Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?

Choices:
A. the rotation of Earth
B. the growth of animals
C. the decay of large trees
D. the weathering of rocks

Prompt:
Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?
A. the rotation of Earth
B. the growth of animals
C. the decay of large trees
D. the weathering of rocks
Answer:

Answer: 3

Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?

Choices:
A. the rotation of Earth
B. the weathering of rocks
C. the growth of animals
D. the decay of large trees

Prompt:
Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?
A. the rotation of Earth
B. the weathering of rocks
C. the growth of animals
D. the decay of large trees
Answer:

Answer: 1

Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?

Choices:
1. the rotation of Earth
2. the growth of animals
3. the decay of large trees
4. the weathering of rocks

Prompt:
Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?
1. the rotation of Earth
2. the growth of animals
3. the decay of large trees
4. the weathering of rocks
Answer:

Answer: 3

Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?

Choices:
B. the rotation of Earth
N. the growth of animals
S. the decay of large trees
C. the weathering of rocks

Prompt:
Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?
B. the rotation of Earth
N. the growth of animals
S. the decay of large trees
C. the weathering of rocks
Answer:

Answer: 3

Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?

Choices:
B. the rotation of Earth
N. the weathering of rocks
S. the growth of animals
C. the decay of large trees

Prompt:
Question: Sand is a type of soil that is made of very tiny pieces of material. Which process most likely forms sand?
B. the rotation of Earth
N. the weathering of rocks
S. the growth of animals
C. the decay of large trees
Answer:

Answer: 1


Question: What is needed to change ice into water?

Choices:
A. air
B. energy
C. stirring
D. chemicals

Prompt:
Question: What is needed to change ice into water?
A. air
B. energy
C. stirring
D. chemicals
Answer:

Answer: 1

Question: What is needed to change ice into water?

Choices:
A. energy
B. stirring
C. chemicals
D. air

Prompt:
Question: What is needed to change ice into water?
A. energy
B. stirring
C. chemicals
D. air
Answer:

Question: What is needed to change ice into water?

Choices:
1. air
2. energy
3. stirring
4. chemicals

Prompt:
Question: What is needed to change ice into water?
1. air
2. energy
3. stirring
4. chemicals
Answer:

Answer: 1

Question: What is needed to change ice into water?

Choices:
S. air
I. energy
H. stirring
L. chemicals

Prompt:
Question: What is needed to change ice into water?
S. air
I. energy
H. stirring
L. chemicals
Answer:

Answer: 1

Question: What is needed to change ice into water?

Choices:
S. energy
I. stirring
H. chemicals
L. air

Prompt:
Question: What is needed to change ice into water?
S. energy
I. stirring
H. chemicals
L. air
Answer:


Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?

Choices:
A. age
B. location
C. mass
D. shape

Prompt:
Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?
A. age
B. location
C. mass
D. shape
Answer:

Answer: 2

Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?

Choices:
A. location
B. mass
C. age
D. shape

Prompt:
Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?
A. location
B. mass
C. age
D. shape
Answer:

Answer: 1

Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?

Choices:
1. age
2. location
3. mass
4. shape

Prompt:
Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?
1. age
2. location
3. mass
4. shape
Answer:

Answer: 2

Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?

Choices:
Q. age
X. location
M. mass
Z. shape

Prompt:
Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?
Q. age
X. location
M. mass
Z. shape
Answer:

Answer: 2

Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?

Choices:
Q. location
X. mass
M. age
Z. shape

Prompt:
Question: Stars form from nebulae of dust and gases. Depending on its properties, a star may become a red, yellow, white, or blue star. Which property determines this star type?
Q. location
X. mass
M. age
Z. shape
Answer:

Answer: 1


Question: Which of these is MOST likely made from only one material?

Choices:
A. A pencil
B. A bicycle
C. A paper clip
D. A pair of shoes

Prompt:
Question: Which of these is MOST likely made from only one material?
A. A pencil
B. A bicycle
C. A paper clip
D. A pair of shoes
Answer:

Answer: 2

Question: Which of these is MOST likely made from only one material?

Choices:
A. A paper clip
B. A pair of shoes
C. A bicycle
D. A pencil

Prompt:
Question: Which of these is MOST likely made from only one material?
A. A paper clip
B. A pair of shoes
C. A bicycle
D. A pencil
Answer:

Question: Which of these is MOST likely made from only one material?

Choices:
1. A pencil
2. A bicycle
3. A paper clip
4. A pair of shoes

Prompt:
Question: Which of these is MOST likely made from only one material?
1. A pencil
2. A bicycle
3. A paper clip
4. A pair of shoes
Answer:

Answer: 2

Question: Which of these is MOST likely made from only one material?

Choices:
Q. A pencil
O. A bicycle
D. A paper clip
K. A pair of shoes

Prompt:
Question: Which of these is MOST likely made from only one material?
Q. A pencil
O. A bicycle
D. A paper clip
K. A pair of shoes
Answer:

Answer: 2

Question: Which of these is MOST likely made from only one material?

Choices:
Q. A paper clip
O. A pair of shoes
D. A bicycle
K. A pencil

Prompt:
Question: Which of these is MOST likely made from only one material?
Q. A paper clip
O. A pair of shoes
D. A bicycle
K. A pencil
Answer:


Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?

Choices:
A. chemical
B. heat
C. magnetic
D. sound

Prompt:
Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?
A. chemical
B. heat
C. magnetic
D. sound
Answer:

Answer: 1

Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?

Choices:
A. heat
B. chemical
C. sound
D. magnetic

Prompt:
Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?
A. heat
B. chemical
C. sound
D. magnetic
Answer:

Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?

Choices:
1. chemical
2. heat
3. magnetic
4. sound

Prompt:
Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?
1. chemical
2. heat
3. magnetic
4. sound
Answer:

Answer: 1

Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?

Choices:
F. chemical
Y. heat
S. magnetic
B. sound

Prompt:
Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?
F. chemical
Y. heat
S. magnetic
B. sound
Answer:

Answer: 1

Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?

Choices:
F. heat
Y. chemical
S. sound
B. magnetic

Prompt:
Question: Francis plugged a toaster into an electric outlet. He put a piece of bread in the toaster and turned the toaster on. While the toaster was on, it changed the electrical energy from the outlet into other forms of energy. Which form of energy toasted the bread?
F. heat
Y. chemical
S. sound
B. magnetic
Answer:


Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?

Choices:
A. pounds
B. meters
C. grams
D. milliliters

Prompt:
Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?
A. pounds
B. meters
C. grams
D. milliliters
Answer:

Answer: 3

Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?

Choices:
A. milliliters
B. meters
C. grams
D. pounds

Prompt:
Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?
A. milliliters
B. meters
C. grams
D. pounds
Answer:

Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?

Choices:
1. pounds
2. meters
3. grams
4. milliliters

Prompt:
Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?
1. pounds
2. meters
3. grams
4. milliliters
Answer:

Answer: 3

Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?

Choices:
A. pounds
C. meters
N. grams
X. milliliters

Prompt:
Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?
A. pounds
C. meters
N. grams
X. milliliters
Answer:

Answer: 3

Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?

Choices:
A. milliliters
C. meters
N. grams
X. pounds

Prompt:
Question: A student measured liquid with a graduated cylinder. Which of the following units could be used to record the volume of the liquid?
A. milliliters
C. meters
N. grams
X. pounds
Answer:


Question: Which term is an example of a life process?

Choices:
A. coloration
B. camouflage
C. migration
D. reproduction

Prompt:
Question: Which term is an example of a life process?
A. coloration
B. camouflage
C. migration
D. reproduction
Answer:

Answer: 3

Question: Which term is an example of a life process?

Choices:
A. camouflage
B. migration
C. reproduction
D. coloration

Prompt:
Question: Which term is an example of a life process?
A. camouflage
B. migration
C. reproduction
D. coloration
Answer:

Answer: 2

Question: Which term is an example of a life process?

Choices:
1. coloration
2. camouflage
3. migration
4. reproduction

Prompt:
Question: Which term is an example of a life process?
1. coloration
2. camouflage
3. migration
4. reproduction
Answer:

Answer: 3

Question: Which term is an example of a life process?

Choices:
U. coloration
H. camouflage
S. migration
X. reproduction

Prompt:
Question: Which term is an example of a life process?
U. coloration
H. camouflage
S. migration
X. reproduction
Answer:

Answer: 3

Question: Which term is an example of a life process?

Choices:
U. camouflage
H. migration
S. reproduction
X. coloration

Prompt:
Question: Which term is an example of a life process?
U. camouflage
H. migration
S. reproduction
X. coloration
Answer:

Answer: 2


Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?

Choices:
A. weight
B. density
C. conductivity
D. mass

Prompt:
Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?
A. weight
B. density
C. conductivity
D. mass
Answer:

Answer: 1

Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?

Choices:
A. density
B. conductivity
C. weight
D. mass

Prompt:
Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?
A. density
B. conductivity
C. weight
D. mass
Answer:

Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?

Choices:
1. weight
2. density
3. conductivity
4. mass

Prompt:
Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?
1. weight
2. density
3. conductivity
4. mass
Answer:

Answer: 1

Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?

Choices:
U. weight
D. density
N. conductivity
Y. mass

Prompt:
Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?
U. weight
D. density
N. conductivity
Y. mass
Answer:

Answer: 1

Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?

Choices:
U. density
D. conductivity
N. weight
Y. mass

Prompt:
Question: A student divides several cubes into two groups, based on whether or not each cube can float in later. What property is the student using to classify the cubes?
U. density
D. conductivity
N. weight
Y. mass
Answer:


Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?

Choices:
A. calcium (Ca)
B. iodine (I)
C. sodium (Na)
D. sulfur (S)

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?
A. calcium (Ca)
B. iodine (I)
C. sodium (Na)
D. sulfur (S)
Answer:

Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?

Choices:
A. sodium (Na)
B. sulfur (S)
C. calcium (Ca)
D. iodine (I)

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?
A. sodium (Na)
B. sulfur (S)
C. calcium (Ca)
D. iodine (I)
Answer:

Answer: 2

Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?

Choices:
1. calcium (Ca)
2. iodine (I)
3. sodium (Na)
4. sulfur (S)

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?
1. calcium (Ca)
2. iodine (I)
3. sodium (Na)
4. sulfur (S)
Answer:

Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?

Choices:
E. calcium (Ca)
A. iodine (I)
L. sodium (Na)
U. sulfur (S)

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?
E. calcium (Ca)
A. iodine (I)
L. sodium (Na)
U. sulfur (S)
Answer:

Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?

Choices:
E. sodium (Na)
A. sulfur (S)
L. calcium (Ca)
U. iodine (I)

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. According to the Periodic Table of the Elements, which element is most similar to magnesium (Mg)?
E. sodium (Na)
A. sulfur (S)
L. calcium (Ca)
U. iodine (I)
Answer:

Answer: 2


Question: How do word processors on computers benefit most students?

Choices:
A. It makes them understand how to write a good story.
B. It helps them gather historical information.
C. It exposes them to data that is hard to find.
D. It allows them to edit papers quickly.

Prompt:
Question: How do word processors on computers benefit most students?
A. It makes them understand how to write a good story.
B. It helps them gather historical information.
C. It exposes them to data that is hard to find.
D. It allows them to edit papers quickly.
Answer:

Answer: 3

Question: How do word processors on computers benefit most students?

Choices:
A. It exposes them to data that is hard to find.
B. It allows them to edit papers quickly.
C. It makes them understand how to write a good story.
D. It helps them gather historical information.

Prompt:
Question: How do word processors on computers benefit most students?
A. It exposes them to data that is hard to find.
B. It allows them to edit papers quickly.
C. It makes them understand how to write a good story.
D. It helps them gather historical information.
Answer:

Answer: 1

Question: How do word processors on computers benefit most students?

Choices:
1. It makes them understand how to write a good story.
2. It helps them gather historical information.
3. It exposes them to data that is hard to find.
4. It allows them to edit papers quickly.

Prompt:
Question: How do word processors on computers benefit most students?
1. It makes them understand how to write a good story.
2. It helps them gather historical information.
3. It exposes them to data that is hard to find.
4. It allows them to edit papers quickly.
Answer:

Answer: 3

Question: How do word processors on computers benefit most students?

Choices:
R. It makes them understand how to write a good story.
I. It helps them gather historical information.
T. It exposes them to data that is hard to find.
M. It allows them to edit papers quickly.

Prompt:
Question: How do word processors on computers benefit most students?
R. It makes them understand how to write a good story.
I. It helps them gather historical information.
T. It exposes them to data that is hard to find.
M. It allows them to edit papers quickly.
Answer:

Answer: 3

Question: How do word processors on computers benefit most students?

Choices:
R. It exposes them to data that is hard to find.
I. It allows them to edit papers quickly.
T. It makes them understand how to write a good story.
M. It helps them gather historical information.

Prompt:
Question: How do word processors on computers benefit most students?
R. It exposes them to data that is hard to find.
I. It allows them to edit papers quickly.
T. It makes them understand how to write a good story.
M. It helps them gather historical information.
Answer:

Answer: 1


Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?

Choices:
A. Diamonds have sharp edges.
B. Talc is softer than diamonds.
C. Diamonds are very valuable.
D. Talc and diamonds are both minerals.

Prompt:
Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?
A. Diamonds have sharp edges.
B. Talc is softer than diamonds.
C. Diamonds are very valuable.
D. Talc and diamonds are both minerals.
Answer:

Answer: 1

Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?

Choices:
A. Talc is softer than diamonds.
B. Talc and diamonds are both minerals.
C. Diamonds have sharp edges.
D. Diamonds are very valuable.

Prompt:
Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?
A. Talc is softer than diamonds.
B. Talc and diamonds are both minerals.
C. Diamonds have sharp edges.
D. Diamonds are very valuable.
Answer:

Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?

Choices:
1. Diamonds have sharp edges.
2. Talc is softer than diamonds.
3. Diamonds are very valuable.
4. Talc and diamonds are both minerals.

Prompt:
Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?
1. Diamonds have sharp edges.
2. Talc is softer than diamonds.
3. Diamonds are very valuable.
4. Talc and diamonds are both minerals.
Answer:

Answer: 1

Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?

Choices:
W. Diamonds have sharp edges.
X. Talc is softer than diamonds.
Z. Diamonds are very valuable.
T. Talc and diamonds are both minerals.

Prompt:
Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?
W. Diamonds have sharp edges.
X. Talc is softer than diamonds.
Z. Diamonds are very valuable.
T. Talc and diamonds are both minerals.
Answer:

Answer: 1

Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?

Choices:
W. Talc is softer than diamonds.
X. Talc and diamonds are both minerals.
Z. Diamonds have sharp edges.
T. Diamonds are very valuable.

Prompt:
Question: Students observed that a diamond was able to scratch a piece of talc. What does this observation best support?
W. Talc is softer than diamonds.
X. Talc and diamonds are both minerals.
Z. Diamonds have sharp edges.
T. Diamonds are very valuable.
Answer:


Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?

Choices:
A. increase in available ecological niches
B. increase of atmospheric oxygen to present levels
C. increase in genetic diversity among surviving organisms
D. increase in interbreeding between organisms of different species

Prompt:
Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?
A. increase in available ecological niches
B. increase of atmospheric oxygen to present levels
C. increase in genetic diversity among surviving organisms
D. increase in interbreeding between organisms of different species
Answer:

Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?

Choices:
A. increase of atmospheric oxygen to present levels
B. increase in available ecological niches
C. increase in genetic diversity among surviving organisms
D. increase in interbreeding between organisms of different species

Prompt:
Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?
A. increase of atmospheric oxygen to present levels
B. increase in available ecological niches
C. increase in genetic diversity among surviving organisms
D. increase in interbreeding between organisms of different species
Answer:

Answer: 1

Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?

Choices:
1. increase in available ecological niches
2. increase of atmospheric oxygen to present levels
3. increase in genetic diversity among surviving organisms
4. increase in interbreeding between organisms of different species

Prompt:
Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?
1. increase in available ecological niches
2. increase of atmospheric oxygen to present levels
3. increase in genetic diversity among surviving organisms
4. increase in interbreeding between organisms of different species
Answer:

Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?

Choices:
K. increase in available ecological niches
X. increase of atmospheric oxygen to present levels
P. increase in genetic diversity among surviving organisms
N. increase in interbreeding between organisms of different species

Prompt:
Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?
K. increase in available ecological niches
X. increase of atmospheric oxygen to present levels
P. increase in genetic diversity among surviving organisms
N. increase in interbreeding between organisms of different species
Answer:

Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?

Choices:
K. increase of atmospheric oxygen to present levels
X. increase in available ecological niches
P. increase in genetic diversity among surviving organisms
N. increase in interbreeding between organisms of different species

Prompt:
Question: Which was a main force driving extensive speciation when the environment became hospitable to life after the Permian mass extinction?
K. increase of atmospheric oxygen to present levels
X. increase in available ecological niches
P. increase in genetic diversity among surviving organisms
N. increase in interbreeding between organisms of different species
Answer:

Answer: 1


Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?

Choices:
A. the slow movement of tectonic plates
B. the varying temperatures of each season
C. an increase in volcanic activity under the oceans
D. an increase in the number of photosynthetic organisms

Prompt:
Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?
A. the slow movement of tectonic plates
B. the varying temperatures of each season
C. an increase in volcanic activity under the oceans
D. an increase in the number of photosynthetic organisms
Answer:

Answer: 3

Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?

Choices:
A. the varying temperatures of each season
B. an increase in the number of photosynthetic organisms
C. an increase in volcanic activity under the oceans
D. the slow movement of tectonic plates

Prompt:
Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?
A. the varying temperatures of each season
B. an increase in the number of photosynthetic organisms
C. an increase in volcanic activity under the oceans
D. the slow movement of tectonic plates
Answer:

Answer: 1

Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?

Choices:
1. the slow movement of tectonic plates
2. the varying temperatures of each season
3. an increase in volcanic activity under the oceans
4. an increase in the number of photosynthetic organisms

Prompt:
Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?
1. the slow movement of tectonic plates
2. the varying temperatures of each season
3. an increase in volcanic activity under the oceans
4. an increase in the number of photosynthetic organisms
Answer:

Answer: 3

Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?

Choices:
E. the slow movement of tectonic plates
F. the varying temperatures of each season
J. an increase in volcanic activity under the oceans
Z. an increase in the number of photosynthetic organisms

Prompt:
Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?
E. the slow movement of tectonic plates
F. the varying temperatures of each season
J. an increase in volcanic activity under the oceans
Z. an increase in the number of photosynthetic organisms
Answer:

Answer: 3

Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?

Choices:
E. the varying temperatures of each season
F. an increase in the number of photosynthetic organisms
J. an increase in volcanic activity under the oceans
Z. the slow movement of tectonic plates

Prompt:
Question: Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?
E. the varying temperatures of each season
F. an increase in the number of photosynthetic organisms
J. an increase in volcanic activity under the oceans
Z. the slow movement of tectonic plates
Answer:

Answer: 1


Question: Which two are functions of flowers?

Choices:
A. attract pollinators and make seeds
B. make seeds and store food
C. store food and take in water
D. take in water and attract pollinators

Prompt:
Question: Which two are functions of flowers?
A. attract pollinators and make seeds
B. make seeds and store food
C. store food and take in water
D. take in water and attract pollinators
Answer:

Question: Which two are functions of flowers?

Choices:
A. store food and take in water
B. take in water and attract pollinators
C. make seeds and store food
D. attract pollinators and make seeds

Prompt:
Question: Which two are functions of flowers?
A. store food and take in water
B. take in water and attract pollinators
C. make seeds and store food
D. attract pollinators and make seeds
Answer:

Answer: 3

Question: Which two are functions of flowers?

Choices:
1. attract pollinators and make seeds
2. make seeds and store food
3. store food and take in water
4. take in water and attract pollinators

Prompt:
Question: Which two are functions of flowers?
1. attract pollinators and make seeds
2. make seeds and store food
3. store food and take in water
4. take in water and attract pollinators
Answer:

Question: Which two are functions of flowers?

Choices:
L. attract pollinators and make seeds
G. make seeds and store food
Z. store food and take in water
V. take in water and attract pollinators

Prompt:
Question: Which two are functions of flowers?
L. attract pollinators and make seeds
G. make seeds and store food
Z. store food and take in water
V. take in water and attract pollinators
Answer:

Question: Which two are functions of flowers?

Choices:
L. store food and take in water
G. take in water and attract pollinators
Z. make seeds and store food
V. attract pollinators and make seeds

Prompt:
Question: Which two are functions of flowers?
L. store food and take in water
G. take in water and attract pollinators
Z. make seeds and store food
V. attract pollinators and make seeds
Answer:

Answer: 3


Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called

Choices:
A. runoff.
B. filtration.
C. groundwater.
D. condensation.

Prompt:
Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called
A. runoff.
B. filtration.
C. groundwater.
D. condensation.
Answer:

Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called

Choices:
A. condensation.
B. filtration.
C. runoff.
D. groundwater.

Prompt:
Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called
A. condensation.
B. filtration.
C. runoff.
D. groundwater.
Answer:

Answer: 2

Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called

Choices:
1. runoff.
2. filtration.
3. groundwater.
4. condensation.

Prompt:
Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called
1. runoff.
2. filtration.
3. groundwater.
4. condensation.
Answer:

Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called

Choices:
V. runoff.
Z. filtration.
G. groundwater.
M. condensation.

Prompt:
Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called
V. runoff.
Z. filtration.
G. groundwater.
M. condensation.
Answer:

Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called

Choices:
V. condensation.
Z. filtration.
G. runoff.
M. groundwater.

Prompt:
Question: When soil becomes saturated during rainfall, excess water begins to collect on the surface. Downslope movement of this excess water to rivers, lakes, and streams is called
V. condensation.
Z. filtration.
G. runoff.
M. groundwater.
Answer:

Answer: 2


Question: What type of energy is transmitted from the Sun to Earth through space?

Choices:
A. heat energy
B. kinetic energy
C. electrical energy
D. electromagnetic energy

Prompt:
Question: What type of energy is transmitted from the Sun to Earth through space?
A. heat energy
B. kinetic energy
C. electrical energy
D. electromagnetic energy
Answer:

Answer: 3

Question: What type of energy is transmitted from the Sun to Earth through space?

Choices:
A. kinetic energy
B. electromagnetic energy
C. heat energy
D. electrical energy

Prompt:
Question: What type of energy is transmitted from the Sun to Earth through space?
A. kinetic energy
B. electromagnetic energy
C. heat energy
D. electrical energy
Answer:

Answer: 1

Question: What type of energy is transmitted from the Sun to Earth through space?

Choices:
1. heat energy
2. kinetic energy
3. electrical energy
4. electromagnetic energy

Prompt:
Question: What type of energy is transmitted from the Sun to Earth through space?
1. heat energy
2. kinetic energy
3. electrical energy
4. electromagnetic energy
Answer:

Answer: 3

Question: What type of energy is transmitted from the Sun to Earth through space?

Choices:
X. heat energy
I. kinetic energy
K. electrical energy
T. electromagnetic energy

Prompt:
Question: What type of energy is transmitted from the Sun to Earth through space?
X. heat energy
I. kinetic energy
K. electrical energy
T. electromagnetic energy
Answer:

Answer: 3

Question: What type of energy is transmitted from the Sun to Earth through space?

Choices:
X. kinetic energy
I. electromagnetic energy
K. heat energy
T. electrical energy

Prompt:
Question: What type of energy is transmitted from the Sun to Earth through space?
X. kinetic energy
I. electromagnetic energy
K. heat energy
T. electrical energy
Answer:

Answer: 1


Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?

Choices:
A. the Gulf Stream
B. the jet stream
C. La Niña
D. El Niño

Prompt:
Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?
A. the Gulf Stream
B. the jet stream
C. La Niña
D. El Niño
Answer:

Answer: 3

Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?

Choices:
A. El Niño
B. the Gulf Stream
C. La Niña
D. the jet stream

Prompt:
Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?
A. El Niño
B. the Gulf Stream
C. La Niña
D. the jet stream
Answer:

Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?

Choices:
1. the Gulf Stream
2. the jet stream
3. La Niña
4. El Niño

Prompt:
Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?
1. the Gulf Stream
2. the jet stream
3. La Niña
4. El Niño
Answer:

Answer: 3

Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?

Choices:
G. the Gulf Stream
B. the jet stream
D. La Niña
H. El Niño

Prompt:
Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?
G. the Gulf Stream
B. the jet stream
D. La Niña
H. El Niño
Answer:

Answer: 3

Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?

Choices:
G. El Niño
B. the Gulf Stream
D. La Niña
H. the jet stream

Prompt:
Question: What is the cause of rising surface temperatures of the Pacific Ocean, drought in the western United States, and flooding on the Pacific coast of South America?
G. El Niño
B. the Gulf Stream
D. La Niña
H. the jet stream
Answer:


Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?

Choices:
A. ozone thinning
B. landfill creation
C. shoreline erosion
D. greenhouse heating

Prompt:
Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?
A. ozone thinning
B. landfill creation
C. shoreline erosion
D. greenhouse heating
Answer:

Answer: 3

Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?

Choices:
A. landfill creation
B. greenhouse heating
C. ozone thinning
D. shoreline erosion

Prompt:
Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?
A. landfill creation
B. greenhouse heating
C. ozone thinning
D. shoreline erosion
Answer:

Answer: 1

Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?

Choices:
1. ozone thinning
2. landfill creation
3. shoreline erosion
4. greenhouse heating

Prompt:
Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?
1. ozone thinning
2. landfill creation
3. shoreline erosion
4. greenhouse heating
Answer:

Answer: 3

Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?

Choices:
Q. ozone thinning
K. landfill creation
I. shoreline erosion
U. greenhouse heating

Prompt:
Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?
Q. ozone thinning
K. landfill creation
I. shoreline erosion
U. greenhouse heating
Answer:

Answer: 3

Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?

Choices:
Q. landfill creation
K. greenhouse heating
I. ozone thinning
U. shoreline erosion

Prompt:
Question: Use of nuclear fuel would most likely reduce human contributions to which environmental problem?
Q. landfill creation
K. greenhouse heating
I. ozone thinning
U. shoreline erosion
Answer:

Answer: 1


Question: What unit of measure should Jerry use to report the volume of a liquid?

Choices:
A. degrees Celsius
B. kilograms
C. milliliters
D. centimeters

Prompt:
Question: What unit of measure should Jerry use to report the volume of a liquid?
A. degrees Celsius
B. kilograms
C. milliliters
D. centimeters
Answer:

Answer: 2

Question: What unit of measure should Jerry use to report the volume of a liquid?

Choices:
A. milliliters
B. centimeters
C. kilograms
D. degrees Celsius

Prompt:
Question: What unit of measure should Jerry use to report the volume of a liquid?
A. milliliters
B. centimeters
C. kilograms
D. degrees Celsius
Answer:

Question: What unit of measure should Jerry use to report the volume of a liquid?

Choices:
1. degrees Celsius
2. kilograms
3. milliliters
4. centimeters

Prompt:
Question: What unit of measure should Jerry use to report the volume of a liquid?
1. degrees Celsius
2. kilograms
3. milliliters
4. centimeters
Answer:

Answer: 2

Question: What unit of measure should Jerry use to report the volume of a liquid?

Choices:
Y. degrees Celsius
L. kilograms
H. milliliters
F. centimeters

Prompt:
Question: What unit of measure should Jerry use to report the volume of a liquid?
Y. degrees Celsius
L. kilograms
H. milliliters
F. centimeters
Answer:

Answer: 2

Question: What unit of measure should Jerry use to report the volume of a liquid?

Choices:
Y. milliliters
L. centimeters
H. kilograms
F. degrees Celsius

Prompt:
Question: What unit of measure should Jerry use to report the volume of a liquid?
Y. milliliters
L. centimeters
H. kilograms
F. degrees Celsius
Answer:


Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except

Choices:
A. melting iron ore.
B. producing lumber.
C. molding plastic.
D. crushing rock into gravel.

Prompt:
Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except
A. melting iron ore.
B. producing lumber.
C. molding plastic.
D. crushing rock into gravel.
Answer:

Answer: 2

Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except

Choices:
A. crushing rock into gravel.
B. molding plastic.
C. melting iron ore.
D. producing lumber.

Prompt:
Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except
A. crushing rock into gravel.
B. molding plastic.
C. melting iron ore.
D. producing lumber.
Answer:

Answer: 1

Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except

Choices:
1. melting iron ore.
2. producing lumber.
3. molding plastic.
4. crushing rock into gravel.

Prompt:
Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except
1. melting iron ore.
2. producing lumber.
3. molding plastic.
4. crushing rock into gravel.
Answer:

Answer: 2

Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except

Choices:
L. melting iron ore.
I. producing lumber.
E. molding plastic.
F. crushing rock into gravel.

Prompt:
Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except
L. melting iron ore.
I. producing lumber.
E. molding plastic.
F. crushing rock into gravel.
Answer:

Answer: 2

Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except

Choices:
L. crushing rock into gravel.
I. molding plastic.
E. melting iron ore.
F. producing lumber.

Prompt:
Question: Use the information below to answer the question. Manufacturing uses many steps to change natural resources into products. Some of these steps change natural resources into industrial materials. These steps are called primary processes. All of the following are primary processes except
L. crushing rock into gravel.
I. molding plastic.
E. melting iron ore.
F. producing lumber.
Answer:

Answer: 1


Question: What part of a communication system converts binary codes in a computer into recognizable characters?

Choices:
A. decoder
B. encoder
C. receiver
D. transmitter

Prompt:
Question: What part of a communication system converts binary codes in a computer into recognizable characters?
A. decoder
B. encoder
C. receiver
D. transmitter
Answer:

Question: What part of a communication system converts binary codes in a computer into recognizable characters?

Choices:
A. receiver
B. encoder
C. transmitter
D. decoder

Prompt:
Question: What part of a communication system converts binary codes in a computer into recognizable characters?
A. receiver
B. encoder
C. transmitter
D. decoder
Answer:

Answer: 3

Question: What part of a communication system converts binary codes in a computer into recognizable characters?

Choices:
1. decoder
2. encoder
3. receiver
4. transmitter

Prompt:
Question: What part of a communication system converts binary codes in a computer into recognizable characters?
1. decoder
2. encoder
3. receiver
4. transmitter
Answer:

Question: What part of a communication system converts binary codes in a computer into recognizable characters?

Choices:
G. decoder
C. encoder
N. receiver
D. transmitter

Prompt:
Question: What part of a communication system converts binary codes in a computer into recognizable characters?
G. decoder
C. encoder
N. receiver
D. transmitter
Answer:

Question: What part of a communication system converts binary codes in a computer into recognizable characters?

Choices:
G. receiver
C. encoder
N. transmitter
D. decoder

Prompt:
Question: What part of a communication system converts binary codes in a computer into recognizable characters?
G. receiver
C. encoder
N. transmitter
D. decoder
Answer:

Answer: 3


Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?

Choices:
A. faulting
B. tilting
C. weathering
D. erupting

Prompt:
Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?
A. faulting
B. tilting
C. weathering
D. erupting
Answer:

Answer: 2

Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?

Choices:
A. erupting
B. tilting
C. faulting
D. weathering

Prompt:
Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?
A. erupting
B. tilting
C. faulting
D. weathering
Answer:

Answer: 3

Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?

Choices:
1. faulting
2. tilting
3. weathering
4. erupting

Prompt:
Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?
1. faulting
2. tilting
3. weathering
4. erupting
Answer:

Answer: 2

Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?

Choices:
G. faulting
W. tilting
O. weathering
P. erupting

Prompt:
Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?
G. faulting
W. tilting
O. weathering
P. erupting
Answer:

Answer: 2

Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?

Choices:
G. erupting
W. tilting
O. faulting
P. weathering

Prompt:
Question: Which geologic process occurs when the acid in precipitation dissolves certain types of rock?
G. erupting
W. tilting
O. faulting
P. weathering
Answer:

Answer: 3


Question: Water evaporates mostly from

Choices:
A. land.
B. snow.
C. clouds.
D. oceans.

Prompt:
Question: Water evaporates mostly from
A. land.
B. snow.
C. clouds.
D. oceans.
Answer:

Answer: 3

Question: Water evaporates mostly from

Choices:
A. clouds.
B. land.
C. oceans.
D. snow.

Prompt:
Question: Water evaporates mostly from
A. clouds.
B. land.
C. oceans.
D. snow.
Answer:

Answer: 2

Question: Water evaporates mostly from

Choices:
1. land.
2. snow.
3. clouds.
4. oceans.

Prompt:
Question: Water evaporates mostly from
1. land.
2. snow.
3. clouds.
4. oceans.
Answer:

Answer: 3

Question: Water evaporates mostly from

Choices:
B. land.
N. snow.
U. clouds.
O. oceans.

Prompt:
Question: Water evaporates mostly from
B. land.
N. snow.
U. clouds.
O. oceans.
Answer:

Answer: 3

Question: Water evaporates mostly from

Choices:
B. clouds.
N. land.
U. oceans.
O. snow.

Prompt:
Question: Water evaporates mostly from
B. clouds.
N. land.
U. oceans.
O. snow.
Answer:

Answer: 2


Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?

Choices:
A. density
B. mass
C. temperature
D. volume

Prompt:
Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?
A. density
B. mass
C. temperature
D. volume
Answer:

Answer: 1

Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?

Choices:
A. mass
B. density
C. temperature
D. volume

Prompt:
Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?
A. mass
B. density
C. temperature
D. volume
Answer:

Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?

Choices:
1. density
2. mass
3. temperature
4. volume

Prompt:
Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?
1. density
2. mass
3. temperature
4. volume
Answer:

Answer: 1

Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?

Choices:
X. density
C. mass
B. temperature
J. volume

Prompt:
Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?
X. density
C. mass
B. temperature
J. volume
Answer:

Answer: 1

Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?

Choices:
X. mass
C. density
B. temperature
J. volume

Prompt:
Question: Robin compared the properties of some rocks. Which property did she most likely compare with a balance?
X. mass
C. density
B. temperature
J. volume
Answer:


Question: Because copper is a metal, it is

Choices:
A. liquid at room temperature
B. nonreactive with other substances
C. a poor conductor of electricity
D. a good conductor of heat

Prompt:
Question: Because copper is a metal, it is
A. liquid at room temperature
B. nonreactive with other substances
C. a poor conductor of electricity
D. a good conductor of heat
Answer:

Answer: 3

Question: Because copper is a metal, it is

Choices:
A. a good conductor of heat
B. liquid at room temperature
C. a poor conductor of electricity
D. nonreactive with other substances

Prompt:
Question: Because copper is a metal, it is
A. a good conductor of heat
B. liquid at room temperature
C. a poor conductor of electricity
D. nonreactive with other substances
Answer:

Question: Because copper is a metal, it is

Choices:
1. liquid at room temperature
2. nonreactive with other substances
3. a poor conductor of electricity
4. a good conductor of heat

Prompt:
Question: Because copper is a metal, it is
1. liquid at room temperature
2. nonreactive with other substances
3. a poor conductor of electricity
4. a good conductor of heat
Answer:

Answer: 3

Question: Because copper is a metal, it is

Choices:
U. liquid at room temperature
I. nonreactive with other substances
P. a poor conductor of electricity
Z. a good conductor of heat

Prompt:
Question: Because copper is a metal, it is
U. liquid at room temperature
I. nonreactive with other substances
P. a poor conductor of electricity
Z. a good conductor of heat
Answer:

Answer: 3

Question: Because copper is a metal, it is

Choices:
U. a good conductor of heat
I. liquid at room temperature
P. a poor conductor of electricity
Z. nonreactive with other substances

Prompt:
Question: Because copper is a metal, it is
U. a good conductor of heat
I. liquid at room temperature
P. a poor conductor of electricity
Z. nonreactive with other substances
Answer:


Question: What process makes it possible for the nutrients from organic material to be added to soil?

Choices:
A. weathering
B. erosion
C. decomposition
D. succession

Prompt:
Question: What process makes it possible for the nutrients from organic material to be added to soil?
A. weathering
B. erosion
C. decomposition
D. succession
Answer:

Answer: 2

Question: What process makes it possible for the nutrients from organic material to be added to soil?

Choices:
A. succession
B. weathering
C. erosion
D. decomposition

Prompt:
Question: What process makes it possible for the nutrients from organic material to be added to soil?
A. succession
B. weathering
C. erosion
D. decomposition
Answer:

Answer: 3

Question: What process makes it possible for the nutrients from organic material to be added to soil?

Choices:
1. weathering
2. erosion
3. decomposition
4. succession

Prompt:
Question: What process makes it possible for the nutrients from organic material to be added to soil?
1. weathering
2. erosion
3. decomposition
4. succession
Answer:

Answer: 2

Question: What process makes it possible for the nutrients from organic material to be added to soil?

Choices:
Y. weathering
B. erosion
S. decomposition
E. succession

Prompt:
Question: What process makes it possible for the nutrients from organic material to be added to soil?
Y. weathering
B. erosion
S. decomposition
E. succession
Answer:

Answer: 2

Question: What process makes it possible for the nutrients from organic material to be added to soil?

Choices:
Y. succession
B. weathering
S. erosion
E. decomposition

Prompt:
Question: What process makes it possible for the nutrients from organic material to be added to soil?
Y. succession
B. weathering
S. erosion
E. decomposition
Answer:

Answer: 3


Question: Why is it not a safe practice to place a fuel depot over an aquifer?

Choices:
A. Aquifers are too high up in the mountains.
B. The weight of the depot is too great over the aquifer.
C. The fumes escaping from the fuel depot are explosive.
D. If the fuel leaks, the water in the aquifer will become contaminated.

Prompt:
Question: Why is it not a safe practice to place a fuel depot over an aquifer?
A. Aquifers are too high up in the mountains.
B. The weight of the depot is too great over the aquifer.
C. The fumes escaping from the fuel depot are explosive.
D. If the fuel leaks, the water in the aquifer will become contaminated.
Answer:

Answer: 3

Question: Why is it not a safe practice to place a fuel depot over an aquifer?

Choices:
A. If the fuel leaks, the water in the aquifer will become contaminated.
B. The fumes escaping from the fuel depot are explosive.
C. Aquifers are too high up in the mountains.
D. The weight of the depot is too great over the aquifer.

Prompt:
Question: Why is it not a safe practice to place a fuel depot over an aquifer?
A. If the fuel leaks, the water in the aquifer will become contaminated.
B. The fumes escaping from the fuel depot are explosive.
C. Aquifers are too high up in the mountains.
D. The weight of the depot is too great over the aquifer.
Answer:

Question: Why is it not a safe practice to place a fuel depot over an aquifer?

Choices:
1. Aquifers are too high up in the mountains.
2. The weight of the depot is too great over the aquifer.
3. The fumes escaping from the fuel depot are explosive.
4. If the fuel leaks, the water in the aquifer will become contaminated.

Prompt:
Question: Why is it not a safe practice to place a fuel depot over an aquifer?
1. Aquifers are too high up in the mountains.
2. The weight of the depot is too great over the aquifer.
3. The fumes escaping from the fuel depot are explosive.
4. If the fuel leaks, the water in the aquifer will become contaminated.
Answer:

Answer: 3

Question: Why is it not a safe practice to place a fuel depot over an aquifer?

Choices:
N. Aquifers are too high up in the mountains.
C. The weight of the depot is too great over the aquifer.
R. The fumes escaping from the fuel depot are explosive.
H. If the fuel leaks, the water in the aquifer will become contaminated.

Prompt:
Question: Why is it not a safe practice to place a fuel depot over an aquifer?
N. Aquifers are too high up in the mountains.
C. The weight of the depot is too great over the aquifer.
R. The fumes escaping from the fuel depot are explosive.
H. If the fuel leaks, the water in the aquifer will become contaminated.
Answer:

Answer: 3

Question: Why is it not a safe practice to place a fuel depot over an aquifer?

Choices:
N. If the fuel leaks, the water in the aquifer will become contaminated.
C. The fumes escaping from the fuel depot are explosive.
R. Aquifers are too high up in the mountains.
H. The weight of the depot is too great over the aquifer.

Prompt:
Question: Why is it not a safe practice to place a fuel depot over an aquifer?
N. If the fuel leaks, the water in the aquifer will become contaminated.
C. The fumes escaping from the fuel depot are explosive.
R. Aquifers are too high up in the mountains.
H. The weight of the depot is too great over the aquifer.
Answer:


Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?

Choices:
A. heat being added to oxygen
B. helium mixing with oxygen
C. heat combining with oxygen
D. hydrogen and oxygen combining

Prompt:
Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?
A. heat being added to oxygen
B. helium mixing with oxygen
C. heat combining with oxygen
D. hydrogen and oxygen combining
Answer:

Answer: 3

Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?

Choices:
A. heat being added to oxygen
B. hydrogen and oxygen combining
C. helium mixing with oxygen
D. heat combining with oxygen

Prompt:
Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?
A. heat being added to oxygen
B. hydrogen and oxygen combining
C. helium mixing with oxygen
D. heat combining with oxygen
Answer:

Answer: 1

Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?

Choices:
1. heat being added to oxygen
2. helium mixing with oxygen
3. heat combining with oxygen
4. hydrogen and oxygen combining

Prompt:
Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?
1. heat being added to oxygen
2. helium mixing with oxygen
3. heat combining with oxygen
4. hydrogen and oxygen combining
Answer:

Answer: 3

Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?

Choices:
F. heat being added to oxygen
Q. helium mixing with oxygen
O. heat combining with oxygen
V. hydrogen and oxygen combining

Prompt:
Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?
F. heat being added to oxygen
Q. helium mixing with oxygen
O. heat combining with oxygen
V. hydrogen and oxygen combining
Answer:

Answer: 3

Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?

Choices:
F. heat being added to oxygen
Q. hydrogen and oxygen combining
O. helium mixing with oxygen
V. heat combining with oxygen

Prompt:
Question: Look at the equation. 2H_{2} + O_{2} -> 2H_{2}O What does the equation show?
F. heat being added to oxygen
Q. hydrogen and oxygen combining
O. helium mixing with oxygen
V. heat combining with oxygen
Answer:

Answer: 1


Question: Which statement best describes the Law of Superposition?

Choices:
A. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
B. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
C. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
D. Rocks that form near volcanoes are older than surrounding rock.

Prompt:
Question: Which statement best describes the Law of Superposition?
A. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
B. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
C. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
D. Rocks that form near volcanoes are older than surrounding rock.
Answer:

Answer: 2

Question: Which statement best describes the Law of Superposition?

Choices:
A. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
B. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
C. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
D. Rocks that form near volcanoes are older than surrounding rock.

Prompt:
Question: Which statement best describes the Law of Superposition?
A. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
B. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
C. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
D. Rocks that form near volcanoes are older than surrounding rock.
Answer:

Question: Which statement best describes the Law of Superposition?

Choices:
1. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
2. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
3. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
4. Rocks that form near volcanoes are older than surrounding rock.

Prompt:
Question: Which statement best describes the Law of Superposition?
1. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
2. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
3. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
4. Rocks that form near volcanoes are older than surrounding rock.
Answer:

Answer: 2

Question: Which statement best describes the Law of Superposition?

Choices:
H. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
J. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
T. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
M. Rocks that form near volcanoes are older than surrounding rock.

Prompt:
Question: Which statement best describes the Law of Superposition?
H. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
J. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
T. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
M. Rocks that form near volcanoes are older than surrounding rock.
Answer:

Answer: 2

Question: Which statement best describes the Law of Superposition?

Choices:
H. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
J. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
T. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
M. Rocks that form near volcanoes are older than surrounding rock.

Prompt:
Question: Which statement best describes the Law of Superposition?
H. In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
J. Each sedimentary layer of rock represents 1,000 years of Earth's age, much like the rings of a tree.
T. In undisturbed layers of sedimentary rock, the upper rock layers are older than the lower rock layers.
M. Rocks that form near volcanoes are older than surrounding rock.
Answer:


Question: Which object is the best conductor of electricity?

Choices:
A. glass rod
B. wooden stick
C. plastic straw
D. metal nail

Prompt:
Question: Which object is the best conductor of electricity?
A. glass rod
B. wooden stick
C. plastic straw
D. metal nail
Answer:

Answer: 3

Question: Which object is the best conductor of electricity?

Choices:
A. metal nail
B. glass rod
C. wooden stick
D. plastic straw

Prompt:
Question: Which object is the best conductor of electricity?
A. metal nail
B. glass rod
C. wooden stick
D. plastic straw
Answer:

Question: Which object is the best conductor of electricity?

Choices:
1. glass rod
2. wooden stick
3. plastic straw
4. metal nail

Prompt:
Question: Which object is the best conductor of electricity?
1. glass rod
2. wooden stick
3. plastic straw
4. metal nail
Answer:

Answer: 3

Question: Which object is the best conductor of electricity?

Choices:
N. glass rod
F. wooden stick
L. plastic straw
A. metal nail

Prompt:
Question: Which object is the best conductor of electricity?
N. glass rod
F. wooden stick
L. plastic straw
A. metal nail
Answer:

Answer: 3

Question: Which object is the best conductor of electricity?

Choices:
N. metal nail
F. glass rod
L. wooden stick
A. plastic straw

Prompt:
Question: Which object is the best conductor of electricity?
N. metal nail
F. glass rod
L. wooden stick
A. plastic straw
Answer:


Question: Green plants get the energy they need to make food from

Choices:
A. water
B. air
C. soil
D. sunlight

Prompt:
Question: Green plants get the energy they need to make food from
A. water
B. air
C. soil
D. sunlight
Answer:

Answer: 3

Question: Green plants get the energy they need to make food from

Choices:
A. sunlight
B. water
C. soil
D. air

Prompt:
Question: Green plants get the energy they need to make food from
A. sunlight
B. water
C. soil
D. air
Answer:

Question: Green plants get the energy they need to make food from

Choices:
1. water
2. air
3. soil
4. sunlight

Prompt:
Question: Green plants get the energy they need to make food from
1. water
2. air
3. soil
4. sunlight
Answer:

Answer: 3

Question: Green plants get the energy they need to make food from

Choices:
D. water
E. air
U. soil
T. sunlight

Prompt:
Question: Green plants get the energy they need to make food from
D. water
E. air
U. soil
T. sunlight
Answer:

Answer: 3

Question: Green plants get the energy they need to make food from

Choices:
D. sunlight
E. water
U. soil
T. air

Prompt:
Question: Green plants get the energy they need to make food from
D. sunlight
E. water
U. soil
T. air
Answer:


Question: Which property of a mineral is most likely being tested when it is scratched with a nail?

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

Prompt:
Question: Which property of a mineral is most likely being tested when it is scratched with a nail?
A. color
B. hardness
C. cleavage
D. luster
Answer:

Answer: 1

Question: Which property of a mineral is most likely being tested when it is scratched with a nail?

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

Prompt:
Question: Which property of a mineral is most likely being tested when it is scratched with a nail?
A. color
B. cleavage
C. luster
D. hardness
Answer:

Answer: 3

Question: Which property of a mineral is most likely being tested when it is scratched with a nail?

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

Prompt:
Question: Which property of a mineral is most likely being tested when it is scratched with a nail?
1. color
2. hardness
3. cleavage
4. luster
Answer:

Answer: 1

Question: Which property of a mineral is most likely being tested when it is scratched with a nail?

Choices:
Q. color
H. hardness
R. cleavage
N. luster

Prompt:
Question: Which property of a mineral is most likely being tested when it is scratched with a nail?
Q. color
H. hardness
R. cleavage
N. luster
Answer:

Answer: 1

Question: Which property of a mineral is most likely being tested when it is scratched with a nail?

Choices:
Q. color
H. cleavage
R. luster
N. hardness

Prompt:
Question: Which property of a mineral is most likely being tested when it is scratched with a nail?
Q. color
H. cleavage
R. luster
N. hardness
Answer:

Answer: 3


Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?

Choices:
A. in a volcano
B. on a forest floor
C. on a coral reef
D. at the bottom of a river

Prompt:
Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?
A. in a volcano
B. on a forest floor
C. on a coral reef
D. at the bottom of a river
Answer:

Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?

Choices:
A. on a coral reef
B. on a forest floor
C. at the bottom of a river
D. in a volcano

Prompt:
Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?
A. on a coral reef
B. on a forest floor
C. at the bottom of a river
D. in a volcano
Answer:

Answer: 3

Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?

Choices:
1. in a volcano
2. on a forest floor
3. on a coral reef
4. at the bottom of a river

Prompt:
Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?
1. in a volcano
2. on a forest floor
3. on a coral reef
4. at the bottom of a river
Answer:

Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?

Choices:
M. in a volcano
Q. on a forest floor
N. on a coral reef
B. at the bottom of a river

Prompt:
Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?
M. in a volcano
Q. on a forest floor
N. on a coral reef
B. at the bottom of a river
Answer:

Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?

Choices:
M. on a coral reef
Q. on a forest floor
N. at the bottom of a river
B. in a volcano

Prompt:
Question: Ricardo has an igneous rock in his rock collection. Where did this rock most likely form?
M. on a coral reef
Q. on a forest floor
N. at the bottom of a river
B. in a volcano
Answer:

Answer: 3


Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?

Choices:
A. carbon dioxide
B. oxygen
C. salt
D. sugar

Prompt:
Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?
A. carbon dioxide
B. oxygen
C. salt
D. sugar
Answer:

Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?

Choices:
A. oxygen
B. sugar
C. carbon dioxide
D. salt

Prompt:
Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?
A. oxygen
B. sugar
C. carbon dioxide
D. salt
Answer:

Answer: 2

Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?

Choices:
1. carbon dioxide
2. oxygen
3. salt
4. sugar

Prompt:
Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?
1. carbon dioxide
2. oxygen
3. salt
4. sugar
Answer:

Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?

Choices:
X. carbon dioxide
A. oxygen
T. salt
G. sugar

Prompt:
Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?
X. carbon dioxide
A. oxygen
T. salt
G. sugar
Answer:

Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?

Choices:
X. oxygen
A. sugar
T. carbon dioxide
G. salt

Prompt:
Question: Animals get energy from eating food that comes from plants. Plants survive by taking in substances that are released by animals. What substance do animals release that plants take in?
X. oxygen
A. sugar
T. carbon dioxide
G. salt
Answer:

Answer: 2


Question: Which factor determines whether precipitation will be in the form of rain or snow?

Choices:
A. wind
B. humidity
C. air pressure
D. temperature

Prompt:
Question: Which factor determines whether precipitation will be in the form of rain or snow?
A. wind
B. humidity
C. air pressure
D. temperature
Answer:

Answer: 3

Question: Which factor determines whether precipitation will be in the form of rain or snow?

Choices:
A. air pressure
B. humidity
C. temperature
D. wind

Prompt:
Question: Which factor determines whether precipitation will be in the form of rain or snow?
A. air pressure
B. humidity
C. temperature
D. wind
Answer:

Answer: 2

Question: Which factor determines whether precipitation will be in the form of rain or snow?

Choices:
1. wind
2. humidity
3. air pressure
4. temperature

Prompt:
Question: Which factor determines whether precipitation will be in the form of rain or snow?
1. wind
2. humidity
3. air pressure
4. temperature
Answer:

Answer: 3

Question: Which factor determines whether precipitation will be in the form of rain or snow?

Choices:
D. wind
V. humidity
R. air pressure
Z. temperature

Prompt:
Question: Which factor determines whether precipitation will be in the form of rain or snow?
D. wind
V. humidity
R. air pressure
Z. temperature
Answer:

Answer: 3

Question: Which factor determines whether precipitation will be in the form of rain or snow?

Choices:
D. air pressure
V. humidity
R. temperature
Z. wind

Prompt:
Question: Which factor determines whether precipitation will be in the form of rain or snow?
D. air pressure
V. humidity
R. temperature
Z. wind
Answer:

Answer: 2


Question: Which of these materials transfers heat energy quickest?

Choices:
A. metal
B. glass
C. plastic
D. wood

Prompt:
Question: Which of these materials transfers heat energy quickest?
A. metal
B. glass
C. plastic
D. wood
Answer:

Question: Which of these materials transfers heat energy quickest?

Choices:
A. wood
B. metal
C. plastic
D. glass

Prompt:
Question: Which of these materials transfers heat energy quickest?
A. wood
B. metal
C. plastic
D. glass
Answer:

Answer: 1

Question: Which of these materials transfers heat energy quickest?

Choices:
1. metal
2. glass
3. plastic
4. wood

Prompt:
Question: Which of these materials transfers heat energy quickest?
1. metal
2. glass
3. plastic
4. wood
Answer:

Question: Which of these materials transfers heat energy quickest?

Choices:
D. metal
U. glass
Y. plastic
O. wood

Prompt:
Question: Which of these materials transfers heat energy quickest?
D. metal
U. glass
Y. plastic
O. wood
Answer:

Question: Which of these materials transfers heat energy quickest?

Choices:
D. wood
U. metal
Y. plastic
O. glass

Prompt:
Question: Which of these materials transfers heat energy quickest?
D. wood
U. metal
Y. plastic
O. glass
Answer:

Answer: 1


Question: Electrical wires are coated with a rubber or plastic because these materials are good

Choices:
A. resistors.
B. magnets.
C. insulators.
D. conductors.

Prompt:
Question: Electrical wires are coated with a rubber or plastic because these materials are good
A. resistors.
B. magnets.
C. insulators.
D. conductors.
Answer:

Answer: 2

Question: Electrical wires are coated with a rubber or plastic because these materials are good

Choices:
A. magnets.
B. conductors.
C. resistors.
D. insulators.

Prompt:
Question: Electrical wires are coated with a rubber or plastic because these materials are good
A. magnets.
B. conductors.
C. resistors.
D. insulators.
Answer:

Answer: 3

Question: Electrical wires are coated with a rubber or plastic because these materials are good

Choices:
1. resistors.
2. magnets.
3. insulators.
4. conductors.

Prompt:
Question: Electrical wires are coated with a rubber or plastic because these materials are good
1. resistors.
2. magnets.
3. insulators.
4. conductors.
Answer:

Answer: 2

Question: Electrical wires are coated with a rubber or plastic because these materials are good

Choices:
Z. resistors.
T. magnets.
X. insulators.
Q. conductors.

Prompt:
Question: Electrical wires are coated with a rubber or plastic because these materials are good
Z. resistors.
T. magnets.
X. insulators.
Q. conductors.
Answer:

Answer: 2

Question: Electrical wires are coated with a rubber or plastic because these materials are good

Choices:
Z. magnets.
T. conductors.
X. resistors.
Q. insulators.

Prompt:
Question: Electrical wires are coated with a rubber or plastic because these materials are good
Z. magnets.
T. conductors.
X. resistors.
Q. insulators.
Answer:

Answer: 3


Question: An increase in which ecosystem factor could cause a population decline in a bird species?

Choices:
A. emigration
B. immigration
C. number of births
D. amount of food

Prompt:
Question: An increase in which ecosystem factor could cause a population decline in a bird species?
A. emigration
B. immigration
C. number of births
D. amount of food
Answer:

Question: An increase in which ecosystem factor could cause a population decline in a bird species?

Choices:
A. amount of food
B. emigration
C. number of births
D. immigration

Prompt:
Question: An increase in which ecosystem factor could cause a population decline in a bird species?
A. amount of food
B. emigration
C. number of births
D. immigration
Answer:

Answer: 1

Question: An increase in which ecosystem factor could cause a population decline in a bird species?

Choices:
1. emigration
2. immigration
3. number of births
4. amount of food

Prompt:
Question: An increase in which ecosystem factor could cause a population decline in a bird species?
1. emigration
2. immigration
3. number of births
4. amount of food
Answer:

Question: An increase in which ecosystem factor could cause a population decline in a bird species?

Choices:
R. emigration
H. immigration
Y. number of births
F. amount of food

Prompt:
Question: An increase in which ecosystem factor could cause a population decline in a bird species?
R. emigration
H. immigration
Y. number of births
F. amount of food
Answer:

Question: An increase in which ecosystem factor could cause a population decline in a bird species?

Choices:
R. amount of food
H. emigration
Y. number of births
F. immigration

Prompt:
Question: An increase in which ecosystem factor could cause a population decline in a bird species?
R. amount of food
H. emigration
Y. number of births
F. immigration
Answer:

Answer: 1


Question: Twentieth-century research and development of vaccines significantly reduced the threat of

Choices:
A. polio.
B. stroke.
C. diabetes.
D. osteoporosis.

Prompt:
Question: Twentieth-century research and development of vaccines significantly reduced the threat of
A. polio.
B. stroke.
C. diabetes.
D. osteoporosis.
Answer:

Question: Twentieth-century research and development of vaccines significantly reduced the threat of

Choices:
A. diabetes.
B. polio.
C. osteoporosis.
D. stroke.

Prompt:
Question: Twentieth-century research and development of vaccines significantly reduced the threat of
A. diabetes.
B. polio.
C. osteoporosis.
D. stroke.
Answer:

Answer: 1

Question: Twentieth-century research and development of vaccines significantly reduced the threat of

Choices:
1. polio.
2. stroke.
3. diabetes.
4. osteoporosis.

Prompt:
Question: Twentieth-century research and development of vaccines significantly reduced the threat of
1. polio.
2. stroke.
3. diabetes.
4. osteoporosis.
Answer:

Question: Twentieth-century research and development of vaccines significantly reduced the threat of

Choices:
B. polio.
U. stroke.
V. diabetes.
E. osteoporosis.

Prompt:
Question: Twentieth-century research and development of vaccines significantly reduced the threat of
B. polio.
U. stroke.
V. diabetes.
E. osteoporosis.
Answer:

Question: Twentieth-century research and development of vaccines significantly reduced the threat of

Choices:
B. diabetes.
U. polio.
V. osteoporosis.
E. stroke.

Prompt:
Question: Twentieth-century research and development of vaccines significantly reduced the threat of
B. diabetes.
U. polio.
V. osteoporosis.
E. stroke.
Answer:

Answer: 1


Question: The tendency of an element to react chemically is closely related to

Choices:
A. the number of valence electrons.
B. the ratio of protons to neutrons.
C. how tightly atoms are packed.
D. the number of neutrons in atoms.

Prompt:
Question: The tendency of an element to react chemically is closely related to
A. the number of valence electrons.
B. the ratio of protons to neutrons.
C. how tightly atoms are packed.
D. the number of neutrons in atoms.
Answer:

Question: The tendency of an element to react chemically is closely related to

Choices:
A. how tightly atoms are packed.
B. the number of valence electrons.
C. the number of neutrons in atoms.
D. the ratio of protons to neutrons.

Prompt:
Question: The tendency of an element to react chemically is closely related to
A. how tightly atoms are packed.
B. the number of valence electrons.
C. the number of neutrons in atoms.
D. the ratio of protons to neutrons.
Answer:

Answer: 1

Question: The tendency of an element to react chemically is closely related to

Choices:
1. the number of valence electrons.
2. the ratio of protons to neutrons.
3. how tightly atoms are packed.
4. the number of neutrons in atoms.

Prompt:
Question: The tendency of an element to react chemically is closely related to
1. the number of valence electrons.
2. the ratio of protons to neutrons.
3. how tightly atoms are packed.
4. the number of neutrons in atoms.
Answer:

Question: The tendency of an element to react chemically is closely related to

Choices:
Q. the number of valence electrons.
N. the ratio of protons to neutrons.
Z. how tightly atoms are packed.
K. the number of neutrons in atoms.

Prompt:
Question: The tendency of an element to react chemically is closely related to
Q. the number of valence electrons.
N. the ratio of protons to neutrons.
Z. how tightly atoms are packed.
K. the number of neutrons in atoms.
Answer:

Question: The tendency of an element to react chemically is closely related to

Choices:
Q. how tightly atoms are packed.
N. the number of valence electrons.
Z. the number of neutrons in atoms.
K. the ratio of protons to neutrons.

Prompt:
Question: The tendency of an element to react chemically is closely related to
Q. how tightly atoms are packed.
N. the number of valence electrons.
Z. the number of neutrons in atoms.
K. the ratio of protons to neutrons.
Answer:

Answer: 1


Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?

Choices:
A. architectural design
B. pollution control
C. fire prevention
D. space exploration

Prompt:
Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?
A. architectural design
B. pollution control
C. fire prevention
D. space exploration
Answer:

Answer: 3

Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?

Choices:
A. fire prevention
B. architectural design
C. space exploration
D. pollution control

Prompt:
Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?
A. fire prevention
B. architectural design
C. space exploration
D. pollution control
Answer:

Answer: 2

Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?

Choices:
1. architectural design
2. pollution control
3. fire prevention
4. space exploration

Prompt:
Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?
1. architectural design
2. pollution control
3. fire prevention
4. space exploration
Answer:

Answer: 3

Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?

Choices:
S. architectural design
D. pollution control
Z. fire prevention
O. space exploration

Prompt:
Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?
S. architectural design
D. pollution control
Z. fire prevention
O. space exploration
Answer:

Answer: 3

Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?

Choices:
S. fire prevention
D. architectural design
Z. space exploration
O. pollution control

Prompt:
Question: Modern submarines have advanced atmosphere-control systems that enable submarine crews to stay below the surface of the ocean for months at a time. Which of the following also benefits from this technology?
S. fire prevention
D. architectural design
Z. space exploration
O. pollution control
Answer:

Answer: 2


Question: Which pieces of equipment would be used to measure the density of a solution?

Choices:
A. a ruler and a protractor
B. a magnet and a thermometer
C. a graduated cylinder and a balance
D. an Erlenmeyer flask and a Bunsen burner

Prompt:
Question: Which pieces of equipment would be used to measure the density of a solution?
A. a ruler and a protractor
B. a magnet and a thermometer
C. a graduated cylinder and a balance
D. an Erlenmeyer flask and a Bunsen burner
Answer:

Answer: 2

Question: Which pieces of equipment would be used to measure the density of a solution?

Choices:
A. an Erlenmeyer flask and a Bunsen burner
B. a magnet and a thermometer
C. a ruler and a protractor
D. a graduated cylinder and a balance

Prompt:
Question: Which pieces of equipment would be used to measure the density of a solution?
A. an Erlenmeyer flask and a Bunsen burner
B. a magnet and a thermometer
C. a ruler and a protractor
D. a graduated cylinder and a balance
Answer:

Answer: 3

Question: Which pieces of equipment would be used to measure the density of a solution?

Choices:
1. a ruler and a protractor
2. a magnet and a thermometer
3. a graduated cylinder and a balance
4. an Erlenmeyer flask and a Bunsen burner

Prompt:
Question: Which pieces of equipment would be used to measure the density of a solution?
1. a ruler and a protractor
2. a magnet and a thermometer
3. a graduated cylinder and a balance
4. an Erlenmeyer flask and a Bunsen burner
Answer:

Answer: 2

Question: Which pieces of equipment would be used to measure the density of a solution?

Choices:
D. a ruler and a protractor
C. a magnet and a thermometer
V. a graduated cylinder and a balance
Q. an Erlenmeyer flask and a Bunsen burner

Prompt:
Question: Which pieces of equipment would be used to measure the density of a solution?
D. a ruler and a protractor
C. a magnet and a thermometer
V. a graduated cylinder and a balance
Q. an Erlenmeyer flask and a Bunsen burner
Answer:

Answer: 2

Question: Which pieces of equipment would be used to measure the density of a solution?

Choices:
D. an Erlenmeyer flask and a Bunsen burner
C. a magnet and a thermometer
V. a ruler and a protractor
Q. a graduated cylinder and a balance

Prompt:
Question: Which pieces of equipment would be used to measure the density of a solution?
D. an Erlenmeyer flask and a Bunsen burner
C. a magnet and a thermometer
V. a ruler and a protractor
Q. a graduated cylinder and a balance
Answer:

Answer: 3


Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?

Choices:
A. oil
B. hydrogen
C. natural gas
D. water vapor

Prompt:
Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?
A. oil
B. hydrogen
C. natural gas
D. water vapor
Answer:

Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?

Choices:
A. hydrogen
B. oil
C. water vapor
D. natural gas

Prompt:
Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?
A. hydrogen
B. oil
C. water vapor
D. natural gas
Answer:

Answer: 1

Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?

Choices:
1. oil
2. hydrogen
3. natural gas
4. water vapor

Prompt:
Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?
1. oil
2. hydrogen
3. natural gas
4. water vapor
Answer:

Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?

Choices:
I. oil
H. hydrogen
S. natural gas
W. water vapor

Prompt:
Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?
I. oil
H. hydrogen
S. natural gas
W. water vapor
Answer:

Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?

Choices:
I. hydrogen
H. oil
S. water vapor
W. natural gas

Prompt:
Question: Gasoline is a nonrenewable energy resource used in most cars and trucks. Gasoline is made from which source?
I. hydrogen
H. oil
S. water vapor
W. natural gas
Answer:

Answer: 1