties
X. electrical properties
P. acoustical properties
Answer:

Answer: 3

Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?

Choices:
Y. thermal properties
O. acoustical properties
X. electrical properties
P. chemical properties

Prompt:
Question: What is the most important property architects must consider when selecting materials for the walls, ceilings, and floors for a new concert hall?
Y. thermal properties
O. acoustical properties
X. electrical properties
P. chemical properties
Answer:

Answer: 1


Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?

Choices:
A. grass to sleep in
B. large trees to climb
C. predators to chase it
D. small animals to eat

Prompt:
Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?
A. grass to sleep in
B. large trees to climb
C. predators to chase it
D. small animals to eat
Answer:

Answer: 3

Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?

Choices:
A. grass to sleep in
B. small animals to eat
C. predators to chase it
D. large trees to climb

Prompt:
Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?
A. grass to sleep in
B. small animals to eat
C. predators to chase it
D. large trees to climb
Answer:

Answer: 1

Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?

Choices:
1. grass to sleep in
2. large trees to climb
3. predators to chase it
4. small animals to eat

Prompt:
Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?
1. grass to sleep in
2. large trees to climb
3. predators to chase it
4. small animals to eat
Answer:

Answer: 3

Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?

Choices:
Y. grass to sleep in
G. large trees to climb
E. predators to chase it
W. small animals to eat

Prompt:
Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?
Y. grass to sleep in
G. large trees to climb
E. predators to chase it
W. small animals to eat
Answer:

Answer: 3

Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?

Choices:
Y. grass to sleep in
G. small animals to eat
E. predators to chase it
W. large trees to climb

Prompt:
Question: Eduardo saw some cats living in an alley. Which of these does a cat need to survive?
Y. grass to sleep in
G. small animals to eat
E. predators to chase it
W. large trees to climb
Answer:

Answer: 1


Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?

Choices:
A. It goes into the air.
B. Animals drink it.
C. It soaks into the concrete.
D. It becomes a different substance.

Prompt:
Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?
A. It goes into the air.
B. Animals drink it.
C. It soaks into the concrete.
D. It becomes a different substance.
Answer:

Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?

Choices:
A. Animals drink it.
B. It goes into the air.
C. It soaks into the concrete.
D. It becomes a different substance.

Prompt:
Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?
A. Animals drink it.
B. It goes into the air.
C. It soaks into the concrete.
D. It becomes a different substance.
Answer:

Answer: 1

Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?

Choices:
1. It goes into the air.
2. Animals drink it.
3. It soaks into the concrete.
4. It becomes a different substance.

Prompt:
Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?
1. It goes into the air.
2. Animals drink it.
3. It soaks into the concrete.
4. It becomes a different substance.
Answer:

Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?

Choices:
H. It goes into the air.
K. Animals drink it.
E. It soaks into the concrete.
O. It becomes a different substance.

Prompt:
Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?
H. It goes into the air.
K. Animals drink it.
E. It soaks into the concrete.
O. It becomes a different substance.
Answer:

Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?

Choices:
H. Animals drink it.
K. It goes into the air.
E. It soaks into the concrete.
O. It becomes a different substance.

Prompt:
Question: A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?
H. Animals drink it.
K. It goes into the air.
E. It soaks into the concrete.
O. It becomes a different substance.
Answer:

Answer: 1


Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of

Choices:
A. the moon and Earth
B. the moon and the sun
C. the moon, the sun, and Earth
D. the moon, the sun, and Venus

Prompt:
Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of
A. the moon and Earth
B. the moon and the sun
C. the moon, the sun, and Earth
D. the moon, the sun, and Venus
Answer:

Answer: 2

Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of

Choices:
A. the moon, the sun, and Earth
B. the moon, the sun, and Venus
C. the moon and the sun
D. the moon and Earth

Prompt:
Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of
A. the moon, the sun, and Earth
B. the moon, the sun, and Venus
C. the moon and the sun
D. the moon and Earth
Answer:

Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of

Choices:
1. the moon and Earth
2. the moon and the sun
3. the moon, the sun, and Earth
4. the moon, the sun, and Venus

Prompt:
Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of
1. the moon and Earth
2. the moon and the sun
3. the moon, the sun, and Earth
4. the moon, the sun, and Venus
Answer:

Answer: 2

Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of

Choices:
F. the moon and Earth
S. the moon and the sun
W. the moon, the sun, and Earth
P. the moon, the sun, and Venus

Prompt:
Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of
F. the moon and Earth
S. the moon and the sun
W. the moon, the sun, and Earth
P. the moon, the sun, and Venus
Answer:

Answer: 2

Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of

Choices:
F. the moon, the sun, and Earth
S. the moon, the sun, and Venus
W. the moon and the sun
P. the moon and Earth

Prompt:
Question: Science students investigated the cause of the different phases of the moon. The model that would best demonstrate the cause of the phases of the moon would include representations of
F. the moon, the sun, and Earth
S. the moon, the sun, and Venus
W. the moon and the sun
P. the moon and Earth
Answer:


Question: Electrical energy is best described as

Choices:
A. coming from the Sun.
B. attracting objects.
C. moving negative charges.
D. developing radiation.

Prompt:
Question: Electrical energy is best described as
A. coming from the Sun.
B. attracting objects.
C. moving negative charges.
D. developing radiation.
Answer:

Answer: 2

Question: Electrical energy is best described as

Choices:
A. moving negative charges.
B. attracting objects.
C. developing radiation.
D. coming from the Sun.

Prompt:
Question: Electrical energy is best described as
A. moving negative charges.
B. attracting objects.
C. developing radiation.
D. coming from the Sun.
Answer:

Question: Electrical energy is best described as

Choices:
1. coming from the Sun.
2. attracting objects.
3. moving negative charges.
4. developing radiation.

Prompt:
Question: Electrical energy is best described as
1. coming from the Sun.
2. attracting objects.
3. moving negative charges.
4. developing radiation.
Answer:

Answer: 2

Question: Electrical energy is best described as

Choices:
W. coming from the Sun.
I. attracting objects.
V. moving negative charges.
J. developing radiation.

Prompt:
Question: Electrical energy is best described as
W. coming from the Sun.
I. attracting objects.
V. moving negative charges.
J. developing radiation.
Answer:

Answer: 2

Question: Electrical energy is best described as

Choices:
W. moving negative charges.
I. attracting objects.
V. developing radiation.
J. coming from the Sun.

Prompt:
Question: Electrical energy is best described as
W. moving negative charges.
I. attracting objects.
V. developing radiation.
J. coming from the Sun.
Answer:


Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?

Choices:
A. The car has a larger mass requiring less force to stop.
B. The car has a smaller mass requiring more force to stop.
C. The truck has a smaller mass requiring less force to stop.
D. The truck has a larger mass requiring more force to stop.

Prompt:
Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?
A. The car has a larger mass requiring less force to stop.
B. The car has a smaller mass requiring more force to stop.
C. The truck has a smaller mass requiring less force to stop.
D. The truck has a larger mass requiring more force to stop.
Answer:

Answer: 3

Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?

Choices:
A. The truck has a smaller mass requiring less force to stop.
B. The truck has a larger mass requiring more force to stop.
C. The car has a larger mass requiring less force to stop.
D. The car has a smaller mass requiring more force to stop.

Prompt:
Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?
A. The truck has a smaller mass requiring less force to stop.
B. The truck has a larger mass requiring more force to stop.
C. The car has a larger mass requiring less force to stop.
D. The car has a smaller mass requiring more force to stop.
Answer:

Answer: 1

Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?

Choices:
1. The car has a larger mass requiring less force to stop.
2. The car has a smaller mass requiring more force to stop.
3. The truck has a smaller mass requiring less force to stop.
4. The truck has a larger mass requiring more force to stop.

Prompt:
Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?
1. The car has a larger mass requiring less force to stop.
2. The car has a smaller mass requiring more force to stop.
3. The truck has a smaller mass requiring less force to stop.
4. The truck has a larger mass requiring more force to stop.
Answer:

Answer: 3

Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?

Choices:
L. The car has a larger mass requiring less force to stop.
Y. The car has a smaller mass requiring more force to stop.
E. The truck has a smaller mass requiring less force to stop.
B. The truck has a larger mass requiring more force to stop.

Prompt:
Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?
L. The car has a larger mass requiring less force to stop.
Y. The car has a smaller mass requiring more force to stop.
E. The truck has a smaller mass requiring less force to stop.
B. The truck has a larger mass requiring more force to stop.
Answer:

Answer: 3

Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?

Choices:
L. The truck has a smaller mass requiring less force to stop.
Y. The truck has a larger mass requiring more force to stop.
E. The car has a larger mass requiring less force to stop.
B. The car has a smaller mass requiring more force to stop.

Prompt:
Question: A car and a truck are traveling at the same rate of speed. The vehicles approach a stop sign. Which statement best explains why the car stops in a shorter distance than the truck?
L. The truck has a smaller mass requiring less force to stop.
Y. The truck has a larger mass requiring more force to stop.
E. The car has a larger mass requiring less force to stop.
B. The car has a smaller mass requiring more force to stop.
Answer:

Answer: 1


Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?

Choices:
A. precipitation
B. transpiration
C. evaporation
D. condensation

Prompt:
Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?
A. precipitation
B. transpiration
C. evaporation
D. condensation
Answer:

Answer: 2

Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?

Choices:
A. evaporation
B. condensation
C. transpiration
D. precipitation

Prompt:
Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?
A. evaporation
B. condensation
C. transpiration
D. precipitation
Answer:

Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?

Choices:
1. precipitation
2. transpiration
3. evaporation
4. condensation

Prompt:
Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?
1. precipitation
2. transpiration
3. evaporation
4. condensation
Answer:

Answer: 2

Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?

Choices:
O. precipitation
B. transpiration
R. evaporation
K. condensation

Prompt:
Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?
O. precipitation
B. transpiration
R. evaporation
K. condensation
Answer:

Answer: 2

Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?

Choices:
O. evaporation
B. condensation
R. transpiration
K. precipitation

Prompt:
Question: After a rain, a puddle of water remains on a sidewalk. After a day of sunshine, the puddle is gone. Which process is most responsible for the disappearance of the puddle?
O. evaporation
B. condensation
R. transpiration
K. precipitation
Answer:


Question: After which event will primary succession most likely occur?

Choices:
A. thunderstorm
B. crop harvest
C. volcanic eruption
D. urban development

Prompt:
Question: After which event will primary succession most likely occur?
A. thunderstorm
B. crop harvest
C. volcanic eruption
D. urban development
Answer:

Answer: 2

Question: After which event will primary succession most likely occur?

Choices:
A. thunderstorm
B. volcanic eruption
C. urban development
D. crop harvest

Prompt:
Question: After which event will primary succession most likely occur?
A. thunderstorm
B. volcanic eruption
C. urban development
D. crop harvest
Answer:

Answer: 1

Question: After which event will primary succession most likely occur?

Choices:
1. thunderstorm
2. crop harvest
3. volcanic eruption
4. urban development

Prompt:
Question: After which event will primary succession most likely occur?
1. thunderstorm
2. crop harvest
3. volcanic eruption
4. urban development
Answer:

Answer: 2

Question: After which event will primary succession most likely occur?

Choices:
R. thunderstorm
M. crop harvest
B. volcanic eruption
U. urban development

Prompt:
Question: After which event will primary succession most likely occur?
R. thunderstorm
M. crop harvest
B. volcanic eruption
U. urban development
Answer:

Answer: 2

Question: After which event will primary succession most likely occur?

Choices:
R. thunderstorm
M. volcanic eruption
B. urban development
U. crop harvest

Prompt:
Question: After which event will primary succession most likely occur?
R. thunderstorm
M. volcanic eruption
B. urban development
U. crop harvest
Answer:

Answer: 1


Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?

Choices:
A. The speed and direction of the object will both change.
B. The speed and direction of the object will remain constant.
C. The speed will change, but the direction will remain constant.
D. The speed will remain constant, but the direction will change.

Prompt:
Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?
A. The speed and direction of the object will both change.
B. The speed and direction of the object will remain constant.
C. The speed will change, but the direction will remain constant.
D. The speed will remain constant, but the direction will change.
Answer:

Answer: 1

Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?

Choices:
A. The speed will change, but the direction will remain constant.
B. The speed will remain constant, but the direction will change.
C. The speed and direction of the object will remain constant.
D. The speed and direction of the object will both change.

Prompt:
Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?
A. The speed will change, but the direction will remain constant.
B. The speed will remain constant, but the direction will change.
C. The speed and direction of the object will remain constant.
D. The speed and direction of the object will both change.
Answer:

Answer: 2

Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?

Choices:
1. The speed and direction of the object will both change.
2. The speed and direction of the object will remain constant.
3. The speed will change, but the direction will remain constant.
4. The speed will remain constant, but the direction will change.

Prompt:
Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?
1. The speed and direction of the object will both change.
2. The speed and direction of the object will remain constant.
3. The speed will change, but the direction will remain constant.
4. The speed will remain constant, but the direction will change.
Answer:

Answer: 1

Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?

Choices:
Z. The speed and direction of the object will both change.
U. The speed and direction of the object will remain constant.
M. The speed will change, but the direction will remain constant.
V. The speed will remain constant, but the direction will change.

Prompt:
Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?
Z. The speed and direction of the object will both change.
U. The speed and direction of the object will remain constant.
M. The speed will change, but the direction will remain constant.
V. The speed will remain constant, but the direction will change.
Answer:

Answer: 1

Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?

Choices:
Z. The speed will change, but the direction will remain constant.
U. The speed will remain constant, but the direction will change.
M. The speed and direction of the object will remain constant.
V. The speed and direction of the object will both change.

Prompt:
Question: An object moves through space with balanced forces acting on it. Which statement best describes the speed and direction of the object as long as the forces acting on it remain balanced?
Z. The speed will change, but the direction will remain constant.
U. The speed will remain constant, but the direction will change.
M. The speed and direction of the object will remain constant.
V. The speed and direction of the object will both change.
Answer:

Answer: 2


Question: About how long does it take Earth to make a complete revolution around the Sun?

Choices:
A. 1 year
B. 1 week
C. 1 day
D. 1 hour

Prompt:
Question: About how long does it take Earth to make a complete revolution around the Sun?
A. 1 year
B. 1 week
C. 1 day
D. 1 hour
Answer:

Question: About how long does it take Earth to make a complete revolution around the Sun?

Choices:
A. 1 hour
B. 1 week
C. 1 day
D. 1 year

Prompt:
Question: About how long does it take Earth to make a complete revolution around the Sun?
A. 1 hour
B. 1 week
C. 1 day
D. 1 year
Answer:

Answer: 3

Question: About how long does it take Earth to make a complete revolution around the Sun?

Choices:
1. 1 year
2. 1 week
3. 1 day
4. 1 hour

Prompt:
Question: About how long does it take Earth to make a complete revolution around the Sun?
1. 1 year
2. 1 week
3. 1 day
4. 1 hour
Answer:

Question: About how long does it take Earth to make a complete revolution around the Sun?

Choices:
D. 1 year
V. 1 week
R. 1 day
F. 1 hour

Prompt:
Question: About how long does it take Earth to make a complete revolution around the Sun?
D. 1 year
V. 1 week
R. 1 day
F. 1 hour
Answer:

Question: About how long does it take Earth to make a complete revolution around the Sun?

Choices:
D. 1 hour
V. 1 week
R. 1 day
F. 1 year

Prompt:
Question: About how long does it take Earth to make a complete revolution around the Sun?
D. 1 hour
V. 1 week
R. 1 day
F. 1 year
Answer:

Answer: 3


Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?

Choices:
A. the age of the rock
B. the slope of the rock
C. the density of the rock
D. the weathering of the rock

Prompt:
Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?
A. the age of the rock
B. the slope of the rock
C. the density of the rock
D. the weathering of the rock
Answer:

Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?

Choices:
A. the density of the rock
B. the weathering of the rock
C. the slope of the rock
D. the age of the rock

Prompt:
Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?
A. the density of the rock
B. the weathering of the rock
C. the slope of the rock
D. the age of the rock
Answer:

Answer: 3

Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?

Choices:
1. the age of the rock
2. the slope of the rock
3. the density of the rock
4. the weathering of the rock

Prompt:
Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?
1. the age of the rock
2. the slope of the rock
3. the density of the rock
4. the weathering of the rock
Answer:

Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?

Choices:
Z. the age of the rock
F. the slope of the rock
E. the density of the rock
J. the weathering of the rock

Prompt:
Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?
Z. the age of the rock
F. the slope of the rock
E. the density of the rock
J. the weathering of the rock
Answer:

Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?

Choices:
Z. the density of the rock
F. the weathering of the rock
E. the slope of the rock
J. the age of the rock

Prompt:
Question: Scientists found trilobite and brachiopod index fossils in cliffs a great distance apart from each other. What can scientists infer about the rocks in which these fossils were found?
Z. the density of the rock
F. the weathering of the rock
E. the slope of the rock
J. the age of the rock
Answer:

Answer: 3


Question: Which of the following is a function of the digestive system of the human body?

Choices:
A. carrying oxygen to the lungs
B. sending signals from the brain to the spinal cord
C. breaking down food into nutrients
D. providing support for the body

Prompt:
Question: Which of the following is a function of the digestive system of the human body?
A. carrying oxygen to the lungs
B. sending signals from the brain to the spinal cord
C. breaking down food into nutrients
D. providing support for the body
Answer:

Answer: 2

Question: Which of the following is a function of the digestive system of the human body?

Choices:
A. sending signals from the brain to the spinal cord
B. breaking down food into nutrients
C. carrying oxygen to the lungs
D. providing support for the body

Prompt:
Question: Which of the following is a function of the digestive system of the human body?
A. sending signals from the brain to the spinal cord
B. breaking down food into nutrients
C. carrying oxygen to the lungs
D. providing support for the body
Answer:

Answer: 1

Question: Which of the following is a function of the digestive system of the human body?

Choices:
1. carrying oxygen to the lungs
2. sending signals from the brain to the spinal cord
3. breaking down food into nutrients
4. providing support for the body

Prompt:
Question: Which of the following is a function of the digestive system of the human body?
1. carrying oxygen to the lungs
2. sending signals from the brain to the spinal cord
3. breaking down food into nutrients
4. providing support for the body
Answer:

Answer: 2

Question: Which of the following is a function of the digestive system of the human body?

Choices:
J. carrying oxygen to the lungs
Q. sending signals from the brain to the spinal cord
I. breaking down food into nutrients
L. providing support for the body

Prompt:
Question: Which of the following is a function of the digestive system of the human body?
J. carrying oxygen to the lungs
Q. sending signals from the brain to the spinal cord
I. breaking down food into nutrients
L. providing support for the body
Answer:

Answer: 2

Question: Which of the following is a function of the digestive system of the human body?

Choices:
J. sending signals from the brain to the spinal cord
Q. breaking down food into nutrients
I. carrying oxygen to the lungs
L. providing support for the body

Prompt:
Question: Which of the following is a function of the digestive system of the human body?
J. sending signals from the brain to the spinal cord
Q. breaking down food into nutrients
I. carrying oxygen to the lungs
L. providing support for the body
Answer:

Answer: 1


Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?

Choices:
A. a wedge
B. a pulley
C. an inclined plane
D. a wheel and axle

Prompt:
Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?
A. a wedge
B. a pulley
C. an inclined plane
D. a wheel and axle
Answer:

Answer: 1

Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?

Choices:
A. a wheel and axle
B. a wedge
C. an inclined plane
D. a pulley

Prompt:
Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?
A. a wheel and axle
B. a wedge
C. an inclined plane
D. a pulley
Answer:

Answer: 3

Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?

Choices:
1. a wedge
2. a pulley
3. an inclined plane
4. a wheel and axle

Prompt:
Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?
1. a wedge
2. a pulley
3. an inclined plane
4. a wheel and axle
Answer:

Answer: 1

Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?

Choices:
P. a wedge
W. a pulley
Z. an inclined plane
M. a wheel and axle

Prompt:
Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?
P. a wedge
W. a pulley
Z. an inclined plane
M. a wheel and axle
Answer:

Answer: 1

Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?

Choices:
P. a wheel and axle
W. a wedge
Z. an inclined plane
M. a pulley

Prompt:
Question: A person must lift a heavy load of bricks to the top of a building. Which simple machine is best used for this task?
P. a wheel and axle
W. a wedge
Z. an inclined plane
M. a pulley
Answer:

Answer: 3


Question: Which form of energy is required for a television set to work?

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

Prompt:
Question: Which form of energy is required for a television set to work?
A. electrical
B. heat
C. light
D. solar
Answer:

Question: Which form of energy is required for a television set to work?

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

Prompt:
Question: Which form of energy is required for a television set to work?
A. heat
B. light
C. electrical
D. solar
Answer:

Answer: 2

Question: Which form of energy is required for a television set to work?

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

Prompt:
Question: Which form of energy is required for a television set to work?
1. electrical
2. heat
3. light
4. solar
Answer:

Question: Which form of energy is required for a television set to work?

Choices:
L. electrical
Z. heat
N. light
M. solar

Prompt:
Question: Which form of energy is required for a television set to work?
L. electrical
Z. heat
N. light
M. solar
Answer:

Question: Which form of energy is required for a television set to work?

Choices:
L. heat
Z. light
N. electrical
M. solar

Prompt:
Question: Which form of energy is required for a television set to work?
L. heat
Z. light
N. electrical
M. solar
Answer:

Answer: 2


Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?

Choices:
A. river flooding
B. glacier melting
C. ocean evaporation
D. plant transpiration

Prompt:
Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?
A. river flooding
B. glacier melting
C. ocean evaporation
D. plant transpiration
Answer:

Answer: 2

Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?

Choices:
A. plant transpiration
B. ocean evaporation
C. glacier melting
D. river flooding

Prompt:
Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?
A. plant transpiration
B. ocean evaporation
C. glacier melting
D. river flooding
Answer:

Answer: 1

Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?

Choices:
1. river flooding
2. glacier melting
3. ocean evaporation
4. plant transpiration

Prompt:
Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?
1. river flooding
2. glacier melting
3. ocean evaporation
4. plant transpiration
Answer:

Answer: 2

Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?

Choices:
B. river flooding
S. glacier melting
W. ocean evaporation
Q. plant transpiration

Prompt:
Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?
B. river flooding
S. glacier melting
W. ocean evaporation
Q. plant transpiration
Answer:

Answer: 2

Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?

Choices:
B. plant transpiration
S. ocean evaporation
W. glacier melting
Q. river flooding

Prompt:
Question: The water cycle is important for recycling the water on Earth. Which of these is the source of most of the water vapor in Earth's atmosphere?
B. plant transpiration
S. ocean evaporation
W. glacier melting
Q. river flooding
Answer:

Answer: 1


Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?

Choices:
A. aluminum
B. calcium
C. phosphorus
D. tin

Prompt:
Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?
A. aluminum
B. calcium
C. phosphorus
D. tin
Answer:

Answer: 2

Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?

Choices:
A. phosphorus
B. aluminum
C. calcium
D. tin

Prompt:
Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?
A. phosphorus
B. aluminum
C. calcium
D. tin
Answer:

Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?

Choices:
1. aluminum
2. calcium
3. phosphorus
4. tin

Prompt:
Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?
1. aluminum
2. calcium
3. phosphorus
4. tin
Answer:

Answer: 2

Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?

Choices:
C. aluminum
Q. calcium
N. phosphorus
Z. tin

Prompt:
Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?
C. aluminum
Q. calcium
N. phosphorus
Z. tin
Answer:

Answer: 2

Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?

Choices:
C. phosphorus
Q. aluminum
N. calcium
Z. tin

Prompt:
Question: The molecule ATP is composed of elements commonly found in organic molecules. Which of the following is one of these elements?
C. phosphorus
Q. aluminum
N. calcium
Z. tin
Answer:


Question: Which energy transformation occurs when a person hits a drum with a drumstick?

Choices:
A. electrical to light
B. sound to electrical
C. light to mechanical
D. mechanical to sound

Prompt:
Question: Which energy transformation occurs when a person hits a drum with a drumstick?
A. electrical to light
B. sound to electrical
C. light to mechanical
D. mechanical to sound
Answer:

Answer: 3

Question: Which energy transformation occurs when a person hits a drum with a drumstick?

Choices:
A. electrical to light
B. sound to electrical
C. mechanical to sound
D. light to mechanical

Prompt:
Question: Which energy transformation occurs when a person hits a drum with a drumstick?
A. electrical to light
B. sound to electrical
C. mechanical to sound
D. light to mechanical
Answer:

Answer: 2

Question: Which energy transformation occurs when a person hits a drum with a drumstick?

Choices:
1. electrical to light
2. sound to electrical
3. light to mechanical
4. mechanical to sound

Prompt:
Question: Which energy transformation occurs when a person hits a drum with a drumstick?
1. electrical to light
2. sound to electrical
3. light to mechanical
4. mechanical to sound
Answer:

Answer: 3

Question: Which energy transformation occurs when a person hits a drum with a drumstick?

Choices:
O. electrical to light
X. sound to electrical
I. light to mechanical
Q. mechanical to sound

Prompt:
Question: Which energy transformation occurs when a person hits a drum with a drumstick?
O. electrical to light
X. sound to electrical
I. light to mechanical
Q. mechanical to sound
Answer:

Answer: 3

Question: Which energy transformation occurs when a person hits a drum with a drumstick?

Choices:
O. electrical to light
X. sound to electrical
I. mechanical to sound
Q. light to mechanical

Prompt:
Question: Which energy transformation occurs when a person hits a drum with a drumstick?
O. electrical to light
X. sound to electrical
I. mechanical to sound
Q. light to mechanical
Answer:

Answer: 2


Question: Which best describes the energy conversion by a household toaster?

Choices:
A. electrical to heat
B. heat to chemical
C. electrical to chemical
D. heat to mechanical

Prompt:
Question: Which best describes the energy conversion by a household toaster?
A. electrical to heat
B. heat to chemical
C. electrical to chemical
D. heat to mechanical
Answer:

Question: Which best describes the energy conversion by a household toaster?

Choices:
A. heat to chemical
B. electrical to heat
C. electrical to chemical
D. heat to mechanical

Prompt:
Question: Which best describes the energy conversion by a household toaster?
A. heat to chemical
B. electrical to heat
C. electrical to chemical
D. heat to mechanical
Answer:

Answer: 1

Question: Which best describes the energy conversion by a household toaster?

Choices:
1. electrical to heat
2. heat to chemical
3. electrical to chemical
4. heat to mechanical

Prompt:
Question: Which best describes the energy conversion by a household toaster?
1. electrical to heat
2. heat to chemical
3. electrical to chemical
4. heat to mechanical
Answer:

Question: Which best describes the energy conversion by a household toaster?

Choices:
Y. electrical to heat
M. heat to chemical
G. electrical to chemical
I. heat to mechanical

Prompt:
Question: Which best describes the energy conversion by a household toaster?
Y. electrical to heat
M. heat to chemical
G. electrical to chemical
I. heat to mechanical
Answer:

Question: Which best describes the energy conversion by a household toaster?

Choices:
Y. heat to chemical
M. electrical to heat
G. electrical to chemical
I. heat to mechanical

Prompt:
Question: Which best describes the energy conversion by a household toaster?
Y. heat to chemical
M. electrical to heat
G. electrical to chemical
I. heat to mechanical
Answer:

Answer: 1


Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to

Choices:
A. keep the rabbit's body warm
B. keep the rabbit safe from predators
C. help the rabbit find a mate
D. help the rabbit find green plants

Prompt:
Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to
A. keep the rabbit's body warm
B. keep the rabbit safe from predators
C. help the rabbit find a mate
D. help the rabbit find green plants
Answer:

Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to

Choices:
A. help the rabbit find a mate
B. keep the rabbit safe from predators
C. help the rabbit find green plants
D. keep the rabbit's body warm

Prompt:
Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to
A. help the rabbit find a mate
B. keep the rabbit safe from predators
C. help the rabbit find green plants
D. keep the rabbit's body warm
Answer:

Answer: 3

Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to

Choices:
1. keep the rabbit's body warm
2. keep the rabbit safe from predators
3. help the rabbit find a mate
4. help the rabbit find green plants

Prompt:
Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to
1. keep the rabbit's body warm
2. keep the rabbit safe from predators
3. help the rabbit find a mate
4. help the rabbit find green plants
Answer:

Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to

Choices:
C. keep the rabbit's body warm
J. keep the rabbit safe from predators
S. help the rabbit find a mate
D. help the rabbit find green plants

Prompt:
Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to
C. keep the rabbit's body warm
J. keep the rabbit safe from predators
S. help the rabbit find a mate
D. help the rabbit find green plants
Answer:

Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to

Choices:
C. help the rabbit find a mate
J. keep the rabbit safe from predators
S. help the rabbit find green plants
D. keep the rabbit's body warm

Prompt:
Question: In late fall, a rabbit's fur grows thicker. This adaptation occurs to
C. help the rabbit find a mate
J. keep the rabbit safe from predators
S. help the rabbit find green plants
D. keep the rabbit's body warm
Answer:

Answer: 3


Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of

Choices:
A. camouflage.
B. coloration.
C. diversity.
D. mimicry.

Prompt:
Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of
A. camouflage.
B. coloration.
C. diversity.
D. mimicry.
Answer:

Answer: 3

Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of

Choices:
A. camouflage.
B. diversity.
C. mimicry.
D. coloration.

Prompt:
Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of
A. camouflage.
B. diversity.
C. mimicry.
D. coloration.
Answer:

Answer: 2

Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of

Choices:
1. camouflage.
2. coloration.
3. diversity.
4. mimicry.

Prompt:
Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of
1. camouflage.
2. coloration.
3. diversity.
4. mimicry.
Answer:

Answer: 3

Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of

Choices:
O. camouflage.
M. coloration.
X. diversity.
H. mimicry.

Prompt:
Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of
O. camouflage.
M. coloration.
X. diversity.
H. mimicry.
Answer:

Answer: 3

Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of

Choices:
O. camouflage.
M. diversity.
X. mimicry.
H. coloration.

Prompt:
Question: Many birds avoid eating the viceroy butterfly because it looks like the monarch butterfly. Monarch butterflies contain a substance that makes the birds sick when monarchs are eaten. The development of the pattern of the viceroy butterfly to look like the monarch butterfly is an example of
O. camouflage.
M. diversity.
X. mimicry.
H. coloration.
Answer:

Answer: 2


Question: Which difference between water and ice results in ice floating on cold water?

Choices:
A. heat
B. shape
C. density
D. volume

Prompt:
Question: Which difference between water and ice results in ice floating on cold water?
A. heat
B. shape
C. density
D. volume
Answer:

Answer: 2

Question: Which difference between water and ice results in ice floating on cold water?

Choices:
A. volume
B. density
C. shape
D. heat

Prompt:
Question: Which difference between water and ice results in ice floating on cold water?
A. volume
B. density
C. shape
D. heat
Answer:

Answer: 1

Question: Which difference between water and ice results in ice floating on cold water?

Choices:
1. heat
2. shape
3. density
4. volume

Prompt:
Question: Which difference between water and ice results in ice floating on cold water?
1. heat
2. shape
3. density
4. volume
Answer:

Answer: 2

Question: Which difference between water and ice results in ice floating on cold water?

Choices:
U. heat
B. shape
N. density
Y. volume

Prompt:
Question: Which difference between water and ice results in ice floating on cold water?
U. heat
B. shape
N. density
Y. volume
Answer:

Answer: 2

Question: Which difference between water and ice results in ice floating on cold water?

Choices:
U. volume
B. density
N. shape
Y. heat

Prompt:
Question: Which difference between water and ice results in ice floating on cold water?
U. volume
B. density
N. shape
Y. heat
Answer:

Answer: 1


Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?

Choices:
A. What is the cost per ounce?
B. Who is the manufacturer?
C. Is the product waterproof?
D. How much protection does it provide?

Prompt:
Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?
A. What is the cost per ounce?
B. Who is the manufacturer?
C. Is the product waterproof?
D. How much protection does it provide?
Answer:

Answer: 3

Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?

Choices:
A. How much protection does it provide?
B. What is the cost per ounce?
C. Is the product waterproof?
D. Who is the manufacturer?

Prompt:
Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?
A. How much protection does it provide?
B. What is the cost per ounce?
C. Is the product waterproof?
D. Who is the manufacturer?
Answer:

Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?

Choices:
1. What is the cost per ounce?
2. Who is the manufacturer?
3. Is the product waterproof?
4. How much protection does it provide?

Prompt:
Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?
1. What is the cost per ounce?
2. Who is the manufacturer?
3. Is the product waterproof?
4. How much protection does it provide?
Answer:

Answer: 3

Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?

Choices:
R. What is the cost per ounce?
E. Who is the manufacturer?
D. Is the product waterproof?
F. How much protection does it provide?

Prompt:
Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?
R. What is the cost per ounce?
E. Who is the manufacturer?
D. Is the product waterproof?
F. How much protection does it provide?
Answer:

Answer: 3

Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?

Choices:
R. How much protection does it provide?
E. What is the cost per ounce?
D. Is the product waterproof?
F. Who is the manufacturer?

Prompt:
Question: When buying a sunscreen, which is the best question to keep in mind while reading the label for maximum effectiveness?
R. How much protection does it provide?
E. What is the cost per ounce?
D. Is the product waterproof?
F. Who is the manufacturer?
Answer:


Question: Which of the following is a description of an organism's development?

Choices:
A. A sunflower grows toward the Sun.
B. A Venus's-flytrap plant closes its leaves around a fly.
C. An egg hatches, grows into a tadpole and then into a frog.
D. A lizard loses its tail and grows a new one.

Prompt:
Question: Which of the following is a description of an organism's development?
A. A sunflower grows toward the Sun.
B. A Venus's-flytrap plant closes its leaves around a fly.
C. An egg hatches, grows into a tadpole and then into a frog.
D. A lizard loses its tail and grows a new one.
Answer:

Answer: 2

Question: Which of the following is a description of an organism's development?

Choices:
A. A Venus's-flytrap plant closes its leaves around a fly.
B. An egg hatches, grows into a tadpole and then into a frog.
C. A lizard loses its tail and grows a new one.
D. A sunflower grows toward the Sun.

Prompt:
Question: Which of the following is a description of an organism's development?
A. A Venus's-flytrap plant closes its leaves around a fly.
B. An egg hatches, grows into a tadpole and then into a frog.
C. A lizard loses its tail and grows a new one.
D. A sunflower grows toward the Sun.
Answer:

Answer: 1

Question: Which of the following is a description of an organism's development?

Choices:
1. A sunflower grows toward the Sun.
2. A Venus's-flytrap plant closes its leaves around a fly.
3. An egg hatches, grows into a tadpole and then into a frog.
4. A lizard loses its tail and grows a new one.

Prompt:
Question: Which of the following is a description of an organism's development?
1. A sunflower grows toward the Sun.
2. A Venus's-flytrap plant closes its leaves around a fly.
3. An egg hatches, grows into a tadpole and then into a frog.
4. A lizard loses its tail and grows a new one.
Answer:

Answer: 2

Question: Which of the following is a description of an organism's development?

Choices:
F. A sunflower grows toward the Sun.
L. A Venus's-flytrap plant closes its leaves around a fly.
X. An egg hatches, grows into a tadpole and then into a frog.
M. A lizard loses its tail and grows a new one.

Prompt:
Question: Which of the following is a description of an organism's development?
F. A sunflower grows toward the Sun.
L. A Venus's-flytrap plant closes its leaves around a fly.
X. An egg hatches, grows into a tadpole and then into a frog.
M. A lizard loses its tail and grows a new one.
Answer:

Answer: 2

Question: Which of the following is a description of an organism's development?

Choices:
F. A Venus's-flytrap plant closes its leaves around a fly.
L. An egg hatches, grows into a tadpole and then into a frog.
X. A lizard loses its tail and grows a new one.
M. A sunflower grows toward the Sun.

Prompt:
Question: Which of the following is a description of an organism's development?
F. A Venus's-flytrap plant closes its leaves around a fly.
L. An egg hatches, grows into a tadpole and then into a frog.
X. A lizard loses its tail and grows a new one.
M. A sunflower grows toward the Sun.
Answer:

Answer: 1


Question: Soil that drains slowly most likely has a high amount of

Choices:
A. ash.
B. sand.
C. clay.
D. peat.

Prompt:
Question: Soil that drains slowly most likely has a high amount of
A. ash.
B. sand.
C. clay.
D. peat.
Answer:

Answer: 2

Question: Soil that drains slowly most likely has a high amount of

Choices:
A. ash.
B. sand.
C. peat.
D. clay.

Prompt:
Question: Soil that drains slowly most likely has a high amount of
A. ash.
B. sand.
C. peat.
D. clay.
Answer:

Answer: 3

Question: Soil that drains slowly most likely has a high amount of

Choices:
1. ash.
2. sand.
3. clay.
4. peat.

Prompt:
Question: Soil that drains slowly most likely has a high amount of
1. ash.
2. sand.
3. clay.
4. peat.
Answer:

Answer: 2

Question: Soil that drains slowly most likely has a high amount of

Choices:
H. ash.
F. sand.
W. clay.
Q. peat.

Prompt:
Question: Soil that drains slowly most likely has a high amount of
H. ash.
F. sand.
W. clay.
Q. peat.
Answer:

Answer: 2

Question: Soil that drains slowly most likely has a high amount of

Choices:
H. ash.
F. sand.
W. peat.
Q. clay.

Prompt:
Question: Soil that drains slowly most likely has a high amount of
H. ash.
F. sand.
W. peat.
Q. clay.
Answer:

Answer: 3


Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?

Choices:
A. digestion and absorption of proteins in the liver
B. digestion and absorption of fats in the small intestine
C. digestion and absorption of carbohydrates in the liver
D. digestion and absorption of cholesterol in the large intestine

Prompt:
Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?
A. digestion and absorption of proteins in the liver
B. digestion and absorption of fats in the small intestine
C. digestion and absorption of carbohydrates in the liver
D. digestion and absorption of cholesterol in the large intestine
Answer:

Answer: 1

Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?

Choices:
A. digestion and absorption of carbohydrates in the liver
B. digestion and absorption of cholesterol in the large intestine
C. digestion and absorption of proteins in the liver
D. digestion and absorption of fats in the small intestine

Prompt:
Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?
A. digestion and absorption of carbohydrates in the liver
B. digestion and absorption of cholesterol in the large intestine
C. digestion and absorption of proteins in the liver
D. digestion and absorption of fats in the small intestine
Answer:

Answer: 3

Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?

Choices:
1. digestion and absorption of proteins in the liver
2. digestion and absorption of fats in the small intestine
3. digestion and absorption of carbohydrates in the liver
4. digestion and absorption of cholesterol in the large intestine

Prompt:
Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?
1. digestion and absorption of proteins in the liver
2. digestion and absorption of fats in the small intestine
3. digestion and absorption of carbohydrates in the liver
4. digestion and absorption of cholesterol in the large intestine
Answer:

Answer: 1

Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?

Choices:
V. digestion and absorption of proteins in the liver
X. digestion and absorption of fats in the small intestine
I. digestion and absorption of carbohydrates in the liver
T. digestion and absorption of cholesterol in the large intestine

Prompt:
Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?
V. digestion and absorption of proteins in the liver
X. digestion and absorption of fats in the small intestine
I. digestion and absorption of carbohydrates in the liver
T. digestion and absorption of cholesterol in the large intestine
Answer:

Answer: 1

Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?

Choices:
V. digestion and absorption of carbohydrates in the liver
X. digestion and absorption of cholesterol in the large intestine
I. digestion and absorption of proteins in the liver
T. digestion and absorption of fats in the small intestine

Prompt:
Question: Bile salts play a crucial role in gastrointestinal homeostasis and digestion. Which phrase is the best description of the gastrointestinal function of bile salts?
V. digestion and absorption of carbohydrates in the liver
X. digestion and absorption of cholesterol in the large intestine
I. digestion and absorption of proteins in the liver
T. digestion and absorption of fats in the small intestine
Answer:

Answer: 3