Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?

Choices:
A. Oxygen levels will increase.
B. Carbon dioxide levels will increase.
C. The temperature of Earth will decrease.
D. The air pollution in the atmosphere will decrease.

Prompt:
Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?
A. Oxygen levels will increase.
B. Carbon dioxide levels will increase.
C. The temperature of Earth will decrease.
D. The air pollution in the atmosphere will decrease.
Answer:

Answer: 1

Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?

Choices:
A. Carbon dioxide levels will increase.
B. The air pollution in the atmosphere will decrease.
C. The temperature of Earth will decrease.
D. Oxygen levels will increase.

Prompt:
Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?
A. Carbon dioxide levels will increase.
B. The air pollution in the atmosphere will decrease.
C. The temperature of Earth will decrease.
D. Oxygen levels will increase.
Answer:

Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?

Choices:
1. Oxygen levels will increase.
2. Carbon dioxide levels will increase.
3. The temperature of Earth will decrease.
4. The air pollution in the atmosphere will decrease.

Prompt:
Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?
1. Oxygen levels will increase.
2. Carbon dioxide levels will increase.
3. The temperature of Earth will decrease.
4. The air pollution in the atmosphere will decrease.
Answer:

Answer: 1

Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?

Choices:
M. Oxygen levels will increase.
W. Carbon dioxide levels will increase.
T. The temperature of Earth will decrease.
V. The air pollution in the atmosphere will decrease.

Prompt:
Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?
M. Oxygen levels will increase.
W. Carbon dioxide levels will increase.
T. The temperature of Earth will decrease.
V. The air pollution in the atmosphere will decrease.
Answer:

Answer: 1

Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?

Choices:
M. Carbon dioxide levels will increase.
W. The air pollution in the atmosphere will decrease.
T. The temperature of Earth will decrease.
V. Oxygen levels will increase.

Prompt:
Question: When trees are removed from a tropical rain forest, other plants and animals are affected. Which statement identifies another change that will most likely occur when a rain forest habitat is destroyed?
M. Carbon dioxide levels will increase.
W. The air pollution in the atmosphere will decrease.
T. The temperature of Earth will decrease.
V. Oxygen levels will increase.
Answer:


Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?

Choices:
A. size
B. mass
C. boiling point
D. melting point

Prompt:
Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?
A. size
B. mass
C. boiling point
D. melting point
Answer:

Answer: 1

Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?

Choices:
A. mass
B. melting point
C. size
D. boiling point

Prompt:
Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?
A. mass
B. melting point
C. size
D. boiling point
Answer:

Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?

Choices:
1. size
2. mass
3. boiling point
4. melting point

Prompt:
Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?
1. size
2. mass
3. boiling point
4. melting point
Answer:

Answer: 1

Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?

Choices:
G. size
V. mass
H. boiling point
Y. melting point

Prompt:
Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?
G. size
V. mass
H. boiling point
Y. melting point
Answer:

Answer: 1

Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?

Choices:
G. mass
V. melting point
H. size
Y. boiling point

Prompt:
Question: A student was given the volume and description of a substance and was asked to determine its density. What information is missing?
G. mass
V. melting point
H. size
Y. boiling point
Answer:


Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?

Choices:
A. The rock was once buried under a swamp.
B. Water from a river washed across the rock.
C. The rock was once sediment at the bottom of an ocean.
D. Migrating animals dropped the seashell into the rock.

Prompt:
Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?
A. The rock was once buried under a swamp.
B. Water from a river washed across the rock.
C. The rock was once sediment at the bottom of an ocean.
D. Migrating animals dropped the seashell into the rock.
Answer:

Answer: 2

Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?

Choices:
A. Water from a river washed across the rock.
B. The rock was once buried under a swamp.
C. Migrating animals dropped the seashell into the rock.
D. The rock was once sediment at the bottom of an ocean.

Prompt:
Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?
A. Water from a river washed across the rock.
B. The rock was once buried under a swamp.
C. Migrating animals dropped the seashell into the rock.
D. The rock was once sediment at the bottom of an ocean.
Answer:

Answer: 3

Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?

Choices:
1. The rock was once buried under a swamp.
2. Water from a river washed across the rock.
3. The rock was once sediment at the bottom of an ocean.
4. Migrating animals dropped the seashell into the rock.

Prompt:
Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?
1. The rock was once buried under a swamp.
2. Water from a river washed across the rock.
3. The rock was once sediment at the bottom of an ocean.
4. Migrating animals dropped the seashell into the rock.
Answer:

Answer: 2

Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?

Choices:
L. The rock was once buried under a swamp.
Z. Water from a river washed across the rock.
X. The rock was once sediment at the bottom of an ocean.
S. Migrating animals dropped the seashell into the rock.

Prompt:
Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?
L. The rock was once buried under a swamp.
Z. Water from a river washed across the rock.
X. The rock was once sediment at the bottom of an ocean.
S. Migrating animals dropped the seashell into the rock.
Answer:

Answer: 2

Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?

Choices:
L. Water from a river washed across the rock.
Z. The rock was once buried under a swamp.
X. Migrating animals dropped the seashell into the rock.
S. The rock was once sediment at the bottom of an ocean.

Prompt:
Question: A geologist found several types of seashell fossils in a rock layer. Which is the best conclusion about the rock layer?
L. Water from a river washed across the rock.
Z. The rock was once buried under a swamp.
X. Migrating animals dropped the seashell into the rock.
S. The rock was once sediment at the bottom of an ocean.
Answer:

Answer: 3


Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?

Choices:
A. Earth has no natural satellites.
B. Earth's atmosphere is composed of gases.
C. Water is found in all three phases on Earth.
D. Volcanoes release liquid rock onto Earth's surface.

Prompt:
Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?
A. Earth has no natural satellites.
B. Earth's atmosphere is composed of gases.
C. Water is found in all three phases on Earth.
D. Volcanoes release liquid rock onto Earth's surface.
Answer:

Answer: 2

Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?

Choices:
A. Earth's atmosphere is composed of gases.
B. Earth has no natural satellites.
C. Volcanoes release liquid rock onto Earth's surface.
D. Water is found in all three phases on Earth.

Prompt:
Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?
A. Earth's atmosphere is composed of gases.
B. Earth has no natural satellites.
C. Volcanoes release liquid rock onto Earth's surface.
D. Water is found in all three phases on Earth.
Answer:

Answer: 3

Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?

Choices:
1. Earth has no natural satellites.
2. Earth's atmosphere is composed of gases.
3. Water is found in all three phases on Earth.
4. Volcanoes release liquid rock onto Earth's surface.

Prompt:
Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?
1. Earth has no natural satellites.
2. Earth's atmosphere is composed of gases.
3. Water is found in all three phases on Earth.
4. Volcanoes release liquid rock onto Earth's surface.
Answer:

Answer: 2

Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?

Choices:
J. Earth has no natural satellites.
P. Earth's atmosphere is composed of gases.
W. Water is found in all three phases on Earth.
T. Volcanoes release liquid rock onto Earth's surface.

Prompt:
Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?
J. Earth has no natural satellites.
P. Earth's atmosphere is composed of gases.
W. Water is found in all three phases on Earth.
T. Volcanoes release liquid rock onto Earth's surface.
Answer:

Answer: 2

Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?

Choices:
J. Earth's atmosphere is composed of gases.
P. Earth has no natural satellites.
W. Volcanoes release liquid rock onto Earth's surface.
T. Water is found in all three phases on Earth.

Prompt:
Question: All of the planets in the solar system formed at about the same time from a large cloud of gas and dust. How is Earth different from other planets in the solar system?
J. Earth's atmosphere is composed of gases.
P. Earth has no natural satellites.
W. Volcanoes release liquid rock onto Earth's surface.
T. Water is found in all three phases on Earth.
Answer:

Answer: 3


Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?

Choices:
A. carbon dioxide
B. oxygen
C. sulfur dioxide
D. water

Prompt:
Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?
A. carbon dioxide
B. oxygen
C. sulfur dioxide
D. water
Answer:

Answer: 3

Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?

Choices:
A. water
B. oxygen
C. carbon dioxide
D. sulfur dioxide

Prompt:
Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?
A. water
B. oxygen
C. carbon dioxide
D. sulfur dioxide
Answer:

Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?

Choices:
1. carbon dioxide
2. oxygen
3. sulfur dioxide
4. water

Prompt:
Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?
1. carbon dioxide
2. oxygen
3. sulfur dioxide
4. water
Answer:

Answer: 3

Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?

Choices:
P. carbon dioxide
X. oxygen
I. sulfur dioxide
C. water

Prompt:
Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?
P. carbon dioxide
X. oxygen
I. sulfur dioxide
C. water
Answer:

Answer: 3

Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?

Choices:
P. water
X. oxygen
I. carbon dioxide
C. sulfur dioxide

Prompt:
Question: When light reflects off certain crystals in the atmosphere, effects called halos appear. Which substance in the atmosphere forms these crystals?
P. water
X. oxygen
I. carbon dioxide
C. sulfur dioxide
Answer:


Question: During which process do animals increase in size?

Choices:
A. breathing
B. growing
C. shedding
D. repairing

Prompt:
Question: During which process do animals increase in size?
A. breathing
B. growing
C. shedding
D. repairing
Answer:

Answer: 1

Question: During which process do animals increase in size?

Choices:
A. growing
B. repairing
C. breathing
D. shedding

Prompt:
Question: During which process do animals increase in size?
A. growing
B. repairing
C. breathing
D. shedding
Answer:

Question: During which process do animals increase in size?

Choices:
1. breathing
2. growing
3. shedding
4. repairing

Prompt:
Question: During which process do animals increase in size?
1. breathing
2. growing
3. shedding
4. repairing
Answer:

Answer: 1

Question: During which process do animals increase in size?

Choices:
Y. breathing
O. growing
R. shedding
S. repairing

Prompt:
Question: During which process do animals increase in size?
Y. breathing
O. growing
R. shedding
S. repairing
Answer:

Answer: 1

Question: During which process do animals increase in size?

Choices:
Y. growing
O. repairing
R. breathing
S. shedding

Prompt:
Question: During which process do animals increase in size?
Y. growing
O. repairing
R. breathing
S. shedding
Answer:


Question: In what form do plants store the energy produced from sunlight?

Choices:
A. radiant
B. thermal
C. chemical
D. mechanical

Prompt:
Question: In what form do plants store the energy produced from sunlight?
A. radiant
B. thermal
C. chemical
D. mechanical
Answer:

Answer: 2

Question: In what form do plants store the energy produced from sunlight?

Choices:
A. radiant
B. thermal
C. mechanical
D. chemical

Prompt:
Question: In what form do plants store the energy produced from sunlight?
A. radiant
B. thermal
C. mechanical
D. chemical
Answer:

Answer: 3

Question: In what form do plants store the energy produced from sunlight?

Choices:
1. radiant
2. thermal
3. chemical
4. mechanical

Prompt:
Question: In what form do plants store the energy produced from sunlight?
1. radiant
2. thermal
3. chemical
4. mechanical
Answer:

Answer: 2

Question: In what form do plants store the energy produced from sunlight?

Choices:
M. radiant
H. thermal
C. chemical
D. mechanical

Prompt:
Question: In what form do plants store the energy produced from sunlight?
M. radiant
H. thermal
C. chemical
D. mechanical
Answer:

Answer: 2

Question: In what form do plants store the energy produced from sunlight?

Choices:
M. radiant
H. thermal
C. mechanical
D. chemical

Prompt:
Question: In what form do plants store the energy produced from sunlight?
M. radiant
H. thermal
C. mechanical
D. chemical
Answer:

Answer: 3


Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should

Choices:
A. throw the cans in the trash.
B. send the cans to a landfill.
C. take the cans to be recycled.
D. crush the cans before putting them in the trash.

Prompt:
Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should
A. throw the cans in the trash.
B. send the cans to a landfill.
C. take the cans to be recycled.
D. crush the cans before putting them in the trash.
Answer:

Answer: 2

Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should

Choices:
A. take the cans to be recycled.
B. throw the cans in the trash.
C. send the cans to a landfill.
D. crush the cans before putting them in the trash.

Prompt:
Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should
A. take the cans to be recycled.
B. throw the cans in the trash.
C. send the cans to a landfill.
D. crush the cans before putting them in the trash.
Answer:

Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should

Choices:
1. throw the cans in the trash.
2. send the cans to a landfill.
3. take the cans to be recycled.
4. crush the cans before putting them in the trash.

Prompt:
Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should
1. throw the cans in the trash.
2. send the cans to a landfill.
3. take the cans to be recycled.
4. crush the cans before putting them in the trash.
Answer:

Answer: 2

Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should

Choices:
H. throw the cans in the trash.
Y. send the cans to a landfill.
E. take the cans to be recycled.
Q. crush the cans before putting them in the trash.

Prompt:
Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should
H. throw the cans in the trash.
Y. send the cans to a landfill.
E. take the cans to be recycled.
Q. crush the cans before putting them in the trash.
Answer:

Answer: 2

Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should

Choices:
H. take the cans to be recycled.
Y. throw the cans in the trash.
E. send the cans to a landfill.
Q. crush the cans before putting them in the trash.

Prompt:
Question: Carmine's mother drinks four cans of soft drink each day. After drinking the soft drinks, Carmine's mother should
H. take the cans to be recycled.
Y. throw the cans in the trash.
E. send the cans to a landfill.
Q. crush the cans before putting them in the trash.
Answer:


Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?

Choices:
A. It has a nice surface.
B. It has an interesting shape.
C. It is made of several layers.
D. It feels warm when touched.

Prompt:
Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?
A. It has a nice surface.
B. It has an interesting shape.
C. It is made of several layers.
D. It feels warm when touched.
Answer:

Answer: 2

Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?

Choices:
A. It has a nice surface.
B. It is made of several layers.
C. It feels warm when touched.
D. It has an interesting shape.

Prompt:
Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?
A. It has a nice surface.
B. It is made of several layers.
C. It feels warm when touched.
D. It has an interesting shape.
Answer:

Answer: 1

Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?

Choices:
1. It has a nice surface.
2. It has an interesting shape.
3. It is made of several layers.
4. It feels warm when touched.

Prompt:
Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?
1. It has a nice surface.
2. It has an interesting shape.
3. It is made of several layers.
4. It feels warm when touched.
Answer:

Answer: 2

Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?

Choices:
S. It has a nice surface.
T. It has an interesting shape.
M. It is made of several layers.
O. It feels warm when touched.

Prompt:
Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?
S. It has a nice surface.
T. It has an interesting shape.
M. It is made of several layers.
O. It feels warm when touched.
Answer:

Answer: 2

Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?

Choices:
S. It has a nice surface.
T. It is made of several layers.
M. It feels warm when touched.
O. It has an interesting shape.

Prompt:
Question: A student observes different characteristics of a rock. Which observation best describes a fact about the rock?
S. It has a nice surface.
T. It is made of several layers.
M. It feels warm when touched.
O. It has an interesting shape.
Answer:

Answer: 1


Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?

Choices:
A. the skeletal system
B. the endocrine system
C. the respiratory system
D. the integumentary system

Prompt:
Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?
A. the skeletal system
B. the endocrine system
C. the respiratory system
D. the integumentary system
Answer:

Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?

Choices:
A. the integumentary system
B. the endocrine system
C. the respiratory system
D. the skeletal system

Prompt:
Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?
A. the integumentary system
B. the endocrine system
C. the respiratory system
D. the skeletal system
Answer:

Answer: 3

Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?

Choices:
1. the skeletal system
2. the endocrine system
3. the respiratory system
4. the integumentary system

Prompt:
Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?
1. the skeletal system
2. the endocrine system
3. the respiratory system
4. the integumentary system
Answer:

Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?

Choices:
K. the skeletal system
V. the endocrine system
N. the respiratory system
U. the integumentary system

Prompt:
Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?
K. the skeletal system
V. the endocrine system
N. the respiratory system
U. the integumentary system
Answer:

Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?

Choices:
K. the integumentary system
V. the endocrine system
N. the respiratory system
U. the skeletal system

Prompt:
Question: Xylem cells have very thick walls. They make up most of a tree trunk and its branches. What system in vertebrates provides the same function as the xylem cells in a tree?
K. the integumentary system
V. the endocrine system
N. the respiratory system
U. the skeletal system
Answer:

Answer: 3


Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?

Choices:
A. placing the parts on a conveyor belt to keep them moving quickly
B. using a fixture to hold the boards in place as the holes are drilled
C. inspecting the boards after they are attached to each other
D. installing equipment to protect workers from debris

Prompt:
Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?
A. placing the parts on a conveyor belt to keep them moving quickly
B. using a fixture to hold the boards in place as the holes are drilled
C. inspecting the boards after they are attached to each other
D. installing equipment to protect workers from debris
Answer:

Answer: 1

Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?

Choices:
A. using a fixture to hold the boards in place as the holes are drilled
B. installing equipment to protect workers from debris
C. placing the parts on a conveyor belt to keep them moving quickly
D. inspecting the boards after they are attached to each other

Prompt:
Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?
A. using a fixture to hold the boards in place as the holes are drilled
B. installing equipment to protect workers from debris
C. placing the parts on a conveyor belt to keep them moving quickly
D. inspecting the boards after they are attached to each other
Answer:

Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?

Choices:
1. placing the parts on a conveyor belt to keep them moving quickly
2. using a fixture to hold the boards in place as the holes are drilled
3. inspecting the boards after they are attached to each other
4. installing equipment to protect workers from debris

Prompt:
Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?
1. placing the parts on a conveyor belt to keep them moving quickly
2. using a fixture to hold the boards in place as the holes are drilled
3. inspecting the boards after they are attached to each other
4. installing equipment to protect workers from debris
Answer:

Answer: 1

Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?

Choices:
N. placing the parts on a conveyor belt to keep them moving quickly
X. using a fixture to hold the boards in place as the holes are drilled
K. inspecting the boards after they are attached to each other
C. installing equipment to protect workers from debris

Prompt:
Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?
N. placing the parts on a conveyor belt to keep them moving quickly
X. using a fixture to hold the boards in place as the holes are drilled
K. inspecting the boards after they are attached to each other
C. installing equipment to protect workers from debris
Answer:

Answer: 1

Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?

Choices:
N. using a fixture to hold the boards in place as the holes are drilled
X. installing equipment to protect workers from debris
K. placing the parts on a conveyor belt to keep them moving quickly
C. inspecting the boards after they are attached to each other

Prompt:
Question: At one station in a production line, a worker must drill a hole in each end of wooden boards. At the next station, another worker attaches two of the boards together using metal fasteners that fit in the holes. Which of the following processes will ensure that the wooden boards fit together with the fewest errors?
N. using a fixture to hold the boards in place as the holes are drilled
X. installing equipment to protect workers from debris
K. placing the parts on a conveyor belt to keep them moving quickly
C. inspecting the boards after they are attached to each other
Answer:


Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?

Choices:
A. The kick decreases the weight of the ball.
B. The kick applies a contact force to the ball.
C. The kick decreases the force of gravity acting on the ball.
D. The kick removes friction between the ball and the ground.

Prompt:
Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?
A. The kick decreases the weight of the ball.
B. The kick applies a contact force to the ball.
C. The kick decreases the force of gravity acting on the ball.
D. The kick removes friction between the ball and the ground.
Answer:

Answer: 1

Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?

Choices:
A. The kick applies a contact force to the ball.
B. The kick decreases the force of gravity acting on the ball.
C. The kick decreases the weight of the ball.
D. The kick removes friction between the ball and the ground.

Prompt:
Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?
A. The kick applies a contact force to the ball.
B. The kick decreases the force of gravity acting on the ball.
C. The kick decreases the weight of the ball.
D. The kick removes friction between the ball and the ground.
Answer:

Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?

Choices:
1. The kick decreases the weight of the ball.
2. The kick applies a contact force to the ball.
3. The kick decreases the force of gravity acting on the ball.
4. The kick removes friction between the ball and the ground.

Prompt:
Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?
1. The kick decreases the weight of the ball.
2. The kick applies a contact force to the ball.
3. The kick decreases the force of gravity acting on the ball.
4. The kick removes friction between the ball and the ground.
Answer:

Answer: 1

Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?

Choices:
U. The kick decreases the weight of the ball.
E. The kick applies a contact force to the ball.
N. The kick decreases the force of gravity acting on the ball.
M. The kick removes friction between the ball and the ground.

Prompt:
Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?
U. The kick decreases the weight of the ball.
E. The kick applies a contact force to the ball.
N. The kick decreases the force of gravity acting on the ball.
M. The kick removes friction between the ball and the ground.
Answer:

Answer: 1

Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?

Choices:
U. The kick applies a contact force to the ball.
E. The kick decreases the force of gravity acting on the ball.
N. The kick decreases the weight of the ball.
M. The kick removes friction between the ball and the ground.

Prompt:
Question: A student places a ball on the ground and kicks it. The ball moves along the ground. Why does the ball move?
U. The kick applies a contact force to the ball.
E. The kick decreases the force of gravity acting on the ball.
N. The kick decreases the weight of the ball.
M. The kick removes friction between the ball and the ground.
Answer:


Question: Why do identical twins usually look like each other?

Choices:
A. They were born on the same day.
B. They have the same kinds of interests.
C. They inherited the same characteristics from their parents.
D. They were taught the same kinds of things at home.

Prompt:
Question: Why do identical twins usually look like each other?
A. They were born on the same day.
B. They have the same kinds of interests.
C. They inherited the same characteristics from their parents.
D. They were taught the same kinds of things at home.
Answer:

Answer: 2

Question: Why do identical twins usually look like each other?

Choices:
A. They inherited the same characteristics from their parents.
B. They have the same kinds of interests.
C. They were born on the same day.
D. They were taught the same kinds of things at home.

Prompt:
Question: Why do identical twins usually look like each other?
A. They inherited the same characteristics from their parents.
B. They have the same kinds of interests.
C. They were born on the same day.
D. They were taught the same kinds of things at home.
Answer:

Question: Why do identical twins usually look like each other?

Choices:
1. They were born on the same day.
2. They have the same kinds of interests.
3. They inherited the same characteristics from their parents.
4. They were taught the same kinds of things at home.

Prompt:
Question: Why do identical twins usually look like each other?
1. They were born on the same day.
2. They have the same kinds of interests.
3. They inherited the same characteristics from their parents.
4. They were taught the same kinds of things at home.
Answer:

Answer: 2

Question: Why do identical twins usually look like each other?

Choices:
B. They were born on the same day.
J. They have the same kinds of interests.
N. They inherited the same characteristics from their parents.
I. They were taught the same kinds of things at home.

Prompt:
Question: Why do identical twins usually look like each other?
B. They were born on the same day.
J. They have the same kinds of interests.
N. They inherited the same characteristics from their parents.
I. They were taught the same kinds of things at home.
Answer:

Answer: 2

Question: Why do identical twins usually look like each other?

Choices:
B. They inherited the same characteristics from their parents.
J. They have the same kinds of interests.
N. They were born on the same day.
I. They were taught the same kinds of things at home.

Prompt:
Question: Why do identical twins usually look like each other?
B. They inherited the same characteristics from their parents.
J. They have the same kinds of interests.
N. They were born on the same day.
I. They were taught the same kinds of things at home.
Answer:


Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called

Choices:
A. manufacturing technology.
B. transportation technology.
C. construction technology.
D. communication technology.

Prompt:
Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called
A. manufacturing technology.
B. transportation technology.
C. construction technology.
D. communication technology.
Answer:

Answer: 3

Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called

Choices:
A. communication technology.
B. construction technology.
C. manufacturing technology.
D. transportation technology.

Prompt:
Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called
A. communication technology.
B. construction technology.
C. manufacturing technology.
D. transportation technology.
Answer:

Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called

Choices:
1. manufacturing technology.
2. transportation technology.
3. construction technology.
4. communication technology.

Prompt:
Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called
1. manufacturing technology.
2. transportation technology.
3. construction technology.
4. communication technology.
Answer:

Answer: 3

Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called

Choices:
W. manufacturing technology.
O. transportation technology.
V. construction technology.
L. communication technology.

Prompt:
Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called
W. manufacturing technology.
O. transportation technology.
V. construction technology.
L. communication technology.
Answer:

Answer: 3

Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called

Choices:
W. communication technology.
O. construction technology.
V. manufacturing technology.
L. transportation technology.

Prompt:
Question: The process by which information is encoded, transmitted, stored, decoded, and retrieved is called
W. communication technology.
O. construction technology.
V. manufacturing technology.
L. transportation technology.
Answer:


Question: Elements are organized on the periodic table according to

Choices:
A. electronegativity values.
B. atomic mass.
C. atomic number.
D. the number of neutrons.

Prompt:
Question: Elements are organized on the periodic table according to
A. electronegativity values.
B. atomic mass.
C. atomic number.
D. the number of neutrons.
Answer:

Answer: 2

Question: Elements are organized on the periodic table according to

Choices:
A. electronegativity values.
B. atomic mass.
C. the number of neutrons.
D. atomic number.

Prompt:
Question: Elements are organized on the periodic table according to
A. electronegativity values.
B. atomic mass.
C. the number of neutrons.
D. atomic number.
Answer:

Answer: 3

Question: Elements are organized on the periodic table according to

Choices:
1. electronegativity values.
2. atomic mass.
3. atomic number.
4. the number of neutrons.

Prompt:
Question: Elements are organized on the periodic table according to
1. electronegativity values.
2. atomic mass.
3. atomic number.
4. the number of neutrons.
Answer:

Answer: 2

Question: Elements are organized on the periodic table according to

Choices:
V. electronegativity values.
C. atomic mass.
X. atomic number.
N. the number of neutrons.

Prompt:
Question: Elements are organized on the periodic table according to
V. electronegativity values.
C. atomic mass.
X. atomic number.
N. the number of neutrons.
Answer:

Answer: 2

Question: Elements are organized on the periodic table according to

Choices:
V. electronegativity values.
C. atomic mass.
X. the number of neutrons.
N. atomic number.

Prompt:
Question: Elements are organized on the periodic table according to
V. electronegativity values.
C. atomic mass.
X. the number of neutrons.
N. atomic number.
Answer:

Answer: 3


Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.

Choices:
A. potassium
B. manganese
C. bromine
D. krypton

Prompt:
Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.
A. potassium
B. manganese
C. bromine
D. krypton
Answer:

Answer: 1

Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.

Choices:
A. bromine
B. krypton
C. manganese
D. potassium

Prompt:
Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.
A. bromine
B. krypton
C. manganese
D. potassium
Answer:

Answer: 2

Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.

Choices:
1. potassium
2. manganese
3. bromine
4. krypton

Prompt:
Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.
1. potassium
2. manganese
3. bromine
4. krypton
Answer:

Answer: 1

Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.

Choices:
N. potassium
X. manganese
P. bromine
Z. krypton

Prompt:
Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.
N. potassium
X. manganese
P. bromine
Z. krypton
Answer:

Answer: 1

Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.

Choices:
N. bromine
X. krypton
P. manganese
Z. potassium

Prompt:
Question: Chromium is characterized by a very high melting point. Use the Periodic Table of the Elements to identify which of these elements most likely has a similar melting point.
N. bromine
X. krypton
P. manganese
Z. potassium
Answer:

Answer: 2


Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?

Choices:
A. develop a theory about the plant
B. compare the plant to other plants
C. observe the plant with a microscope
D. determine the best growing conditions for the plant

Prompt:
Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?
A. develop a theory about the plant
B. compare the plant to other plants
C. observe the plant with a microscope
D. determine the best growing conditions for the plant
Answer:

Answer: 1

Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?

Choices:
A. develop a theory about the plant
B. determine the best growing conditions for the plant
C. compare the plant to other plants
D. observe the plant with a microscope

Prompt:
Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?
A. develop a theory about the plant
B. determine the best growing conditions for the plant
C. compare the plant to other plants
D. observe the plant with a microscope
Answer:

Answer: 2

Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?

Choices:
1. develop a theory about the plant
2. compare the plant to other plants
3. observe the plant with a microscope
4. determine the best growing conditions for the plant

Prompt:
Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?
1. develop a theory about the plant
2. compare the plant to other plants
3. observe the plant with a microscope
4. determine the best growing conditions for the plant
Answer:

Answer: 1

Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?

Choices:
X. develop a theory about the plant
G. compare the plant to other plants
V. observe the plant with a microscope
U. determine the best growing conditions for the plant

Prompt:
Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?
X. develop a theory about the plant
G. compare the plant to other plants
V. observe the plant with a microscope
U. determine the best growing conditions for the plant
Answer:

Answer: 1

Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?

Choices:
X. develop a theory about the plant
G. determine the best growing conditions for the plant
V. compare the plant to other plants
U. observe the plant with a microscope

Prompt:
Question: A scientist finds a plant and states that it is a new species. Which is the best way to verify that it is a new species?
X. develop a theory about the plant
G. determine the best growing conditions for the plant
V. compare the plant to other plants
U. observe the plant with a microscope
Answer:

Answer: 2


Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands

Choices:
A. moisture.
B. vibration.
C. heat.
D. light.

Prompt:
Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands
A. moisture.
B. vibration.
C. heat.
D. light.
Answer:

Answer: 2

Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands

Choices:
A. moisture.
B. heat.
C. vibration.
D. light.

Prompt:
Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands
A. moisture.
B. heat.
C. vibration.
D. light.
Answer:

Answer: 1

Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands

Choices:
1. moisture.
2. vibration.
3. heat.
4. light.

Prompt:
Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands
1. moisture.
2. vibration.
3. heat.
4. light.
Answer:

Answer: 2

Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands

Choices:
I. moisture.
F. vibration.
Z. heat.
P. light.

Prompt:
Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands
I. moisture.
F. vibration.
Z. heat.
P. light.
Answer:

Answer: 2

Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands

Choices:
I. moisture.
F. heat.
Z. vibration.
P. light.

Prompt:
Question: The bottom of the space shuttle is covered with ceramic tile. This material was chosen because it withstands
I. moisture.
F. heat.
Z. vibration.
P. light.
Answer:

Answer: 1


Question: What is the effect of absorption of infrared light by human skin?

Choices:
A. sunburn on the skin surface
B. disinfection of the skin tissues
C. feeling of warmth on the skin
D. immediate death of skin cells

Prompt:
Question: What is the effect of absorption of infrared light by human skin?
A. sunburn on the skin surface
B. disinfection of the skin tissues
C. feeling of warmth on the skin
D. immediate death of skin cells
Answer:

Answer: 2

Question: What is the effect of absorption of infrared light by human skin?

Choices:
A. sunburn on the skin surface
B. disinfection of the skin tissues
C. immediate death of skin cells
D. feeling of warmth on the skin

Prompt:
Question: What is the effect of absorption of infrared light by human skin?
A. sunburn on the skin surface
B. disinfection of the skin tissues
C. immediate death of skin cells
D. feeling of warmth on the skin
Answer:

Answer: 3

Question: What is the effect of absorption of infrared light by human skin?

Choices:
1. sunburn on the skin surface
2. disinfection of the skin tissues
3. feeling of warmth on the skin
4. immediate death of skin cells

Prompt:
Question: What is the effect of absorption of infrared light by human skin?
1. sunburn on the skin surface
2. disinfection of the skin tissues
3. feeling of warmth on the skin
4. immediate death of skin cells
Answer:

Answer: 2

Question: What is the effect of absorption of infrared light by human skin?

Choices:
W. sunburn on the skin surface
O. disinfection of the skin tissues
X. feeling of warmth on the skin
K. immediate death of skin cells

Prompt:
Question: What is the effect of absorption of infrared light by human skin?
W. sunburn on the skin surface
O. disinfection of the skin tissues
X. feeling of warmth on the skin
K. immediate death of skin cells
Answer:

Answer: 2

Question: What is the effect of absorption of infrared light by human skin?

Choices:
W. sunburn on the skin surface
O. disinfection of the skin tissues
X. immediate death of skin cells
K. feeling of warmth on the skin

Prompt:
Question: What is the effect of absorption of infrared light by human skin?
W. sunburn on the skin surface
O. disinfection of the skin tissues
X. immediate death of skin cells
K. feeling of warmth on the skin
Answer:

Answer: 3


Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?

Choices:
A. sand
B. shale
C. clay
D. silt

Prompt:
Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?
A. sand
B. shale
C. clay
D. silt
Answer:

Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?

Choices:
A. silt
B. clay
C. shale
D. sand

Prompt:
Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?
A. silt
B. clay
C. shale
D. sand
Answer:

Answer: 3

Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?

Choices:
1. sand
2. shale
3. clay
4. silt

Prompt:
Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?
1. sand
2. shale
3. clay
4. silt
Answer:

Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?

Choices:
T. sand
Q. shale
L. clay
J. silt

Prompt:
Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?
T. sand
Q. shale
L. clay
J. silt
Answer:

Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?

Choices:
T. silt
Q. clay
L. shale
J. sand

Prompt:
Question: Some plants need to be in an environment where water drains easily. Which type of soil content will best benefit these plants?
T. silt
Q. clay
L. shale
J. sand
Answer:

Answer: 3


Question: Which of the following statements best describes sandy soils?

Choices:
A. Sandy soils allow water to drain quickly.
B. Sandy soils easily break down into clay sediments.
C. Sandy soils hold plant roots tightly in place to prevent erosion.
D. Sandy soils have high levels of decomposed plant and animal matter.

Prompt:
Question: Which of the following statements best describes sandy soils?
A. Sandy soils allow water to drain quickly.
B. Sandy soils easily break down into clay sediments.
C. Sandy soils hold plant roots tightly in place to prevent erosion.
D. Sandy soils have high levels of decomposed plant and animal matter.
Answer:

Question: Which of the following statements best describes sandy soils?

Choices:
A. Sandy soils hold plant roots tightly in place to prevent erosion.
B. Sandy soils allow water to drain quickly.
C. Sandy soils easily break down into clay sediments.
D. Sandy soils have high levels of decomposed plant and animal matter.

Prompt:
Question: Which of the following statements best describes sandy soils?
A. Sandy soils hold plant roots tightly in place to prevent erosion.
B. Sandy soils allow water to drain quickly.
C. Sandy soils easily break down into clay sediments.
D. Sandy soils have high levels of decomposed plant and animal matter.
Answer:

Answer: 1

Question: Which of the following statements best describes sandy soils?

Choices:
1. Sandy soils allow water to drain quickly.
2. Sandy soils easily break down into clay sediments.
3. Sandy soils hold plant roots tightly in place to prevent erosion.
4. Sandy soils have high levels of decomposed plant and animal matter.

Prompt:
Question: Which of the following statements best describes sandy soils?
1. Sandy soils allow water to drain quickly.
2. Sandy soils easily break down into clay sediments.
3. Sandy soils hold plant roots tightly in place to prevent erosion.
4. Sandy soils have high levels of decomposed plant and animal matter.
Answer:

Question: Which of the following statements best describes sandy soils?

Choices:
D. Sandy soils allow water to drain quickly.
W. Sandy soils easily break down into clay sediments.
B. Sandy soils hold plant roots tightly in place to prevent erosion.
M. Sandy soils have high levels of decomposed plant and animal matter.

Prompt:
Question: Which of the following statements best describes sandy soils?
D. Sandy soils allow water to drain quickly.
W. Sandy soils easily break down into clay sediments.
B. Sandy soils hold plant roots tightly in place to prevent erosion.
M. Sandy soils have high levels of decomposed plant and animal matter.
Answer:

Question: Which of the following statements best describes sandy soils?

Choices:
D. Sandy soils hold plant roots tightly in place to prevent erosion.
W. Sandy soils allow water to drain quickly.
B. Sandy soils easily break down into clay sediments.
M. Sandy soils have high levels of decomposed plant and animal matter.

Prompt:
Question: Which of the following statements best describes sandy soils?
D. Sandy soils hold plant roots tightly in place to prevent erosion.
W. Sandy soils allow water to drain quickly.
B. Sandy soils easily break down into clay sediments.
M. Sandy soils have high levels of decomposed plant and animal matter.
Answer:

Answer: 1


Question: What type of rock was the fossil most likely found in?

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

Prompt:
Question: What type of rock was the fossil most likely found in?
A. igneous
B. volcanic
C. sedimentary
D. metamorphic
Answer:

Answer: 2

Question: What type of rock was the fossil most likely found in?

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

Prompt:
Question: What type of rock was the fossil most likely found in?
A. sedimentary
B. volcanic
C. metamorphic
D. igneous
Answer:

Question: What type of rock was the fossil most likely found in?

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

Prompt:
Question: What type of rock was the fossil most likely found in?
1. igneous
2. volcanic
3. sedimentary
4. metamorphic
Answer:

Answer: 2

Question: What type of rock was the fossil most likely found in?

Choices:
J. igneous
G. volcanic
E. sedimentary
T. metamorphic

Prompt:
Question: What type of rock was the fossil most likely found in?
J. igneous
G. volcanic
E. sedimentary
T. metamorphic
Answer:

Answer: 2

Question: What type of rock was the fossil most likely found in?

Choices:
J. sedimentary
G. volcanic
E. metamorphic
T. igneous

Prompt:
Question: What type of rock was the fossil most likely found in?
J. sedimentary
G. volcanic
E. metamorphic
T. igneous
Answer:


Question: Which source produces light from nuclear energy?

Choices:
A. the Sun
B. a stove burner
C. the Moon
D. a light bulb

Prompt:
Question: Which source produces light from nuclear energy?
A. the Sun
B. a stove burner
C. the Moon
D. a light bulb
Answer:

Question: Which source produces light from nuclear energy?

Choices:
A. a light bulb
B. the Sun
C. a stove burner
D. the Moon

Prompt:
Question: Which source produces light from nuclear energy?
A. a light bulb
B. the Sun
C. a stove burner
D. the Moon
Answer:

Answer: 1

Question: Which source produces light from nuclear energy?

Choices:
1. the Sun
2. a stove burner
3. the Moon
4. a light bulb

Prompt:
Question: Which source produces light from nuclear energy?
1. the Sun
2. a stove burner
3. the Moon
4. a light bulb
Answer:

Question: Which source produces light from nuclear energy?

Choices:
Y. the Sun
T. a stove burner
N. the Moon
B. a light bulb

Prompt:
Question: Which source produces light from nuclear energy?
Y. the Sun
T. a stove burner
N. the Moon
B. a light bulb
Answer:

Question: Which source produces light from nuclear energy?

Choices:
Y. a light bulb
T. the Sun
N. a stove burner
B. the Moon

Prompt:
Question: Which source produces light from nuclear energy?
Y. a light bulb
T. the Sun
N. a stove burner
B. the Moon
Answer:

Answer: 1


Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?

Choices:
A. The motion of the ball
B. The speed of the ball
C. Friction from the ground
D. A magnetic field

Prompt:
Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?
A. The motion of the ball
B. The speed of the ball
C. Friction from the ground
D. A magnetic field
Answer:

Answer: 2

Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?

Choices:
A. Friction from the ground
B. The motion of the ball
C. The speed of the ball
D. A magnetic field

Prompt:
Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?
A. Friction from the ground
B. The motion of the ball
C. The speed of the ball
D. A magnetic field
Answer:

Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?

Choices:
1. The motion of the ball
2. The speed of the ball
3. Friction from the ground
4. A magnetic field

Prompt:
Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?
1. The motion of the ball
2. The speed of the ball
3. Friction from the ground
4. A magnetic field
Answer:

Answer: 2

Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?

Choices:
R. The motion of the ball
O. The speed of the ball
Q. Friction from the ground
Z. A magnetic field

Prompt:
Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?
R. The motion of the ball
O. The speed of the ball
Q. Friction from the ground
Z. A magnetic field
Answer:

Answer: 2

Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?

Choices:
R. Friction from the ground
O. The motion of the ball
Q. The speed of the ball
Z. A magnetic field

Prompt:
Question: A student rolls a ball on the ground. Which of these causes the ball to slow down and then stop?
R. Friction from the ground
O. The motion of the ball
Q. The speed of the ball
Z. A magnetic field
Answer:


Question: In the human body, the circulatory system works with the respiratory system by

Choices:
A. producing red blood cells.
B. transporting oxygen to organs.
C. providing nutrients to muscles.
D. controlling the movement of the lungs.

Prompt:
Question: In the human body, the circulatory system works with the respiratory system by
A. producing red blood cells.
B. transporting oxygen to organs.
C. providing nutrients to muscles.
D. controlling the movement of the lungs.
Answer:

Answer: 1

Question: In the human body, the circulatory system works with the respiratory system by

Choices:
A. producing red blood cells.
B. controlling the movement of the lungs.
C. transporting oxygen to organs.
D. providing nutrients to muscles.

Prompt:
Question: In the human body, the circulatory system works with the respiratory system by
A. producing red blood cells.
B. controlling the movement of the lungs.
C. transporting oxygen to organs.
D. providing nutrients to muscles.
Answer:

Answer: 2

Question: In the human body, the circulatory system works with the respiratory system by

Choices:
1. producing red blood cells.
2. transporting oxygen to organs.
3. providing nutrients to muscles.
4. controlling the movement of the lungs.

Prompt:
Question: In the human body, the circulatory system works with the respiratory system by
1. producing red blood cells.
2. transporting oxygen to organs.
3. providing nutrients to muscles.
4. controlling the movement of the lungs.
Answer:

Answer: 1

Question: In the human body, the circulatory system works with the respiratory system by

Choices:
D. producing red blood cells.
W. transporting oxygen to organs.
J. providing nutrients to muscles.
X. controlling the movement of the lungs.

Prompt:
Question: In the human body, the circulatory system works with the respiratory system by
D. producing red blood cells.
W. transporting oxygen to organs.
J. providing nutrients to muscles.
X. controlling the movement of the lungs.
Answer:

Answer: 1

Question: In the human body, the circulatory system works with the respiratory system by

Choices:
D. producing red blood cells.
W. controlling the movement of the lungs.
J. transporting oxygen to organs.
X. providing nutrients to muscles.

Prompt:
Question: In the human body, the circulatory system works with the respiratory system by
D. producing red blood cells.
W. controlling the movement of the lungs.
J. transporting oxygen to organs.
X. providing nutrients to muscles.
Answer:

Answer: 2


Question: What kind of force do brakes use to stop a moving bicycle?

Choices:
A. gravity
B. friction
C. magnetic
D. push

Prompt:
Question: What kind of force do brakes use to stop a moving bicycle?
A. gravity
B. friction
C. magnetic
D. push
Answer:

Answer: 1

Question: What kind of force do brakes use to stop a moving bicycle?

Choices:
A. magnetic
B. push
C. friction
D. gravity

Prompt:
Question: What kind of force do brakes use to stop a moving bicycle?
A. magnetic
B. push
C. friction
D. gravity
Answer:

Answer: 2

Question: What kind of force do brakes use to stop a moving bicycle?

Choices:
1. gravity
2. friction
3. magnetic
4. push

Prompt:
Question: What kind of force do brakes use to stop a moving bicycle?
1. gravity
2. friction
3. magnetic
4. push
Answer:

Answer: 1

Question: What kind of force do brakes use to stop a moving bicycle?

Choices:
O. gravity
T. friction
N. magnetic
G. push

Prompt:
Question: What kind of force do brakes use to stop a moving bicycle?
O. gravity
T. friction
N. magnetic
G. push
Answer:

Answer: 1

Question: What kind of force do brakes use to stop a moving bicycle?

Choices:
O. magnetic
T. push
N. friction
G. gravity

Prompt:
Question: What kind of force do brakes use to stop a moving bicycle?
O. magnetic
T. push
N. friction
G. gravity
Answer:

Answer: 2


Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?

Choices:
A. the shape of continents of Earth
B. the effect of storms and hurricanes
C. forces changing the surface of Earth
D. planets and moons in the solar system

Prompt:
Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?
A. the shape of continents of Earth
B. the effect of storms and hurricanes
C. forces changing the surface of Earth
D. planets and moons in the solar system
Answer:

Answer: 3

Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?

Choices:
A. planets and moons in the solar system
B. forces changing the surface of Earth
C. the shape of continents of Earth
D. the effect of storms and hurricanes

Prompt:
Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?
A. planets and moons in the solar system
B. forces changing the surface of Earth
C. the shape of continents of Earth
D. the effect of storms and hurricanes
Answer:

Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?

Choices:
1. the shape of continents of Earth
2. the effect of storms and hurricanes
3. forces changing the surface of Earth
4. planets and moons in the solar system

Prompt:
Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?
1. the shape of continents of Earth
2. the effect of storms and hurricanes
3. forces changing the surface of Earth
4. planets and moons in the solar system
Answer:

Answer: 3

Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?

Choices:
B. the shape of continents of Earth
S. the effect of storms and hurricanes
N. forces changing the surface of Earth
O. planets and moons in the solar system

Prompt:
Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?
B. the shape of continents of Earth
S. the effect of storms and hurricanes
N. forces changing the surface of Earth
O. planets and moons in the solar system
Answer:

Answer: 3

Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?

Choices:
B. planets and moons in the solar system
S. forces changing the surface of Earth
N. the shape of continents of Earth
O. the effect of storms and hurricanes

Prompt:
Question: The first powerful telescopes were built during the early 1600s. Scientists at that time were able to learn more about which subject by using the telescope?
B. planets and moons in the solar system
S. forces changing the surface of Earth
N. the shape of continents of Earth
O. the effect of storms and hurricanes
Answer:


Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?

Choices:
A. rain gauge
B. light meter
C. tape measure
D. thermometer

Prompt:
Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?
A. rain gauge
B. light meter
C. tape measure
D. thermometer
Answer:

Answer: 3

Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?

Choices:
A. thermometer
B. rain gauge
C. tape measure
D. light meter

Prompt:
Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?
A. thermometer
B. rain gauge
C. tape measure
D. light meter
Answer:

Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?

Choices:
1. rain gauge
2. light meter
3. tape measure
4. thermometer

Prompt:
Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?
1. rain gauge
2. light meter
3. tape measure
4. thermometer
Answer:

Answer: 3

Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?

Choices:
J. rain gauge
I. light meter
B. tape measure
G. thermometer

Prompt:
Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?
J. rain gauge
I. light meter
B. tape measure
G. thermometer
Answer:

Answer: 3

Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?

Choices:
J. thermometer
I. rain gauge
B. tape measure
G. light meter

Prompt:
Question: A student wants to perform an experiment to determine what temperature is best for growing tomato plants. Which is the best piece of equipment to use in this experiment to measure the independent variable?
J. thermometer
I. rain gauge
B. tape measure
G. light meter
Answer:


Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?

Choices:
A. evaporation
B. freezing
C. melting
D. precipitation

Prompt:
Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?
A. evaporation
B. freezing
C. melting
D. precipitation
Answer:

Answer: 2

Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?

Choices:
A. evaporation
B. precipitation
C. freezing
D. melting

Prompt:
Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?
A. evaporation
B. precipitation
C. freezing
D. melting
Answer:

Answer: 3

Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?

Choices:
1. evaporation
2. freezing
3. melting
4. precipitation

Prompt:
Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?
1. evaporation
2. freezing
3. melting
4. precipitation
Answer:

Answer: 2

Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?

Choices:
R. evaporation
S. freezing
Z. melting
W. precipitation

Prompt:
Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?
R. evaporation
S. freezing
Z. melting
W. precipitation
Answer:

Answer: 2

Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?

Choices:
R. evaporation
S. precipitation
Z. freezing
W. melting

Prompt:
Question: Glaciers are slow-moving sheets of ice found on land. What process occurs when glacial ice is heated to 5° Celsius?
R. evaporation
S. precipitation
Z. freezing
W. melting
Answer:

Answer: 3


Question: Land subsidence (ground level dropping) is most likely an indication that

Choices:
A. sediments are being deposited.
B. water is being polluted.
C. rocks are being weathered.
D. ground water is being depleted.

Prompt:
Question: Land subsidence (ground level dropping) is most likely an indication that
A. sediments are being deposited.
B. water is being polluted.
C. rocks are being weathered.
D. ground water is being depleted.
Answer:

Answer: 3

Question: Land subsidence (ground level dropping) is most likely an indication that

Choices:
A. rocks are being weathered.
B. ground water is being depleted.
C. water is being polluted.
D. sediments are being deposited.

Prompt:
Question: Land subsidence (ground level dropping) is most likely an indication that
A. rocks are being weathered.
B. ground water is being depleted.
C. water is being polluted.
D. sediments are being deposited.
Answer:

Answer: 1

Question: Land subsidence (ground level dropping) is most likely an indication that

Choices:
1. sediments are being deposited.
2. water is being polluted.
3. rocks are being weathered.
4. ground water is being depleted.

Prompt:
Question: Land subsidence (ground level dropping) is most likely an indication that
1. sediments are being deposited.
2. water is being polluted.
3. rocks are being weathered.
4. ground water is being depleted.
Answer:

Answer: 3

Question: Land subsidence (ground level dropping) is most likely an indication that

Choices:
U. sediments are being deposited.
X. water is being polluted.
S. rocks are being weathered.
G. ground water is being depleted.

Prompt:
Question: Land subsidence (ground level dropping) is most likely an indication that
U. sediments are being deposited.
X. water is being polluted.
S. rocks are being weathered.
G. ground water is being depleted.
Answer:

Answer: 3

Question: Land subsidence (ground level dropping) is most likely an indication that

Choices:
U. rocks are being weathered.
X. ground water is being depleted.
S. water is being polluted.
G. sediments are being deposited.

Prompt:
Question: Land subsidence (ground level dropping) is most likely an indication that
U. rocks are being weathered.
X. ground water is being depleted.
S. water is being polluted.
G. sediments are being deposited.
Answer:

Answer: 1


Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?

Choices:
A. Some pesticides are expensive.
B. Some pesticides fail to control insects.
C. Some pesticides give off foul odors.
D. Some pesticides can harm non-targeted species.

Prompt:
Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?
A. Some pesticides are expensive.
B. Some pesticides fail to control insects.
C. Some pesticides give off foul odors.
D. Some pesticides can harm non-targeted species.
Answer:

Answer: 3

Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?

Choices:
A. Some pesticides fail to control insects.
B. Some pesticides can harm non-targeted species.
C. Some pesticides are expensive.
D. Some pesticides give off foul odors.

Prompt:
Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?
A. Some pesticides fail to control insects.
B. Some pesticides can harm non-targeted species.
C. Some pesticides are expensive.
D. Some pesticides give off foul odors.
Answer:

Answer: 1

Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?

Choices:
1. Some pesticides are expensive.
2. Some pesticides fail to control insects.
3. Some pesticides give off foul odors.
4. Some pesticides can harm non-targeted species.

Prompt:
Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?
1. Some pesticides are expensive.
2. Some pesticides fail to control insects.
3. Some pesticides give off foul odors.
4. Some pesticides can harm non-targeted species.
Answer:

Answer: 3

Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?

Choices:
Y. Some pesticides are expensive.
V. Some pesticides fail to control insects.
Z. Some pesticides give off foul odors.
X. Some pesticides can harm non-targeted species.

Prompt:
Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?
Y. Some pesticides are expensive.
V. Some pesticides fail to control insects.
Z. Some pesticides give off foul odors.
X. Some pesticides can harm non-targeted species.
Answer:

Answer: 3

Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?

Choices:
Y. Some pesticides fail to control insects.
V. Some pesticides can harm non-targeted species.
Z. Some pesticides are expensive.
X. Some pesticides give off foul odors.

Prompt:
Question: The United States government limits the use of certain pesticides through laws passed in the Endangered Species Protection Program. Which is the most likely reason to enforce laws that limit pesticide use?
Y. Some pesticides fail to control insects.
V. Some pesticides can harm non-targeted species.
Z. Some pesticides are expensive.
X. Some pesticides give off foul odors.
Answer:

Answer: 1


Question: Refrigerators were invented to keep food cold. This is helpful in

Choices:
A. growing food.
B. cleaning food.
C. keeping food dry.
D. keeping food fresh.

Prompt:
Question: Refrigerators were invented to keep food cold. This is helpful in
A. growing food.
B. cleaning food.
C. keeping food dry.
D. keeping food fresh.
Answer:

Answer: 3

Question: Refrigerators were invented to keep food cold. This is helpful in

Choices:
A. keeping food fresh.
B. keeping food dry.
C. growing food.
D. cleaning food.

Prompt:
Question: Refrigerators were invented to keep food cold. This is helpful in
A. keeping food fresh.
B. keeping food dry.
C. growing food.
D. cleaning food.
Answer:

Question: Refrigerators were invented to keep food cold. This is helpful in

Choices:
1. growing food.
2. cleaning food.
3. keeping food dry.
4. keeping food fresh.

Prompt:
Question: Refrigerators were invented to keep food cold. This is helpful in
1. growing food.
2. cleaning food.
3. keeping food dry.
4. keeping food fresh.
Answer:

Answer: 3

Question: Refrigerators were invented to keep food cold. This is helpful in

Choices:
F. growing food.
C. cleaning food.
G. keeping food dry.
O. keeping food fresh.

Prompt:
Question: Refrigerators were invented to keep food cold. This is helpful in
F. growing food.
C. cleaning food.
G. keeping food dry.
O. keeping food fresh.
Answer:

Answer: 3

Question: Refrigerators were invented to keep food cold. This is helpful in

Choices:
F. keeping food fresh.
C. keeping food dry.
G. growing food.
O. cleaning food.

Prompt:
Question: Refrigerators were invented to keep food cold. This is helpful in
F. keeping food fresh.
C. keeping food dry.
G. growing food.
O. cleaning food.
Answer:


Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?

Choices:
A. tell the teacher immediately
B. stop the experiment immediately
C. sweep the glass into a biohazard container
D. use a paper towel to pick up the pieces

Prompt:
Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?
A. tell the teacher immediately
B. stop the experiment immediately
C. sweep the glass into a biohazard container
D. use a paper towel to pick up the pieces
Answer:

Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?

Choices:
A. stop the experiment immediately
B. sweep the glass into a biohazard container
C. tell the teacher immediately
D. use a paper towel to pick up the pieces

Prompt:
Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?
A. stop the experiment immediately
B. sweep the glass into a biohazard container
C. tell the teacher immediately
D. use a paper towel to pick up the pieces
Answer:

Answer: 2

Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?

Choices:
1. tell the teacher immediately
2. stop the experiment immediately
3. sweep the glass into a biohazard container
4. use a paper towel to pick up the pieces

Prompt:
Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?
1. tell the teacher immediately
2. stop the experiment immediately
3. sweep the glass into a biohazard container
4. use a paper towel to pick up the pieces
Answer:

Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?

Choices:
O. tell the teacher immediately
D. stop the experiment immediately
V. sweep the glass into a biohazard container
X. use a paper towel to pick up the pieces

Prompt:
Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?
O. tell the teacher immediately
D. stop the experiment immediately
V. sweep the glass into a biohazard container
X. use a paper towel to pick up the pieces
Answer:

Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?

Choices:
O. stop the experiment immediately
D. sweep the glass into a biohazard container
V. tell the teacher immediately
X. use a paper towel to pick up the pieces

Prompt:
Question: What safety procedure should a student follow when a thermometer is broken during a lab experiment?
O. stop the experiment immediately
D. sweep the glass into a biohazard container
V. tell the teacher immediately
X. use a paper towel to pick up the pieces
Answer:

Answer: 2


Question: Which process is most effective for separating sodium chloride from a saltwater solution?

Choices:
A. filtration
B. evaporation
C. magnetic separation
D. chemical separation

Prompt:
Question: Which process is most effective for separating sodium chloride from a saltwater solution?
A. filtration
B. evaporation
C. magnetic separation
D. chemical separation
Answer:

Answer: 1

Question: Which process is most effective for separating sodium chloride from a saltwater solution?

Choices:
A. chemical separation
B. magnetic separation
C. filtration
D. evaporation

Prompt:
Question: Which process is most effective for separating sodium chloride from a saltwater solution?
A. chemical separation
B. magnetic separation
C. filtration
D. evaporation
Answer:

Answer: 3

Question: Which process is most effective for separating sodium chloride from a saltwater solution?

Choices:
1. filtration
2. evaporation
3. magnetic separation
4. chemical separation

Prompt:
Question: Which process is most effective for separating sodium chloride from a saltwater solution?
1. filtration
2. evaporation
3. magnetic separation
4. chemical separation
Answer:

Answer: 1

Question: Which process is most effective for separating sodium chloride from a saltwater solution?

Choices:
H. filtration
M. evaporation
N. magnetic separation
E. chemical separation

Prompt:
Question: Which process is most effective for separating sodium chloride from a saltwater solution?
H. filtration
M. evaporation
N. magnetic separation
E. chemical separation
Answer:

Answer: 1

Question: Which process is most effective for separating sodium chloride from a saltwater solution?

Choices:
H. chemical separation
M. magnetic separation
N. filtration
E. evaporation

Prompt:
Question: Which process is most effective for separating sodium chloride from a saltwater solution?
H. chemical separation
M. magnetic separation
N. filtration
E. evaporation
Answer:

Answer: 3


Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of

Choices:
A. a change in aquatic conditions.
B. a change in societal conditions.
C. a change in atmospheric conditions.
D. a change in environmental conditions.

Prompt:
Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of
A. a change in aquatic conditions.
B. a change in societal conditions.
C. a change in atmospheric conditions.
D. a change in environmental conditions.
Answer:

Answer: 3

Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of

Choices:
A. a change in environmental conditions.
B. a change in aquatic conditions.
C. a change in atmospheric conditions.
D. a change in societal conditions.

Prompt:
Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of
A. a change in environmental conditions.
B. a change in aquatic conditions.
C. a change in atmospheric conditions.
D. a change in societal conditions.
Answer:

Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of

Choices:
1. a change in aquatic conditions.
2. a change in societal conditions.
3. a change in atmospheric conditions.
4. a change in environmental conditions.

Prompt:
Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of
1. a change in aquatic conditions.
2. a change in societal conditions.
3. a change in atmospheric conditions.
4. a change in environmental conditions.
Answer:

Answer: 3

Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of

Choices:
M. a change in aquatic conditions.
O. a change in societal conditions.
B. a change in atmospheric conditions.
H. a change in environmental conditions.

Prompt:
Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of
M. a change in aquatic conditions.
O. a change in societal conditions.
B. a change in atmospheric conditions.
H. a change in environmental conditions.
Answer:

Answer: 3

Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of

Choices:
M. a change in environmental conditions.
O. a change in aquatic conditions.
B. a change in atmospheric conditions.
H. a change in societal conditions.

Prompt:
Question: Clear cutting of old growth forests in Oregon provides lumber for housing. In the process of clear cutting, plant diversity decreases and some organisms are pushed to extinction. Clear cutting is an example of
M. a change in environmental conditions.
O. a change in aquatic conditions.
B. a change in atmospheric conditions.
H. a change in societal conditions.
Answer:


Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?

Choices:
A. melting of the polar ice caps
B. varied atmospheric conditions
C. an increase in volcanic eruptions
D. an increase in the length of summers

Prompt:
Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?
A. melting of the polar ice caps
B. varied atmospheric conditions
C. an increase in volcanic eruptions
D. an increase in the length of summers
Answer:

Answer: 1

Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?

Choices:
A. varied atmospheric conditions
B. an increase in the length of summers
C. melting of the polar ice caps
D. an increase in volcanic eruptions

Prompt:
Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?
A. varied atmospheric conditions
B. an increase in the length of summers
C. melting of the polar ice caps
D. an increase in volcanic eruptions
Answer:

Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?

Choices:
1. melting of the polar ice caps
2. varied atmospheric conditions
3. an increase in volcanic eruptions
4. an increase in the length of summers

Prompt:
Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?
1. melting of the polar ice caps
2. varied atmospheric conditions
3. an increase in volcanic eruptions
4. an increase in the length of summers
Answer:

Answer: 1

Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?

Choices:
X. melting of the polar ice caps
L. varied atmospheric conditions
F. an increase in volcanic eruptions
K. an increase in the length of summers

Prompt:
Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?
X. melting of the polar ice caps
L. varied atmospheric conditions
F. an increase in volcanic eruptions
K. an increase in the length of summers
Answer:

Answer: 1

Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?

Choices:
X. varied atmospheric conditions
L. an increase in the length of summers
F. melting of the polar ice caps
K. an increase in volcanic eruptions

Prompt:
Question: El Niño is a term that refers to the oceanic phenomenon in which the surface water temperatures increase. The increase in water temperature usually occurs in the tropical Pacific Ocean. Which will most likely occur as a result of this phenomenon to cause environmental changes?
X. varied atmospheric conditions
L. an increase in the length of summers
F. melting of the polar ice caps
K. an increase in volcanic eruptions
Answer:


Question: An animal that has thick fur, webbed feet, and blubber would probably live in the

Choices:
A. Arctic Ocean.
B. Amazon Rain Forest.
C. Intracoastal Waterway, Florida.
D. Mojave Desert, California.

Prompt:
Question: An animal that has thick fur, webbed feet, and blubber would probably live in the
A. Arctic Ocean.
B. Amazon Rain Forest.
C. Intracoastal Waterway, Florida.
D. Mojave Desert, California.
Answer:

Question: An animal that has thick fur, webbed feet, and blubber would probably live in the

Choices:
A. Amazon Rain Forest.
B. Mojave Desert, California.
C. Arctic Ocean.
D. Intracoastal Waterway, Florida.

Prompt:
Question: An animal that has thick fur, webbed feet, and blubber would probably live in the
A. Amazon Rain Forest.
B. Mojave Desert, California.
C. Arctic Ocean.
D. Intracoastal Waterway, Florida.
Answer:

Answer: 2

Question: An animal that has thick fur, webbed feet, and blubber would probably live in the

Choices:
1. Arctic Ocean.
2. Amazon Rain Forest.
3. Intracoastal Waterway, Florida.
4. Mojave Desert, California.

Prompt:
Question: An animal that has thick fur, webbed feet, and blubber would probably live in the
1. Arctic Ocean.
2. Amazon Rain Forest.
3. Intracoastal Waterway, Florida.
4. Mojave Desert, California.
Answer:

Question: An animal that has thick fur, webbed feet, and blubber would probably live in the

Choices:
G. Arctic Ocean.
E. Amazon Rain Forest.
U. Intracoastal Waterway, Florida.
F. Mojave Desert, California.

Prompt:
Question: An animal that has thick fur, webbed feet, and blubber would probably live in the
G. Arctic Ocean.
E. Amazon Rain Forest.
U. Intracoastal Waterway, Florida.
F. Mojave Desert, California.
Answer:

Question: An animal that has thick fur, webbed feet, and blubber would probably live in the

Choices:
G. Amazon Rain Forest.
E. Mojave Desert, California.
U. Arctic Ocean.
F. Intracoastal Waterway, Florida.

Prompt:
Question: An animal that has thick fur, webbed feet, and blubber would probably live in the
G. Amazon Rain Forest.
E. Mojave Desert, California.
U. Arctic Ocean.
F. Intracoastal Waterway, Florida.
Answer:

Answer: 2