Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?

Choices:
A. natural selection
B. selective breeding
C. asexual reproduction
D. behavioral adaptation

Prompt:
Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?
A. natural selection
B. selective breeding
C. asexual reproduction
D. behavioral adaptation
Answer:

Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?

Choices:
A. asexual reproduction
B. selective breeding
C. natural selection
D. behavioral adaptation

Prompt:
Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?
A. asexual reproduction
B. selective breeding
C. natural selection
D. behavioral adaptation
Answer:

Answer: 2

Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?

Choices:
1. natural selection
2. selective breeding
3. asexual reproduction
4. behavioral adaptation

Prompt:
Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?
1. natural selection
2. selective breeding
3. asexual reproduction
4. behavioral adaptation
Answer:

Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?

Choices:
Z. natural selection
Q. selective breeding
D. asexual reproduction
X. behavioral adaptation

Prompt:
Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?
Z. natural selection
Q. selective breeding
D. asexual reproduction
X. behavioral adaptation
Answer:

Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?

Choices:
Z. asexual reproduction
Q. selective breeding
D. natural selection
X. behavioral adaptation

Prompt:
Question: In a lab, a bacterial strain shows resistance to an antibiotic. The presence of the antibiotic allows an existing variant within the genetic code to help the bacteria survive. The resistance of bacteria due to an existing genetic variant can be best described as which process?
Z. asexual reproduction
Q. selective breeding
D. natural selection
X. behavioral adaptation
Answer:

Answer: 2


Question: Which of the following is NOT a mixture?

Choices:
A. Smoke
B. Sugar
C. Milk
D. Paint

Prompt:
Question: Which of the following is NOT a mixture?
A. Smoke
B. Sugar
C. Milk
D. Paint
Answer:

Answer: 1

Question: Which of the following is NOT a mixture?

Choices:
A. Smoke
B. Paint
C. Milk
D. Sugar

Prompt:
Question: Which of the following is NOT a mixture?
A. Smoke
B. Paint
C. Milk
D. Sugar
Answer:

Answer: 3

Question: Which of the following is NOT a mixture?

Choices:
1. Smoke
2. Sugar
3. Milk
4. Paint

Prompt:
Question: Which of the following is NOT a mixture?
1. Smoke
2. Sugar
3. Milk
4. Paint
Answer:

Answer: 1

Question: Which of the following is NOT a mixture?

Choices:
N. Smoke
J. Sugar
K. Milk
Q. Paint

Prompt:
Question: Which of the following is NOT a mixture?
N. Smoke
J. Sugar
K. Milk
Q. Paint
Answer:

Answer: 1

Question: Which of the following is NOT a mixture?

Choices:
N. Smoke
J. Paint
K. Milk
Q. Sugar

Prompt:
Question: Which of the following is NOT a mixture?
N. Smoke
J. Paint
K. Milk
Q. Sugar
Answer:

Answer: 3


Question: Which two properties of a crayon will stay about the same after the crayon is melted?

Choices:
A. Shape and physical state
B. Temperature and hardness
C. Color and mass
D. Thickness and texture

Prompt:
Question: Which two properties of a crayon will stay about the same after the crayon is melted?
A. Shape and physical state
B. Temperature and hardness
C. Color and mass
D. Thickness and texture
Answer:

Answer: 2

Question: Which two properties of a crayon will stay about the same after the crayon is melted?

Choices:
A. Temperature and hardness
B. Color and mass
C. Thickness and texture
D. Shape and physical state

Prompt:
Question: Which two properties of a crayon will stay about the same after the crayon is melted?
A. Temperature and hardness
B. Color and mass
C. Thickness and texture
D. Shape and physical state
Answer:

Answer: 1

Question: Which two properties of a crayon will stay about the same after the crayon is melted?

Choices:
1. Shape and physical state
2. Temperature and hardness
3. Color and mass
4. Thickness and texture

Prompt:
Question: Which two properties of a crayon will stay about the same after the crayon is melted?
1. Shape and physical state
2. Temperature and hardness
3. Color and mass
4. Thickness and texture
Answer:

Answer: 2

Question: Which two properties of a crayon will stay about the same after the crayon is melted?

Choices:
X. Shape and physical state
Z. Temperature and hardness
F. Color and mass
N. Thickness and texture

Prompt:
Question: Which two properties of a crayon will stay about the same after the crayon is melted?
X. Shape and physical state
Z. Temperature and hardness
F. Color and mass
N. Thickness and texture
Answer:

Answer: 2

Question: Which two properties of a crayon will stay about the same after the crayon is melted?

Choices:
X. Temperature and hardness
Z. Color and mass
F. Thickness and texture
N. Shape and physical state

Prompt:
Question: Which two properties of a crayon will stay about the same after the crayon is melted?
X. Temperature and hardness
Z. Color and mass
F. Thickness and texture
N. Shape and physical state
Answer:

Answer: 1


Question: Which human organ system produces hormones to regulate growth, development, and reproduction?

Choices:
A. circulatory
B. digestive
C. nervous
D. endocrine

Prompt:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
A. circulatory
B. digestive
C. nervous
D. endocrine
Answer:

Answer: 3

Question: Which human organ system produces hormones to regulate growth, development, and reproduction?

Choices:
A. endocrine
B. nervous
C. digestive
D. circulatory

Prompt:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
A. endocrine
B. nervous
C. digestive
D. circulatory
Answer:

Question: Which human organ system produces hormones to regulate growth, development, and reproduction?

Choices:
1. circulatory
2. digestive
3. nervous
4. endocrine

Prompt:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
1. circulatory
2. digestive
3. nervous
4. endocrine
Answer:

Answer: 3

Question: Which human organ system produces hormones to regulate growth, development, and reproduction?

Choices:
C. circulatory
M. digestive
G. nervous
F. endocrine

Prompt:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
C. circulatory
M. digestive
G. nervous
F. endocrine
Answer:

Answer: 3

Question: Which human organ system produces hormones to regulate growth, development, and reproduction?

Choices:
C. endocrine
M. nervous
G. digestive
F. circulatory

Prompt:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
C. endocrine
M. nervous
G. digestive
F. circulatory
Answer:


Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?

Choices:
A. igneous
B. sedimentary
C. magma
D. metamorphic

Prompt:
Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?
A. igneous
B. sedimentary
C. magma
D. metamorphic
Answer:

Answer: 1

Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?

Choices:
A. magma
B. metamorphic
C. sedimentary
D. igneous

Prompt:
Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?
A. magma
B. metamorphic
C. sedimentary
D. igneous
Answer:

Answer: 2

Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?

Choices:
1. igneous
2. sedimentary
3. magma
4. metamorphic

Prompt:
Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?
1. igneous
2. sedimentary
3. magma
4. metamorphic
Answer:

Answer: 1

Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?

Choices:
Q. igneous
C. sedimentary
X. magma
P. metamorphic

Prompt:
Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?
Q. igneous
C. sedimentary
X. magma
P. metamorphic
Answer:

Answer: 1

Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?

Choices:
Q. magma
C. metamorphic
X. sedimentary
P. igneous

Prompt:
Question: As some organisms die, their remains become buried by mud and are eventually compressed into a type of rock. Which of these is a rock type that forms from this process?
Q. magma
C. metamorphic
X. sedimentary
P. igneous
Answer:

Answer: 2


Question: Based on the organization of living things, tissues

Choices:
A. form systems.
B. are made of cells.
C. are made of organs.
D. do the work of cells.

Prompt:
Question: Based on the organization of living things, tissues
A. form systems.
B. are made of cells.
C. are made of organs.
D. do the work of cells.
Answer:

Answer: 1

Question: Based on the organization of living things, tissues

Choices:
A. form systems.
B. are made of organs.
C. do the work of cells.
D. are made of cells.

Prompt:
Question: Based on the organization of living things, tissues
A. form systems.
B. are made of organs.
C. do the work of cells.
D. are made of cells.
Answer:

Answer: 3

Question: Based on the organization of living things, tissues

Choices:
1. form systems.
2. are made of cells.
3. are made of organs.
4. do the work of cells.

Prompt:
Question: Based on the organization of living things, tissues
1. form systems.
2. are made of cells.
3. are made of organs.
4. do the work of cells.
Answer:

Answer: 1

Question: Based on the organization of living things, tissues

Choices:
P. form systems.
D. are made of cells.
E. are made of organs.
V. do the work of cells.

Prompt:
Question: Based on the organization of living things, tissues
P. form systems.
D. are made of cells.
E. are made of organs.
V. do the work of cells.
Answer:

Answer: 1

Question: Based on the organization of living things, tissues

Choices:
P. form systems.
D. are made of organs.
E. do the work of cells.
V. are made of cells.

Prompt:
Question: Based on the organization of living things, tissues
P. form systems.
D. are made of organs.
E. do the work of cells.
V. are made of cells.
Answer:

Answer: 3


Question: Which body system is directly threatened when bacteria infect the lungs?

Choices:
A. muscular
B. nervous
C. respiratory
D. excretory

Prompt:
Question: Which body system is directly threatened when bacteria infect the lungs?
A. muscular
B. nervous
C. respiratory
D. excretory
Answer:

Answer: 2

Question: Which body system is directly threatened when bacteria infect the lungs?

Choices:
A. excretory
B. nervous
C. muscular
D. respiratory

Prompt:
Question: Which body system is directly threatened when bacteria infect the lungs?
A. excretory
B. nervous
C. muscular
D. respiratory
Answer:

Answer: 3

Question: Which body system is directly threatened when bacteria infect the lungs?

Choices:
1. muscular
2. nervous
3. respiratory
4. excretory

Prompt:
Question: Which body system is directly threatened when bacteria infect the lungs?
1. muscular
2. nervous
3. respiratory
4. excretory
Answer:

Answer: 2

Question: Which body system is directly threatened when bacteria infect the lungs?

Choices:
S. muscular
O. nervous
B. respiratory
X. excretory

Prompt:
Question: Which body system is directly threatened when bacteria infect the lungs?
S. muscular
O. nervous
B. respiratory
X. excretory
Answer:

Answer: 2

Question: Which body system is directly threatened when bacteria infect the lungs?

Choices:
S. excretory
O. nervous
B. muscular
X. respiratory

Prompt:
Question: Which body system is directly threatened when bacteria infect the lungs?
S. excretory
O. nervous
B. muscular
X. respiratory
Answer:

Answer: 3


Question: Where do good bacteria grow to help keep people healthy?

Choices:
A. in the brain
B. in the blood
C. on the skin
D. on the bones

Prompt:
Question: Where do good bacteria grow to help keep people healthy?
A. in the brain
B. in the blood
C. on the skin
D. on the bones
Answer:

Answer: 2

Question: Where do good bacteria grow to help keep people healthy?

Choices:
A. on the bones
B. on the skin
C. in the blood
D. in the brain

Prompt:
Question: Where do good bacteria grow to help keep people healthy?
A. on the bones
B. on the skin
C. in the blood
D. in the brain
Answer:

Answer: 1

Question: Where do good bacteria grow to help keep people healthy?

Choices:
1. in the brain
2. in the blood
3. on the skin
4. on the bones

Prompt:
Question: Where do good bacteria grow to help keep people healthy?
1. in the brain
2. in the blood
3. on the skin
4. on the bones
Answer:

Answer: 2

Question: Where do good bacteria grow to help keep people healthy?

Choices:
D. in the brain
Y. in the blood
R. on the skin
K. on the bones

Prompt:
Question: Where do good bacteria grow to help keep people healthy?
D. in the brain
Y. in the blood
R. on the skin
K. on the bones
Answer:

Answer: 2

Question: Where do good bacteria grow to help keep people healthy?

Choices:
D. on the bones
Y. on the skin
R. in the blood
K. in the brain

Prompt:
Question: Where do good bacteria grow to help keep people healthy?
D. on the bones
Y. on the skin
R. in the blood
K. in the brain
Answer:

Answer: 1


Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?

Choices:
A. isolated cases
B. outbreak
C. epidemic
D. pandemic

Prompt:
Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?
A. isolated cases
B. outbreak
C. epidemic
D. pandemic
Answer:

Answer: 3

Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?

Choices:
A. outbreak
B. isolated cases
C. pandemic
D. epidemic

Prompt:
Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?
A. outbreak
B. isolated cases
C. pandemic
D. epidemic
Answer:

Answer: 2

Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?

Choices:
1. isolated cases
2. outbreak
3. epidemic
4. pandemic

Prompt:
Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?
1. isolated cases
2. outbreak
3. epidemic
4. pandemic
Answer:

Answer: 3

Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?

Choices:
Y. isolated cases
N. outbreak
H. epidemic
S. pandemic

Prompt:
Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?
Y. isolated cases
N. outbreak
H. epidemic
S. pandemic
Answer:

Answer: 3

Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?

Choices:
Y. outbreak
N. isolated cases
H. pandemic
S. epidemic

Prompt:
Question: The human immunodeficiency virus (HIV) causes AIDS. The first known human cases AIDS were in Africa in the late 1950s. Since then, tens of millions of people have died from the disease, and tens of millions more people all over the world are infected. Which term best describes the disease AIDS?
Y. outbreak
N. isolated cases
H. pandemic
S. epidemic
Answer:

Answer: 2


Question: 7. What is the cause of most earthquakes?

Choices:
A. the rotation of Earth
B. the direction of the wind
C. the pull of Earth's gravity
D. the movement of plates on Earth's crust

Prompt:
Question: 7. What is the cause of most earthquakes?
A. the rotation of Earth
B. the direction of the wind
C. the pull of Earth's gravity
D. the movement of plates on Earth's crust
Answer:

Answer: 3

Question: 7. What is the cause of most earthquakes?

Choices:
A. the pull of Earth's gravity
B. the direction of the wind
C. the movement of plates on Earth's crust
D. the rotation of Earth

Prompt:
Question: 7. What is the cause of most earthquakes?
A. the pull of Earth's gravity
B. the direction of the wind
C. the movement of plates on Earth's crust
D. the rotation of Earth
Answer:

Answer: 2

Question: 7. What is the cause of most earthquakes?

Choices:
1. the rotation of Earth
2. the direction of the wind
3. the pull of Earth's gravity
4. the movement of plates on Earth's crust

Prompt:
Question: 7. What is the cause of most earthquakes?
1. the rotation of Earth
2. the direction of the wind
3. the pull of Earth's gravity
4. the movement of plates on Earth's crust
Answer:

Answer: 3

Question: 7. What is the cause of most earthquakes?

Choices:
F. the rotation of Earth
X. the direction of the wind
O. the pull of Earth's gravity
K. the movement of plates on Earth's crust

Prompt:
Question: 7. What is the cause of most earthquakes?
F. the rotation of Earth
X. the direction of the wind
O. the pull of Earth's gravity
K. the movement of plates on Earth's crust
Answer:

Answer: 3

Question: 7. What is the cause of most earthquakes?

Choices:
F. the pull of Earth's gravity
X. the direction of the wind
O. the movement of plates on Earth's crust
K. the rotation of Earth

Prompt:
Question: 7. What is the cause of most earthquakes?
F. the pull of Earth's gravity
X. the direction of the wind
O. the movement of plates on Earth's crust
K. the rotation of Earth
Answer:

Answer: 2


Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?

Choices:
A. eclipses
B. ocean tides
C. seasonal changes
D. phases of the moon

Prompt:
Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?
A. eclipses
B. ocean tides
C. seasonal changes
D. phases of the moon
Answer:

Answer: 1

Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?

Choices:
A. ocean tides
B. phases of the moon
C. eclipses
D. seasonal changes

Prompt:
Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?
A. ocean tides
B. phases of the moon
C. eclipses
D. seasonal changes
Answer:

Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?

Choices:
1. eclipses
2. ocean tides
3. seasonal changes
4. phases of the moon

Prompt:
Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?
1. eclipses
2. ocean tides
3. seasonal changes
4. phases of the moon
Answer:

Answer: 1

Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?

Choices:
H. eclipses
K. ocean tides
O. seasonal changes
U. phases of the moon

Prompt:
Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?
H. eclipses
K. ocean tides
O. seasonal changes
U. phases of the moon
Answer:

Answer: 1

Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?

Choices:
H. ocean tides
K. phases of the moon
O. eclipses
U. seasonal changes

Prompt:
Question: Which phenomena occur as a result of the gravitational attraction between the moon and Earth?
H. ocean tides
K. phases of the moon
O. eclipses
U. seasonal changes
Answer:


Question: Which statement best describes how the circulatory system and respiratory system can work together?

Choices:
A. Toxins are removed from the bloodstream by the liver.
B. The stomach signals for the production of gastric juices.
C. Food molecules are transported to the organs of the body.
D. Gases are exchanged between the lungs and blood vessels.

Prompt:
Question: Which statement best describes how the circulatory system and respiratory system can work together?
A. Toxins are removed from the bloodstream by the liver.
B. The stomach signals for the production of gastric juices.
C. Food molecules are transported to the organs of the body.
D. Gases are exchanged between the lungs and blood vessels.
Answer:

Answer: 3

Question: Which statement best describes how the circulatory system and respiratory system can work together?

Choices:
A. The stomach signals for the production of gastric juices.
B. Gases are exchanged between the lungs and blood vessels.
C. Food molecules are transported to the organs of the body.
D. Toxins are removed from the bloodstream by the liver.

Prompt:
Question: Which statement best describes how the circulatory system and respiratory system can work together?
A. The stomach signals for the production of gastric juices.
B. Gases are exchanged between the lungs and blood vessels.
C. Food molecules are transported to the organs of the body.
D. Toxins are removed from the bloodstream by the liver.
Answer:

Answer: 1

Question: Which statement best describes how the circulatory system and respiratory system can work together?

Choices:
1. Toxins are removed from the bloodstream by the liver.
2. The stomach signals for the production of gastric juices.
3. Food molecules are transported to the organs of the body.
4. Gases are exchanged between the lungs and blood vessels.

Prompt:
Question: Which statement best describes how the circulatory system and respiratory system can work together?
1. Toxins are removed from the bloodstream by the liver.
2. The stomach signals for the production of gastric juices.
3. Food molecules are transported to the organs of the body.
4. Gases are exchanged between the lungs and blood vessels.
Answer:

Answer: 3

Question: Which statement best describes how the circulatory system and respiratory system can work together?

Choices:
X. Toxins are removed from the bloodstream by the liver.
S. The stomach signals for the production of gastric juices.
D. Food molecules are transported to the organs of the body.
G. Gases are exchanged between the lungs and blood vessels.

Prompt:
Question: Which statement best describes how the circulatory system and respiratory system can work together?
X. Toxins are removed from the bloodstream by the liver.
S. The stomach signals for the production of gastric juices.
D. Food molecules are transported to the organs of the body.
G. Gases are exchanged between the lungs and blood vessels.
Answer:

Answer: 3

Question: Which statement best describes how the circulatory system and respiratory system can work together?

Choices:
X. The stomach signals for the production of gastric juices.
S. Gases are exchanged between the lungs and blood vessels.
D. Food molecules are transported to the organs of the body.
G. Toxins are removed from the bloodstream by the liver.

Prompt:
Question: Which statement best describes how the circulatory system and respiratory system can work together?
X. The stomach signals for the production of gastric juices.
S. Gases are exchanged between the lungs and blood vessels.
D. Food molecules are transported to the organs of the body.
G. Toxins are removed from the bloodstream by the liver.
Answer:

Answer: 1


Question: Animals depend on plants for many things, including food. What do plants depend on from animals?

Choices:
A. energy for photosynthesis
B. pest control
C. carbon dioxide
D. oxygen

Prompt:
Question: Animals depend on plants for many things, including food. What do plants depend on from animals?
A. energy for photosynthesis
B. pest control
C. carbon dioxide
D. oxygen
Answer:

Answer: 2

Question: Animals depend on plants for many things, including food. What do plants depend on from animals?

Choices:
A. energy for photosynthesis
B. carbon dioxide
C. oxygen
D. pest control

Prompt:
Question: Animals depend on plants for many things, including food. What do plants depend on from animals?
A. energy for photosynthesis
B. carbon dioxide
C. oxygen
D. pest control
Answer:

Answer: 1

Question: Animals depend on plants for many things, including food. What do plants depend on from animals?

Choices:
1. energy for photosynthesis
2. pest control
3. carbon dioxide
4. oxygen

Prompt:
Question: Animals depend on plants for many things, including food. What do plants depend on from animals?
1. energy for photosynthesis
2. pest control
3. carbon dioxide
4. oxygen
Answer:

Answer: 2

Question: Animals depend on plants for many things, including food. What do plants depend on from animals?

Choices:
Q. energy for photosynthesis
Z. pest control
A. carbon dioxide
K. oxygen

Prompt:
Question: Animals depend on plants for many things, including food. What do plants depend on from animals?
Q. energy for photosynthesis
Z. pest control
A. carbon dioxide
K. oxygen
Answer:

Answer: 2

Question: Animals depend on plants for many things, including food. What do plants depend on from animals?

Choices:
Q. energy for photosynthesis
Z. carbon dioxide
A. oxygen
K. pest control

Prompt:
Question: Animals depend on plants for many things, including food. What do plants depend on from animals?
Q. energy for photosynthesis
Z. carbon dioxide
A. oxygen
K. pest control
Answer:

Answer: 1


Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because

Choices:
A. the Moon has a smaller surface area than Earth.
B. the mass of an object on Earth is greater than on the Moon.
C. the gravitational field of the Moon is less than that of Earth.
D. the atmosphere of the Moon is much thinner than that of Earth.

Prompt:
Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because
A. the Moon has a smaller surface area than Earth.
B. the mass of an object on Earth is greater than on the Moon.
C. the gravitational field of the Moon is less than that of Earth.
D. the atmosphere of the Moon is much thinner than that of Earth.
Answer:

Answer: 2

Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because

Choices:
A. the mass of an object on Earth is greater than on the Moon.
B. the atmosphere of the Moon is much thinner than that of Earth.
C. the Moon has a smaller surface area than Earth.
D. the gravitational field of the Moon is less than that of Earth.

Prompt:
Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because
A. the mass of an object on Earth is greater than on the Moon.
B. the atmosphere of the Moon is much thinner than that of Earth.
C. the Moon has a smaller surface area than Earth.
D. the gravitational field of the Moon is less than that of Earth.
Answer:

Answer: 3

Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because

Choices:
1. the Moon has a smaller surface area than Earth.
2. the mass of an object on Earth is greater than on the Moon.
3. the gravitational field of the Moon is less than that of Earth.
4. the atmosphere of the Moon is much thinner than that of Earth.

Prompt:
Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because
1. the Moon has a smaller surface area than Earth.
2. the mass of an object on Earth is greater than on the Moon.
3. the gravitational field of the Moon is less than that of Earth.
4. the atmosphere of the Moon is much thinner than that of Earth.
Answer:

Answer: 2

Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because

Choices:
L. the Moon has a smaller surface area than Earth.
Y. the mass of an object on Earth is greater than on the Moon.
N. the gravitational field of the Moon is less than that of Earth.
S. the atmosphere of the Moon is much thinner than that of Earth.

Prompt:
Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because
L. the Moon has a smaller surface area than Earth.
Y. the mass of an object on Earth is greater than on the Moon.
N. the gravitational field of the Moon is less than that of Earth.
S. the atmosphere of the Moon is much thinner than that of Earth.
Answer:

Answer: 2

Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because

Choices:
L. the mass of an object on Earth is greater than on the Moon.
Y. the atmosphere of the Moon is much thinner than that of Earth.
N. the Moon has a smaller surface area than Earth.
S. the gravitational field of the Moon is less than that of Earth.

Prompt:
Question: Less force is required to launch a spaceship from the surface of the Moon than to launch an identical ship from the surface of Earth because
L. the mass of an object on Earth is greater than on the Moon.
Y. the atmosphere of the Moon is much thinner than that of Earth.
N. the Moon has a smaller surface area than Earth.
S. the gravitational field of the Moon is less than that of Earth.
Answer:

Answer: 3


Question: Two of Earth's plates pushed together, and the ground moved. What happened?

Choices:
A. an earthquake
B. a landslide
C. a volcano
D. an avalanche

Prompt:
Question: Two of Earth's plates pushed together, and the ground moved. What happened?
A. an earthquake
B. a landslide
C. a volcano
D. an avalanche
Answer:

Question: Two of Earth's plates pushed together, and the ground moved. What happened?

Choices:
A. a landslide
B. a volcano
C. an earthquake
D. an avalanche

Prompt:
Question: Two of Earth's plates pushed together, and the ground moved. What happened?
A. a landslide
B. a volcano
C. an earthquake
D. an avalanche
Answer:

Answer: 2

Question: Two of Earth's plates pushed together, and the ground moved. What happened?

Choices:
1. an earthquake
2. a landslide
3. a volcano
4. an avalanche

Prompt:
Question: Two of Earth's plates pushed together, and the ground moved. What happened?
1. an earthquake
2. a landslide
3. a volcano
4. an avalanche
Answer:

Question: Two of Earth's plates pushed together, and the ground moved. What happened?

Choices:
J. an earthquake
E. a landslide
O. a volcano
N. an avalanche

Prompt:
Question: Two of Earth's plates pushed together, and the ground moved. What happened?
J. an earthquake
E. a landslide
O. a volcano
N. an avalanche
Answer:

Question: Two of Earth's plates pushed together, and the ground moved. What happened?

Choices:
J. a landslide
E. a volcano
O. an earthquake
N. an avalanche

Prompt:
Question: Two of Earth's plates pushed together, and the ground moved. What happened?
J. a landslide
E. a volcano
O. an earthquake
N. an avalanche
Answer:

Answer: 2


Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?

Choices:
A. lakes
B. deserts
C. volcanic necks
D. V-shaped valleys

Prompt:
Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?
A. lakes
B. deserts
C. volcanic necks
D. V-shaped valleys
Answer:

Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?

Choices:
A. volcanic necks
B. lakes
C. deserts
D. V-shaped valleys

Prompt:
Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?
A. volcanic necks
B. lakes
C. deserts
D. V-shaped valleys
Answer:

Answer: 1

Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?

Choices:
1. lakes
2. deserts
3. volcanic necks
4. V-shaped valleys

Prompt:
Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?
1. lakes
2. deserts
3. volcanic necks
4. V-shaped valleys
Answer:

Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?

Choices:
T. lakes
O. deserts
C. volcanic necks
U. V-shaped valleys

Prompt:
Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?
T. lakes
O. deserts
C. volcanic necks
U. V-shaped valleys
Answer:

Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?

Choices:
T. volcanic necks
O. lakes
C. deserts
U. V-shaped valleys

Prompt:
Question: Which of these were formed by glaciers that flowed through the Ruby Mountain region in northeastern Nevada?
T. volcanic necks
O. lakes
C. deserts
U. V-shaped valleys
Answer:

Answer: 1


Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?

Choices:
A. cell wall
B. chloroplast
C. mitochondrion
D. nucleus

Prompt:
Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?
A. cell wall
B. chloroplast
C. mitochondrion
D. nucleus
Answer:

Answer: 2

Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?

Choices:
A. mitochondrion
B. cell wall
C. nucleus
D. chloroplast

Prompt:
Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?
A. mitochondrion
B. cell wall
C. nucleus
D. chloroplast
Answer:

Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?

Choices:
1. cell wall
2. chloroplast
3. mitochondrion
4. nucleus

Prompt:
Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?
1. cell wall
2. chloroplast
3. mitochondrion
4. nucleus
Answer:

Answer: 2

Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?

Choices:
V. cell wall
M. chloroplast
C. mitochondrion
N. nucleus

Prompt:
Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?
V. cell wall
M. chloroplast
C. mitochondrion
N. nucleus
Answer:

Answer: 2

Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?

Choices:
V. mitochondrion
M. cell wall
C. nucleus
N. chloroplast

Prompt:
Question: A student prepared the following list of characteristics about a cellular organelle. present in animal cells present in plant cells helps make energy available to the cell Which of the following cellular structures is the student describing?
V. mitochondrion
M. cell wall
C. nucleus
N. chloroplast
Answer:


Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?

Choices:
A. the ability to store water
B. the ability to attract insects
C. the ability to stop predators
D. the ability to drop its leaves

Prompt:
Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?
A. the ability to store water
B. the ability to attract insects
C. the ability to stop predators
D. the ability to drop its leaves
Answer:

Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?

Choices:
A. the ability to attract insects
B. the ability to drop its leaves
C. the ability to store water
D. the ability to stop predators

Prompt:
Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?
A. the ability to attract insects
B. the ability to drop its leaves
C. the ability to store water
D. the ability to stop predators
Answer:

Answer: 2

Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?

Choices:
1. the ability to store water
2. the ability to attract insects
3. the ability to stop predators
4. the ability to drop its leaves

Prompt:
Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?
1. the ability to store water
2. the ability to attract insects
3. the ability to stop predators
4. the ability to drop its leaves
Answer:

Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?

Choices:
S. the ability to store water
A. the ability to attract insects
K. the ability to stop predators
D. the ability to drop its leaves

Prompt:
Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?
S. the ability to store water
A. the ability to attract insects
K. the ability to stop predators
D. the ability to drop its leaves
Answer:

Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?

Choices:
S. the ability to attract insects
A. the ability to drop its leaves
K. the ability to store water
D. the ability to stop predators

Prompt:
Question: Brian knows deserts get less rain than other ecosystems. However, he also knows that plants can survive in the desert. Which characteristic of a plant most likely helps it live in a desert?
S. the ability to attract insects
A. the ability to drop its leaves
K. the ability to store water
D. the ability to stop predators
Answer:

Answer: 2


Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?

Choices:
A. Space is limited for growth.
B. The quality of light is low.
C. Soil must be created.
D. Minerals are destroyed.

Prompt:
Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?
A. Space is limited for growth.
B. The quality of light is low.
C. Soil must be created.
D. Minerals are destroyed.
Answer:

Answer: 2

Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?

Choices:
A. Soil must be created.
B. Minerals are destroyed.
C. The quality of light is low.
D. Space is limited for growth.

Prompt:
Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?
A. Soil must be created.
B. Minerals are destroyed.
C. The quality of light is low.
D. Space is limited for growth.
Answer:

Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?

Choices:
1. Space is limited for growth.
2. The quality of light is low.
3. Soil must be created.
4. Minerals are destroyed.

Prompt:
Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?
1. Space is limited for growth.
2. The quality of light is low.
3. Soil must be created.
4. Minerals are destroyed.
Answer:

Answer: 2

Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?

Choices:
F. Space is limited for growth.
B. The quality of light is low.
I. Soil must be created.
E. Minerals are destroyed.

Prompt:
Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?
F. Space is limited for growth.
B. The quality of light is low.
I. Soil must be created.
E. Minerals are destroyed.
Answer:

Answer: 2

Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?

Choices:
F. Soil must be created.
B. Minerals are destroyed.
I. The quality of light is low.
E. Space is limited for growth.

Prompt:
Question: After a volcanic eruption, it takes a long time for large ecosystems to fully recover. Which statement best explains why the development takes so long?
F. Soil must be created.
B. Minerals are destroyed.
I. The quality of light is low.
E. Space is limited for growth.
Answer:


Question: The atomic number of an element refers to the number of

Choices:
A. electrons in the outer shell.
B. neutrons in the outer shell.
C. electrons in the nucleus.
D. protons in the nucleus.

Prompt:
Question: The atomic number of an element refers to the number of
A. electrons in the outer shell.
B. neutrons in the outer shell.
C. electrons in the nucleus.
D. protons in the nucleus.
Answer:

Answer: 3

Question: The atomic number of an element refers to the number of

Choices:
A. electrons in the nucleus.
B. electrons in the outer shell.
C. protons in the nucleus.
D. neutrons in the outer shell.

Prompt:
Question: The atomic number of an element refers to the number of
A. electrons in the nucleus.
B. electrons in the outer shell.
C. protons in the nucleus.
D. neutrons in the outer shell.
Answer:

Answer: 2

Question: The atomic number of an element refers to the number of

Choices:
1. electrons in the outer shell.
2. neutrons in the outer shell.
3. electrons in the nucleus.
4. protons in the nucleus.

Prompt:
Question: The atomic number of an element refers to the number of
1. electrons in the outer shell.
2. neutrons in the outer shell.
3. electrons in the nucleus.
4. protons in the nucleus.
Answer:

Answer: 3

Question: The atomic number of an element refers to the number of

Choices:
E. electrons in the outer shell.
K. neutrons in the outer shell.
H. electrons in the nucleus.
C. protons in the nucleus.

Prompt:
Question: The atomic number of an element refers to the number of
E. electrons in the outer shell.
K. neutrons in the outer shell.
H. electrons in the nucleus.
C. protons in the nucleus.
Answer:

Answer: 3

Question: The atomic number of an element refers to the number of

Choices:
E. electrons in the nucleus.
K. electrons in the outer shell.
H. protons in the nucleus.
C. neutrons in the outer shell.

Prompt:
Question: The atomic number of an element refers to the number of
E. electrons in the nucleus.
K. electrons in the outer shell.
H. protons in the nucleus.
C. neutrons in the outer shell.
Answer:

Answer: 2


Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?

Choices:
A. The energy is stored as food.
B. The energy is dissipated as heat.
C. The energy is trapped in dead organisms.
D. The energy is moved to another ecosystem.

Prompt:
Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?
A. The energy is stored as food.
B. The energy is dissipated as heat.
C. The energy is trapped in dead organisms.
D. The energy is moved to another ecosystem.
Answer:

Answer: 1

Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?

Choices:
A. The energy is dissipated as heat.
B. The energy is trapped in dead organisms.
C. The energy is stored as food.
D. The energy is moved to another ecosystem.

Prompt:
Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?
A. The energy is dissipated as heat.
B. The energy is trapped in dead organisms.
C. The energy is stored as food.
D. The energy is moved to another ecosystem.
Answer:

Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?

Choices:
1. The energy is stored as food.
2. The energy is dissipated as heat.
3. The energy is trapped in dead organisms.
4. The energy is moved to another ecosystem.

Prompt:
Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?
1. The energy is stored as food.
2. The energy is dissipated as heat.
3. The energy is trapped in dead organisms.
4. The energy is moved to another ecosystem.
Answer:

Answer: 1

Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?

Choices:
E. The energy is stored as food.
K. The energy is dissipated as heat.
R. The energy is trapped in dead organisms.
H. The energy is moved to another ecosystem.

Prompt:
Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?
E. The energy is stored as food.
K. The energy is dissipated as heat.
R. The energy is trapped in dead organisms.
H. The energy is moved to another ecosystem.
Answer:

Answer: 1

Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?

Choices:
E. The energy is dissipated as heat.
K. The energy is trapped in dead organisms.
R. The energy is stored as food.
H. The energy is moved to another ecosystem.

Prompt:
Question: In an ecosystem, not all of the energy that is available is used by the organisms. Some energy becomes unavailable before it can be transferred to organisms in the next trophic level. How does the energy most likely become unavailable?
E. The energy is dissipated as heat.
K. The energy is trapped in dead organisms.
R. The energy is stored as food.
H. The energy is moved to another ecosystem.
Answer:


Question: Which of the following is a direct result of Earth's tilt on its axis?

Choices:
A. tides
B. seasons
C. weather
D. gravity

Prompt:
Question: Which of the following is a direct result of Earth's tilt on its axis?
A. tides
B. seasons
C. weather
D. gravity
Answer:

Answer: 1

Question: Which of the following is a direct result of Earth's tilt on its axis?

Choices:
A. seasons
B. tides
C. weather
D. gravity

Prompt:
Question: Which of the following is a direct result of Earth's tilt on its axis?
A. seasons
B. tides
C. weather
D. gravity
Answer:

Question: Which of the following is a direct result of Earth's tilt on its axis?

Choices:
1. tides
2. seasons
3. weather
4. gravity

Prompt:
Question: Which of the following is a direct result of Earth's tilt on its axis?
1. tides
2. seasons
3. weather
4. gravity
Answer:

Answer: 1

Question: Which of the following is a direct result of Earth's tilt on its axis?

Choices:
H. tides
E. seasons
R. weather
I. gravity

Prompt:
Question: Which of the following is a direct result of Earth's tilt on its axis?
H. tides
E. seasons
R. weather
I. gravity
Answer:

Answer: 1

Question: Which of the following is a direct result of Earth's tilt on its axis?

Choices:
H. seasons
E. tides
R. weather
I. gravity

Prompt:
Question: Which of the following is a direct result of Earth's tilt on its axis?
H. seasons
E. tides
R. weather
I. gravity
Answer:


Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?

Choices:
A. Drinking water after exercise allows the body to sleep.
B. Drinking water after exercise helps to replace lost fluids.
C. Drinking water before exercise helps increase the heart rate.
D. Drinking water before exercise prevents the body from sweating.

Prompt:
Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?
A. Drinking water after exercise allows the body to sleep.
B. Drinking water after exercise helps to replace lost fluids.
C. Drinking water before exercise helps increase the heart rate.
D. Drinking water before exercise prevents the body from sweating.
Answer:

Answer: 1

Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?

Choices:
A. Drinking water after exercise helps to replace lost fluids.
B. Drinking water before exercise helps increase the heart rate.
C. Drinking water before exercise prevents the body from sweating.
D. Drinking water after exercise allows the body to sleep.

Prompt:
Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?
A. Drinking water after exercise helps to replace lost fluids.
B. Drinking water before exercise helps increase the heart rate.
C. Drinking water before exercise prevents the body from sweating.
D. Drinking water after exercise allows the body to sleep.
Answer:

Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?

Choices:
1. Drinking water after exercise allows the body to sleep.
2. Drinking water after exercise helps to replace lost fluids.
3. Drinking water before exercise helps increase the heart rate.
4. Drinking water before exercise prevents the body from sweating.

Prompt:
Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?
1. Drinking water after exercise allows the body to sleep.
2. Drinking water after exercise helps to replace lost fluids.
3. Drinking water before exercise helps increase the heart rate.
4. Drinking water before exercise prevents the body from sweating.
Answer:

Answer: 1

Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?

Choices:
Q. Drinking water after exercise allows the body to sleep.
A. Drinking water after exercise helps to replace lost fluids.
Z. Drinking water before exercise helps increase the heart rate.
D. Drinking water before exercise prevents the body from sweating.

Prompt:
Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?
Q. Drinking water after exercise allows the body to sleep.
A. Drinking water after exercise helps to replace lost fluids.
Z. Drinking water before exercise helps increase the heart rate.
D. Drinking water before exercise prevents the body from sweating.
Answer:

Answer: 1

Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?

Choices:
Q. Drinking water after exercise helps to replace lost fluids.
A. Drinking water before exercise helps increase the heart rate.
Z. Drinking water before exercise prevents the body from sweating.
D. Drinking water after exercise allows the body to sleep.

Prompt:
Question: Tony always drinks water before and after his long bike rides. Why does his body need water when he exercises?
Q. Drinking water after exercise helps to replace lost fluids.
A. Drinking water before exercise helps increase the heart rate.
Z. Drinking water before exercise prevents the body from sweating.
D. Drinking water after exercise allows the body to sleep.
Answer:


Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it

Choices:
A. has an odor.
B. has separate parts.
C. can make a noise and has a lifelike color.
D. carries out basic life functions.

Prompt:
Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it
A. has an odor.
B. has separate parts.
C. can make a noise and has a lifelike color.
D. carries out basic life functions.
Answer:

Answer: 3

Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it

Choices:
A. can make a noise and has a lifelike color.
B. carries out basic life functions.
C. has separate parts.
D. has an odor.

Prompt:
Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it
A. can make a noise and has a lifelike color.
B. carries out basic life functions.
C. has separate parts.
D. has an odor.
Answer:

Answer: 1

Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it

Choices:
1. has an odor.
2. has separate parts.
3. can make a noise and has a lifelike color.
4. carries out basic life functions.

Prompt:
Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it
1. has an odor.
2. has separate parts.
3. can make a noise and has a lifelike color.
4. carries out basic life functions.
Answer:

Answer: 3

Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it

Choices:
O. has an odor.
X. has separate parts.
M. can make a noise and has a lifelike color.
H. carries out basic life functions.

Prompt:
Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it
O. has an odor.
X. has separate parts.
M. can make a noise and has a lifelike color.
H. carries out basic life functions.
Answer:

Answer: 3

Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it

Choices:
O. can make a noise and has a lifelike color.
X. carries out basic life functions.
M. has separate parts.
H. has an odor.

Prompt:
Question: On a field trip in a wooded area, you see a small, strange object. You wonder whether is is a live animal. The best way to find out is to observe the object to see if it
O. can make a noise and has a lifelike color.
X. carries out basic life functions.
M. has separate parts.
H. has an odor.
Answer:

Answer: 1


Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?

Choices:
A. Its color changed.
B. Its mass increased.
C. Its volume stayed the same.
D. Its temperature quickly increased.

Prompt:
Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?
A. Its color changed.
B. Its mass increased.
C. Its volume stayed the same.
D. Its temperature quickly increased.
Answer:

Answer: 2

Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?

Choices:
A. Its temperature quickly increased.
B. Its mass increased.
C. Its color changed.
D. Its volume stayed the same.

Prompt:
Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?
A. Its temperature quickly increased.
B. Its mass increased.
C. Its color changed.
D. Its volume stayed the same.
Answer:

Answer: 3

Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?

Choices:
1. Its color changed.
2. Its mass increased.
3. Its volume stayed the same.
4. Its temperature quickly increased.

Prompt:
Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?
1. Its color changed.
2. Its mass increased.
3. Its volume stayed the same.
4. Its temperature quickly increased.
Answer:

Answer: 2

Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?

Choices:
U. Its color changed.
Y. Its mass increased.
D. Its volume stayed the same.
S. Its temperature quickly increased.

Prompt:
Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?
U. Its color changed.
Y. Its mass increased.
D. Its volume stayed the same.
S. Its temperature quickly increased.
Answer:

Answer: 2

Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?

Choices:
U. Its temperature quickly increased.
Y. Its mass increased.
D. Its color changed.
S. Its volume stayed the same.

Prompt:
Question: Liquid cooking oil was poured into a container. Which statement best describes a property of the cooking oil after it was poured into the container?
U. Its temperature quickly increased.
Y. Its mass increased.
D. Its color changed.
S. Its volume stayed the same.
Answer:

Answer: 3


Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?

Choices:
A. Convection in the atmosphere causes a change in air density, resulting in winds.
B. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
C. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
D. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.

Prompt:
Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?
A. Convection in the atmosphere causes a change in air density, resulting in winds.
B. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
C. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
D. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.
Answer:

Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?

Choices:
A. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
B. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.
C. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
D. Convection in the atmosphere causes a change in air density, resulting in winds.

Prompt:
Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?
A. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
B. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.
C. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
D. Convection in the atmosphere causes a change in air density, resulting in winds.
Answer:

Answer: 3

Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?

Choices:
1. Convection in the atmosphere causes a change in air density, resulting in winds.
2. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
3. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
4. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.

Prompt:
Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?
1. Convection in the atmosphere causes a change in air density, resulting in winds.
2. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
3. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
4. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.
Answer:

Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?

Choices:
F. Convection in the atmosphere causes a change in air density, resulting in winds.
Q. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
M. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
U. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.

Prompt:
Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?
F. Convection in the atmosphere causes a change in air density, resulting in winds.
Q. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
M. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
U. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.
Answer:

Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?

Choices:
F. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
Q. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.
M. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
U. Convection in the atmosphere causes a change in air density, resulting in winds.

Prompt:
Question: The Sun heats the atmosphere of Earth unevenly. Which of the following is the most likely result of this uneven heating?
F. Radiation from the Sun will reflect through the atmosphere back into space resulting in cooler evenings.
Q. Radiation from the Sun will cause atmospheric moisture to collect over mountain ranges resulting in snowfall.
M. Conduction through the atmosphere causes evaporation to occur over oceans, resulting in rain.
U. Convection in the atmosphere causes a change in air density, resulting in winds.
Answer:

Answer: 3


Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?

Choices:
A. 4 m/s^2
B. 15 m/s^2
C. 25 m/s^2
D. 100 m/s^2

Prompt:
Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?
A. 4 m/s^2
B. 15 m/s^2
C. 25 m/s^2
D. 100 m/s^2
Answer:

Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?

Choices:
A. 25 m/s^2
B. 15 m/s^2
C. 4 m/s^2
D. 100 m/s^2

Prompt:
Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?
A. 25 m/s^2
B. 15 m/s^2
C. 4 m/s^2
D. 100 m/s^2
Answer:

Answer: 2

Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?

Choices:
1. 4 m/s^2
2. 15 m/s^2
3. 25 m/s^2
4. 100 m/s^2

Prompt:
Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?
1. 4 m/s^2
2. 15 m/s^2
3. 25 m/s^2
4. 100 m/s^2
Answer:

Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?

Choices:
Y. 4 m/s^2
H. 15 m/s^2
I. 25 m/s^2
K. 100 m/s^2

Prompt:
Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?
Y. 4 m/s^2
H. 15 m/s^2
I. 25 m/s^2
K. 100 m/s^2
Answer:

Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?

Choices:
Y. 25 m/s^2
H. 15 m/s^2
I. 4 m/s^2
K. 100 m/s^2

Prompt:
Question: A 20-N force acts on a 5-kg object at rest. How fast will the object accelerate on a frictionless surface?
Y. 25 m/s^2
H. 15 m/s^2
I. 4 m/s^2
K. 100 m/s^2
Answer:

Answer: 2


Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to

Choices:
A. help patients spend less time in the emergency room.
B. aid research students who are studying complex organisms.
C. help make medicines from newly discovered plants.
D. develop specialized antibiotics that are directed at single-celled organisms.

Prompt:
Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to
A. help patients spend less time in the emergency room.
B. aid research students who are studying complex organisms.
C. help make medicines from newly discovered plants.
D. develop specialized antibiotics that are directed at single-celled organisms.
Answer:

Answer: 3

Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to

Choices:
A. aid research students who are studying complex organisms.
B. develop specialized antibiotics that are directed at single-celled organisms.
C. help make medicines from newly discovered plants.
D. help patients spend less time in the emergency room.

Prompt:
Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to
A. aid research students who are studying complex organisms.
B. develop specialized antibiotics that are directed at single-celled organisms.
C. help make medicines from newly discovered plants.
D. help patients spend less time in the emergency room.
Answer:

Answer: 1

Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to

Choices:
1. help patients spend less time in the emergency room.
2. aid research students who are studying complex organisms.
3. help make medicines from newly discovered plants.
4. develop specialized antibiotics that are directed at single-celled organisms.

Prompt:
Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to
1. help patients spend less time in the emergency room.
2. aid research students who are studying complex organisms.
3. help make medicines from newly discovered plants.
4. develop specialized antibiotics that are directed at single-celled organisms.
Answer:

Answer: 3

Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to

Choices:
S. help patients spend less time in the emergency room.
F. aid research students who are studying complex organisms.
B. help make medicines from newly discovered plants.
C. develop specialized antibiotics that are directed at single-celled organisms.

Prompt:
Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to
S. help patients spend less time in the emergency room.
F. aid research students who are studying complex organisms.
B. help make medicines from newly discovered plants.
C. develop specialized antibiotics that are directed at single-celled organisms.
Answer:

Answer: 3

Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to

Choices:
S. aid research students who are studying complex organisms.
F. develop specialized antibiotics that are directed at single-celled organisms.
B. help make medicines from newly discovered plants.
C. help patients spend less time in the emergency room.

Prompt:
Question: Increasing and revising scientific knowledge of different types of bacteria will most likely enable scientists to develop ways to
S. aid research students who are studying complex organisms.
F. develop specialized antibiotics that are directed at single-celled organisms.
B. help make medicines from newly discovered plants.
C. help patients spend less time in the emergency room.
Answer:

Answer: 1


Question: What are produced in both the male and female reproductive systems in humans?

Choices:
A. sperm
B. nutrients
C. fertilized eggs
D. sex cells

Prompt:
Question: What are produced in both the male and female reproductive systems in humans?
A. sperm
B. nutrients
C. fertilized eggs
D. sex cells
Answer:

Answer: 3

Question: What are produced in both the male and female reproductive systems in humans?

Choices:
A. sex cells
B. nutrients
C. fertilized eggs
D. sperm

Prompt:
Question: What are produced in both the male and female reproductive systems in humans?
A. sex cells
B. nutrients
C. fertilized eggs
D. sperm
Answer:

Question: What are produced in both the male and female reproductive systems in humans?

Choices:
1. sperm
2. nutrients
3. fertilized eggs
4. sex cells

Prompt:
Question: What are produced in both the male and female reproductive systems in humans?
1. sperm
2. nutrients
3. fertilized eggs
4. sex cells
Answer:

Answer: 3

Question: What are produced in both the male and female reproductive systems in humans?

Choices:
L. sperm
X. nutrients
H. fertilized eggs
S. sex cells

Prompt:
Question: What are produced in both the male and female reproductive systems in humans?
L. sperm
X. nutrients
H. fertilized eggs
S. sex cells
Answer:

Answer: 3

Question: What are produced in both the male and female reproductive systems in humans?

Choices:
L. sex cells
X. nutrients
H. fertilized eggs
S. sperm

Prompt:
Question: What are produced in both the male and female reproductive systems in humans?
L. sex cells
X. nutrients
H. fertilized eggs
S. sperm
Answer:


Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?

Choices:
A. numerous park areas
B. frequent trash recycling
C. efficient public transportation
D. effective street lighting

Prompt:
Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?
A. numerous park areas
B. frequent trash recycling
C. efficient public transportation
D. effective street lighting
Answer:

Answer: 2

Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?

Choices:
A. numerous park areas
B. frequent trash recycling
C. effective street lighting
D. efficient public transportation

Prompt:
Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?
A. numerous park areas
B. frequent trash recycling
C. effective street lighting
D. efficient public transportation
Answer:

Answer: 3

Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?

Choices:
1. numerous park areas
2. frequent trash recycling
3. efficient public transportation
4. effective street lighting

Prompt:
Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?
1. numerous park areas
2. frequent trash recycling
3. efficient public transportation
4. effective street lighting
Answer:

Answer: 2

Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?

Choices:
F. numerous park areas
M. frequent trash recycling
C. efficient public transportation
R. effective street lighting

Prompt:
Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?
F. numerous park areas
M. frequent trash recycling
C. efficient public transportation
R. effective street lighting
Answer:

Answer: 2

Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?

Choices:
F. numerous park areas
M. frequent trash recycling
C. effective street lighting
R. efficient public transportation

Prompt:
Question: The burning of fossil fuels in cities results in high levels of air pollution. Which urban design would best help reduce air pollution?
F. numerous park areas
M. frequent trash recycling
C. effective street lighting
R. efficient public transportation
Answer:

Answer: 3


Question: Which is an inherited trait?

Choices:
A. dimples
B. scrapes
C. short hair
D. dirty fingernails

Prompt:
Question: Which is an inherited trait?
A. dimples
B. scrapes
C. short hair
D. dirty fingernails
Answer:

Question: Which is an inherited trait?

Choices:
A. dirty fingernails
B. short hair
C. dimples
D. scrapes

Prompt:
Question: Which is an inherited trait?
A. dirty fingernails
B. short hair
C. dimples
D. scrapes
Answer:

Answer: 2

Question: Which is an inherited trait?

Choices:
1. dimples
2. scrapes
3. short hair
4. dirty fingernails

Prompt:
Question: Which is an inherited trait?
1. dimples
2. scrapes
3. short hair
4. dirty fingernails
Answer:

Question: Which is an inherited trait?

Choices:
X. dimples
L. scrapes
V. short hair
G. dirty fingernails

Prompt:
Question: Which is an inherited trait?
X. dimples
L. scrapes
V. short hair
G. dirty fingernails
Answer:

Question: Which is an inherited trait?

Choices:
X. dirty fingernails
L. short hair
V. dimples
G. scrapes

Prompt:
Question: Which is an inherited trait?
X. dirty fingernails
L. short hair
V. dimples
G. scrapes
Answer:

Answer: 2


Question: How is xylem similar to phloem in a plant?

Choices:
A. They both take in water from the soil.
B. They both transport materials through the plant.
C. They both make sugar in the leaves.
D. They both store waste products in the plant cells.

Prompt:
Question: How is xylem similar to phloem in a plant?
A. They both take in water from the soil.
B. They both transport materials through the plant.
C. They both make sugar in the leaves.
D. They both store waste products in the plant cells.
Answer:

Answer: 1

Question: How is xylem similar to phloem in a plant?

Choices:
A. They both take in water from the soil.
B. They both store waste products in the plant cells.
C. They both transport materials through the plant.
D. They both make sugar in the leaves.

Prompt:
Question: How is xylem similar to phloem in a plant?
A. They both take in water from the soil.
B. They both store waste products in the plant cells.
C. They both transport materials through the plant.
D. They both make sugar in the leaves.
Answer:

Answer: 2

Question: How is xylem similar to phloem in a plant?

Choices:
1. They both take in water from the soil.
2. They both transport materials through the plant.
3. They both make sugar in the leaves.
4. They both store waste products in the plant cells.

Prompt:
Question: How is xylem similar to phloem in a plant?
1. They both take in water from the soil.
2. They both transport materials through the plant.
3. They both make sugar in the leaves.
4. They both store waste products in the plant cells.
Answer:

Answer: 1

Question: How is xylem similar to phloem in a plant?

Choices:
T. They both take in water from the soil.
B. They both transport materials through the plant.
V. They both make sugar in the leaves.
P. They both store waste products in the plant cells.

Prompt:
Question: How is xylem similar to phloem in a plant?
T. They both take in water from the soil.
B. They both transport materials through the plant.
V. They both make sugar in the leaves.
P. They both store waste products in the plant cells.
Answer:

Answer: 1

Question: How is xylem similar to phloem in a plant?

Choices:
T. They both take in water from the soil.
B. They both store waste products in the plant cells.
V. They both transport materials through the plant.
P. They both make sugar in the leaves.

Prompt:
Question: How is xylem similar to phloem in a plant?
T. They both take in water from the soil.
B. They both store waste products in the plant cells.
V. They both transport materials through the plant.
P. They both make sugar in the leaves.
Answer:

Answer: 2


Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?

Choices:
A. air
B. gasoline
C. trees
D. water

Prompt:
Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?
A. air
B. gasoline
C. trees
D. water
Answer:

Answer: 2

Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?

Choices:
A. trees
B. air
C. gasoline
D. water

Prompt:
Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?
A. trees
B. air
C. gasoline
D. water
Answer:

Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?

Choices:
1. air
2. gasoline
3. trees
4. water

Prompt:
Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?
1. air
2. gasoline
3. trees
4. water
Answer:

Answer: 2

Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?

Choices:
S. air
U. gasoline
A. trees
E. water

Prompt:
Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?
S. air
U. gasoline
A. trees
E. water
Answer:

Answer: 2

Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?

Choices:
S. trees
U. air
A. gasoline
E. water

Prompt:
Question: In a recycling program, people can separate paper from their other trash. The paper is sent to factories and turned into new products. What does paper recycling help conserve the most?
S. trees
U. air
A. gasoline
E. water
Answer:


Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?

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

Prompt:
Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?
A. tides
B. gravity
C. the sun
D. the moon
Answer:

Answer: 2

Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?

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

Prompt:
Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?
A. the sun
B. the moon
C. tides
D. gravity
Answer:

Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?

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

Prompt:
Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?
1. tides
2. gravity
3. the sun
4. the moon
Answer:

Answer: 2

Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?

Choices:
B. tides
I. gravity
H. the sun
V. the moon

Prompt:
Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?
B. tides
I. gravity
H. the sun
V. the moon
Answer:

Answer: 2

Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?

Choices:
B. the sun
I. the moon
H. tides
V. gravity

Prompt:
Question: Water cycles through three states of matter on Earth. What has the greatest effect on the state of matter of water?
B. the sun
I. the moon
H. tides
V. gravity
Answer:


Question: Which physical feature exists both on Earth and on the Moon?

Choices:
A. lakes
B. forests
C. mountains
D. clouds

Prompt:
Question: Which physical feature exists both on Earth and on the Moon?
A. lakes
B. forests
C. mountains
D. clouds
Answer:

Answer: 2

Question: Which physical feature exists both on Earth and on the Moon?

Choices:
A. clouds
B. mountains
C. forests
D. lakes

Prompt:
Question: Which physical feature exists both on Earth and on the Moon?
A. clouds
B. mountains
C. forests
D. lakes
Answer:

Answer: 1

Question: Which physical feature exists both on Earth and on the Moon?

Choices:
1. lakes
2. forests
3. mountains
4. clouds

Prompt:
Question: Which physical feature exists both on Earth and on the Moon?
1. lakes
2. forests
3. mountains
4. clouds
Answer:

Answer: 2

Question: Which physical feature exists both on Earth and on the Moon?

Choices:
N. lakes
W. forests
O. mountains
D. clouds

Prompt:
Question: Which physical feature exists both on Earth and on the Moon?
N. lakes
W. forests
O. mountains
D. clouds
Answer:

Answer: 2

Question: Which physical feature exists both on Earth and on the Moon?

Choices:
N. clouds
W. mountains
O. forests
D. lakes

Prompt:
Question: Which physical feature exists both on Earth and on the Moon?
N. clouds
W. mountains
O. forests
D. lakes
Answer:

Answer: 1


Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?

Choices:
A. They die with the animal or plant.
B. They evaporate into the atmosphere.
C. They are recycled back into the environment.
D. They change into different elements.

Prompt:
Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?
A. They die with the animal or plant.
B. They evaporate into the atmosphere.
C. They are recycled back into the environment.
D. They change into different elements.
Answer:

Answer: 2

Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?

Choices:
A. They change into different elements.
B. They are recycled back into the environment.
C. They evaporate into the atmosphere.
D. They die with the animal or plant.

Prompt:
Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?
A. They change into different elements.
B. They are recycled back into the environment.
C. They evaporate into the atmosphere.
D. They die with the animal or plant.
Answer:

Answer: 1

Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?

Choices:
1. They die with the animal or plant.
2. They evaporate into the atmosphere.
3. They are recycled back into the environment.
4. They change into different elements.

Prompt:
Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?
1. They die with the animal or plant.
2. They evaporate into the atmosphere.
3. They are recycled back into the environment.
4. They change into different elements.
Answer:

Answer: 2

Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?

Choices:
Z. They die with the animal or plant.
X. They evaporate into the atmosphere.
Y. They are recycled back into the environment.
G. They change into different elements.

Prompt:
Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?
Z. They die with the animal or plant.
X. They evaporate into the atmosphere.
Y. They are recycled back into the environment.
G. They change into different elements.
Answer:

Answer: 2

Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?

Choices:
Z. They change into different elements.
X. They are recycled back into the environment.
Y. They evaporate into the atmosphere.
G. They die with the animal or plant.

Prompt:
Question: Animals and plants are made up of a number of different chemical elements. What happens to all of these elements when animals and plants die?
Z. They change into different elements.
X. They are recycled back into the environment.
Y. They evaporate into the atmosphere.
G. They die with the animal or plant.
Answer:

Answer: 1


Question: Students are comparing different rocks. What do all rocks have in common?

Choices:
A. Rocks are made of one or more minerals.
B. Rocks are made of two or more elements.
C. Rocks are made of magma and sediments.
D. Rocks are made of sand changed by pressure.

Prompt:
Question: Students are comparing different rocks. What do all rocks have in common?
A. Rocks are made of one or more minerals.
B. Rocks are made of two or more elements.
C. Rocks are made of magma and sediments.
D. Rocks are made of sand changed by pressure.
Answer:

Question: Students are comparing different rocks. What do all rocks have in common?

Choices:
A. Rocks are made of sand changed by pressure.
B. Rocks are made of two or more elements.
C. Rocks are made of one or more minerals.
D. Rocks are made of magma and sediments.

Prompt:
Question: Students are comparing different rocks. What do all rocks have in common?
A. Rocks are made of sand changed by pressure.
B. Rocks are made of two or more elements.
C. Rocks are made of one or more minerals.
D. Rocks are made of magma and sediments.
Answer:

Answer: 2

Question: Students are comparing different rocks. What do all rocks have in common?

Choices:
1. Rocks are made of one or more minerals.
2. Rocks are made of two or more elements.
3. Rocks are made of magma and sediments.
4. Rocks are made of sand changed by pressure.

Prompt:
Question: Students are comparing different rocks. What do all rocks have in common?
1. Rocks are made of one or more minerals.
2. Rocks are made of two or more elements.
3. Rocks are made of magma and sediments.
4. Rocks are made of sand changed by pressure.
Answer:

Question: Students are comparing different rocks. What do all rocks have in common?

Choices:
S. Rocks are made of one or more minerals.
R. Rocks are made of two or more elements.
P. Rocks are made of magma and sediments.
K. Rocks are made of sand changed by pressure.

Prompt:
Question: Students are comparing different rocks. What do all rocks have in common?
S. Rocks are made of one or more minerals.
R. Rocks are made of two or more elements.
P. Rocks are made of magma and sediments.
K. Rocks are made of sand changed by pressure.
Answer:

Question: Students are comparing different rocks. What do all rocks have in common?

Choices:
S. Rocks are made of sand changed by pressure.
R. Rocks are made of two or more elements.
P. Rocks are made of one or more minerals.
K. Rocks are made of magma and sediments.

Prompt:
Question: Students are comparing different rocks. What do all rocks have in common?
S. Rocks are made of sand changed by pressure.
R. Rocks are made of two or more elements.
P. Rocks are made of one or more minerals.
K. Rocks are made of magma and sediments.
Answer:

Answer: 2


Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?

Choices:
A. increased fish populations
B. more biodiversity over time
C. less oxygen available for fish
D. reduced water levels

Prompt:
Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?
A. increased fish populations
B. more biodiversity over time
C. less oxygen available for fish
D. reduced water levels
Answer:

Answer: 2

Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?

Choices:
A. less oxygen available for fish
B. increased fish populations
C. more biodiversity over time
D. reduced water levels

Prompt:
Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?
A. less oxygen available for fish
B. increased fish populations
C. more biodiversity over time
D. reduced water levels
Answer:

Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?

Choices:
1. increased fish populations
2. more biodiversity over time
3. less oxygen available for fish
4. reduced water levels

Prompt:
Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?
1. increased fish populations
2. more biodiversity over time
3. less oxygen available for fish
4. reduced water levels
Answer:

Answer: 2

Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?

Choices:
K. increased fish populations
X. more biodiversity over time
S. less oxygen available for fish
W. reduced water levels

Prompt:
Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?
K. increased fish populations
X. more biodiversity over time
S. less oxygen available for fish
W. reduced water levels
Answer:

Answer: 2

Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?

Choices:
K. less oxygen available for fish
X. increased fish populations
S. more biodiversity over time
W. reduced water levels

Prompt:
Question: What is the most likely result of large-scale agricultural fertilization on aquatic systems?
K. less oxygen available for fish
X. increased fish populations
S. more biodiversity over time
W. reduced water levels
Answer: