Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a

Choices:
A. rabbit
B. carrot
C. worm
D. fly

Prompt:
Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a
A. rabbit
B. carrot
C. worm
D. fly
Answer:

Answer: 1

Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a

Choices:
A. rabbit
B. fly
C. worm
D. carrot

Prompt:
Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a
A. rabbit
B. fly
C. worm
D. carrot
Answer:

Answer: 3

Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a

Choices:
1. rabbit
2. carrot
3. worm
4. fly

Prompt:
Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a
1. rabbit
2. carrot
3. worm
4. fly
Answer:

Answer: 1

Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a

Choices:
P. rabbit
Z. carrot
X. worm
I. fly

Prompt:
Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a
P. rabbit
Z. carrot
X. worm
I. fly
Answer:

Answer: 1

Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a

Choices:
P. rabbit
Z. fly
X. worm
I. carrot

Prompt:
Question: A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a
P. rabbit
Z. fly
X. worm
I. carrot
Answer:

Answer: 3


Question: Which action results in a chemical change?

Choices:
A. apples being cut into slices
B. wood burning in a fireplace
C. wet clothes drying on a clothesline
D. snow being shoveled off of a sidewalk

Prompt:
Question: Which action results in a chemical change?
A. apples being cut into slices
B. wood burning in a fireplace
C. wet clothes drying on a clothesline
D. snow being shoveled off of a sidewalk
Answer:

Answer: 1

Question: Which action results in a chemical change?

Choices:
A. wet clothes drying on a clothesline
B. snow being shoveled off of a sidewalk
C. apples being cut into slices
D. wood burning in a fireplace

Prompt:
Question: Which action results in a chemical change?
A. wet clothes drying on a clothesline
B. snow being shoveled off of a sidewalk
C. apples being cut into slices
D. wood burning in a fireplace
Answer:

Answer: 3

Question: Which action results in a chemical change?

Choices:
1. apples being cut into slices
2. wood burning in a fireplace
3. wet clothes drying on a clothesline
4. snow being shoveled off of a sidewalk

Prompt:
Question: Which action results in a chemical change?
1. apples being cut into slices
2. wood burning in a fireplace
3. wet clothes drying on a clothesline
4. snow being shoveled off of a sidewalk
Answer:

Answer: 1

Question: Which action results in a chemical change?

Choices:
B. apples being cut into slices
R. wood burning in a fireplace
L. wet clothes drying on a clothesline
U. snow being shoveled off of a sidewalk

Prompt:
Question: Which action results in a chemical change?
B. apples being cut into slices
R. wood burning in a fireplace
L. wet clothes drying on a clothesline
U. snow being shoveled off of a sidewalk
Answer:

Answer: 1

Question: Which action results in a chemical change?

Choices:
B. wet clothes drying on a clothesline
R. snow being shoveled off of a sidewalk
L. apples being cut into slices
U. wood burning in a fireplace

Prompt:
Question: Which action results in a chemical change?
B. wet clothes drying on a clothesline
R. snow being shoveled off of a sidewalk
L. apples being cut into slices
U. wood burning in a fireplace
Answer:

Answer: 3


Question: What has occurred when bubbles form in a liquid that is being heated?

Choices:
A. Oxygen is absorbed from the air.
B. Heat is radiating in the liquid.
C. The boiling point has been reached.
D. Molecular stability in the liquid is increasing.

Prompt:
Question: What has occurred when bubbles form in a liquid that is being heated?
A. Oxygen is absorbed from the air.
B. Heat is radiating in the liquid.
C. The boiling point has been reached.
D. Molecular stability in the liquid is increasing.
Answer:

Answer: 2

Question: What has occurred when bubbles form in a liquid that is being heated?

Choices:
A. Molecular stability in the liquid is increasing.
B. Heat is radiating in the liquid.
C. Oxygen is absorbed from the air.
D. The boiling point has been reached.

Prompt:
Question: What has occurred when bubbles form in a liquid that is being heated?
A. Molecular stability in the liquid is increasing.
B. Heat is radiating in the liquid.
C. Oxygen is absorbed from the air.
D. The boiling point has been reached.
Answer:

Answer: 3

Question: What has occurred when bubbles form in a liquid that is being heated?

Choices:
1. Oxygen is absorbed from the air.
2. Heat is radiating in the liquid.
3. The boiling point has been reached.
4. Molecular stability in the liquid is increasing.

Prompt:
Question: What has occurred when bubbles form in a liquid that is being heated?
1. Oxygen is absorbed from the air.
2. Heat is radiating in the liquid.
3. The boiling point has been reached.
4. Molecular stability in the liquid is increasing.
Answer:

Answer: 2

Question: What has occurred when bubbles form in a liquid that is being heated?

Choices:
X. Oxygen is absorbed from the air.
E. Heat is radiating in the liquid.
S. The boiling point has been reached.
K. Molecular stability in the liquid is increasing.

Prompt:
Question: What has occurred when bubbles form in a liquid that is being heated?
X. Oxygen is absorbed from the air.
E. Heat is radiating in the liquid.
S. The boiling point has been reached.
K. Molecular stability in the liquid is increasing.
Answer:

Answer: 2

Question: What has occurred when bubbles form in a liquid that is being heated?

Choices:
X. Molecular stability in the liquid is increasing.
E. Heat is radiating in the liquid.
S. Oxygen is absorbed from the air.
K. The boiling point has been reached.

Prompt:
Question: What has occurred when bubbles form in a liquid that is being heated?
X. Molecular stability in the liquid is increasing.
E. Heat is radiating in the liquid.
S. Oxygen is absorbed from the air.
K. The boiling point has been reached.
Answer:

Answer: 3


Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?

Choices:
A. radiant to nuclear
B. chemical to nuclear
C. radiant to mechanical
D. chemical to mechanical

Prompt:
Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?
A. radiant to nuclear
B. chemical to nuclear
C. radiant to mechanical
D. chemical to mechanical
Answer:

Answer: 3

Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?

Choices:
A. chemical to nuclear
B. radiant to nuclear
C. chemical to mechanical
D. radiant to mechanical

Prompt:
Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?
A. chemical to nuclear
B. radiant to nuclear
C. chemical to mechanical
D. radiant to mechanical
Answer:

Answer: 2

Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?

Choices:
1. radiant to nuclear
2. chemical to nuclear
3. radiant to mechanical
4. chemical to mechanical

Prompt:
Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?
1. radiant to nuclear
2. chemical to nuclear
3. radiant to mechanical
4. chemical to mechanical
Answer:

Answer: 3

Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?

Choices:
Z. radiant to nuclear
C. chemical to nuclear
W. radiant to mechanical
E. chemical to mechanical

Prompt:
Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?
Z. radiant to nuclear
C. chemical to nuclear
W. radiant to mechanical
E. chemical to mechanical
Answer:

Answer: 3

Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?

Choices:
Z. chemical to nuclear
C. radiant to nuclear
W. chemical to mechanical
E. radiant to mechanical

Prompt:
Question: The breakfast that a student ate provided energy for bicycling later in the day. Which energy transformation most likely occurred?
Z. chemical to nuclear
C. radiant to nuclear
W. chemical to mechanical
E. radiant to mechanical
Answer:

Answer: 2


Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?

Choices:
A. filter the salt
B. freeze the mixture
C. evaporate the water
D. pour the water out of the container

Prompt:
Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?
A. filter the salt
B. freeze the mixture
C. evaporate the water
D. pour the water out of the container
Answer:

Answer: 2

Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?

Choices:
A. pour the water out of the container
B. evaporate the water
C. freeze the mixture
D. filter the salt

Prompt:
Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?
A. pour the water out of the container
B. evaporate the water
C. freeze the mixture
D. filter the salt
Answer:

Answer: 1

Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?

Choices:
1. filter the salt
2. freeze the mixture
3. evaporate the water
4. pour the water out of the container

Prompt:
Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?
1. filter the salt
2. freeze the mixture
3. evaporate the water
4. pour the water out of the container
Answer:

Answer: 2

Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?

Choices:
C. filter the salt
N. freeze the mixture
T. evaporate the water
O. pour the water out of the container

Prompt:
Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?
C. filter the salt
N. freeze the mixture
T. evaporate the water
O. pour the water out of the container
Answer:

Answer: 2

Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?

Choices:
C. pour the water out of the container
N. evaporate the water
T. freeze the mixture
O. filter the salt

Prompt:
Question: In an experiment, water and salt are mixed together. What is the best way to separate the salt from the water?
C. pour the water out of the container
N. evaporate the water
T. freeze the mixture
O. filter the salt
Answer:

Answer: 1


Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?

Choices:
A. Metal is always hotter than wood.
B. Metal conducts heat better than wood.
C. Metal conducts electricity better than wood.
D. Metal heats up the water better than the wood.

Prompt:
Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?
A. Metal is always hotter than wood.
B. Metal conducts heat better than wood.
C. Metal conducts electricity better than wood.
D. Metal heats up the water better than the wood.
Answer:

Answer: 1

Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?

Choices:
A. Metal heats up the water better than the wood.
B. Metal conducts electricity better than wood.
C. Metal is always hotter than wood.
D. Metal conducts heat better than wood.

Prompt:
Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?
A. Metal heats up the water better than the wood.
B. Metal conducts electricity better than wood.
C. Metal is always hotter than wood.
D. Metal conducts heat better than wood.
Answer:

Answer: 3

Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?

Choices:
1. Metal is always hotter than wood.
2. Metal conducts heat better than wood.
3. Metal conducts electricity better than wood.
4. Metal heats up the water better than the wood.

Prompt:
Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?
1. Metal is always hotter than wood.
2. Metal conducts heat better than wood.
3. Metal conducts electricity better than wood.
4. Metal heats up the water better than the wood.
Answer:

Answer: 1

Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?

Choices:
J. Metal is always hotter than wood.
X. Metal conducts heat better than wood.
L. Metal conducts electricity better than wood.
N. Metal heats up the water better than the wood.

Prompt:
Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?
J. Metal is always hotter than wood.
X. Metal conducts heat better than wood.
L. Metal conducts electricity better than wood.
N. Metal heats up the water better than the wood.
Answer:

Answer: 1

Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?

Choices:
J. Metal heats up the water better than the wood.
X. Metal conducts electricity better than wood.
L. Metal is always hotter than wood.
N. Metal conducts heat better than wood.

Prompt:
Question: A metal spoon and a wooden spoon are used to stir a pot of hot soup. After a few minutes, the metal spoon feels hotter than the wooden spoon. What explains this?
J. Metal heats up the water better than the wood.
X. Metal conducts electricity better than wood.
L. Metal is always hotter than wood.
N. Metal conducts heat better than wood.
Answer:

Answer: 3


Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?

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

Prompt:
Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?
A. density
B. mass
C. shape
D. volume
Answer:

Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?

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

Prompt:
Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?
A. mass
B. volume
C. shape
D. density
Answer:

Answer: 3

Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?

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

Prompt:
Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?
1. density
2. mass
3. shape
4. volume
Answer:

Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?

Choices:
R. density
J. mass
I. shape
F. volume

Prompt:
Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?
R. density
J. mass
I. shape
F. volume
Answer:

Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?

Choices:
R. mass
J. volume
I. shape
F. density

Prompt:
Question: Materials made of the same substance will have characteristics in common. Which property is most likely to remain constant in different samples of the same material?
R. mass
J. volume
I. shape
F. density
Answer:

Answer: 3


Question: Which is Earth's largest source of drinkable water?

Choices:
A. lakes
B. rivers
C. oceans
D. aquifers

Prompt:
Question: Which is Earth's largest source of drinkable water?
A. lakes
B. rivers
C. oceans
D. aquifers
Answer:

Answer: 3

Question: Which is Earth's largest source of drinkable water?

Choices:
A. lakes
B. oceans
C. aquifers
D. rivers

Prompt:
Question: Which is Earth's largest source of drinkable water?
A. lakes
B. oceans
C. aquifers
D. rivers
Answer:

Answer: 2

Question: Which is Earth's largest source of drinkable water?

Choices:
1. lakes
2. rivers
3. oceans
4. aquifers

Prompt:
Question: Which is Earth's largest source of drinkable water?
1. lakes
2. rivers
3. oceans
4. aquifers
Answer:

Answer: 3

Question: Which is Earth's largest source of drinkable water?

Choices:
F. lakes
J. rivers
Y. oceans
D. aquifers

Prompt:
Question: Which is Earth's largest source of drinkable water?
F. lakes
J. rivers
Y. oceans
D. aquifers
Answer:

Answer: 3

Question: Which is Earth's largest source of drinkable water?

Choices:
F. lakes
J. oceans
Y. aquifers
D. rivers

Prompt:
Question: Which is Earth's largest source of drinkable water?
F. lakes
J. oceans
Y. aquifers
D. rivers
Answer:

Answer: 2


Question: Some classrooms have computers. The computer is most useful to the students because it helps them

Choices:
A. play games.
B. watch movies.
C. listen to music.
D. find information.

Prompt:
Question: Some classrooms have computers. The computer is most useful to the students because it helps them
A. play games.
B. watch movies.
C. listen to music.
D. find information.
Answer:

Answer: 3

Question: Some classrooms have computers. The computer is most useful to the students because it helps them

Choices:
A. play games.
B. listen to music.
C. find information.
D. watch movies.

Prompt:
Question: Some classrooms have computers. The computer is most useful to the students because it helps them
A. play games.
B. listen to music.
C. find information.
D. watch movies.
Answer:

Answer: 2

Question: Some classrooms have computers. The computer is most useful to the students because it helps them

Choices:
1. play games.
2. watch movies.
3. listen to music.
4. find information.

Prompt:
Question: Some classrooms have computers. The computer is most useful to the students because it helps them
1. play games.
2. watch movies.
3. listen to music.
4. find information.
Answer:

Answer: 3

Question: Some classrooms have computers. The computer is most useful to the students because it helps them

Choices:
S. play games.
J. watch movies.
X. listen to music.
O. find information.

Prompt:
Question: Some classrooms have computers. The computer is most useful to the students because it helps them
S. play games.
J. watch movies.
X. listen to music.
O. find information.
Answer:

Answer: 3

Question: Some classrooms have computers. The computer is most useful to the students because it helps them

Choices:
S. play games.
J. listen to music.
X. find information.
O. watch movies.

Prompt:
Question: Some classrooms have computers. The computer is most useful to the students because it helps them
S. play games.
J. listen to music.
X. find information.
O. watch movies.
Answer:

Answer: 2


Question: Which of these is an example of something being recycled?

Choices:
A. Taking glass bottles to a place that makes them into new bottles
B. Using the same foil to cover food several times
C. Wrapping glasses with newspaper to put them in a moving box
D. Carrying lunch to school every day in the same plastic bag

Prompt:
Question: Which of these is an example of something being recycled?
A. Taking glass bottles to a place that makes them into new bottles
B. Using the same foil to cover food several times
C. Wrapping glasses with newspaper to put them in a moving box
D. Carrying lunch to school every day in the same plastic bag
Answer:

Question: Which of these is an example of something being recycled?

Choices:
A. Using the same foil to cover food several times
B. Carrying lunch to school every day in the same plastic bag
C. Taking glass bottles to a place that makes them into new bottles
D. Wrapping glasses with newspaper to put them in a moving box

Prompt:
Question: Which of these is an example of something being recycled?
A. Using the same foil to cover food several times
B. Carrying lunch to school every day in the same plastic bag
C. Taking glass bottles to a place that makes them into new bottles
D. Wrapping glasses with newspaper to put them in a moving box
Answer:

Answer: 2

Question: Which of these is an example of something being recycled?

Choices:
1. Taking glass bottles to a place that makes them into new bottles
2. Using the same foil to cover food several times
3. Wrapping glasses with newspaper to put them in a moving box
4. Carrying lunch to school every day in the same plastic bag

Prompt:
Question: Which of these is an example of something being recycled?
1. Taking glass bottles to a place that makes them into new bottles
2. Using the same foil to cover food several times
3. Wrapping glasses with newspaper to put them in a moving box
4. Carrying lunch to school every day in the same plastic bag
Answer:

Question: Which of these is an example of something being recycled?

Choices:
I. Taking glass bottles to a place that makes them into new bottles
X. Using the same foil to cover food several times
B. Wrapping glasses with newspaper to put them in a moving box
F. Carrying lunch to school every day in the same plastic bag

Prompt:
Question: Which of these is an example of something being recycled?
I. Taking glass bottles to a place that makes them into new bottles
X. Using the same foil to cover food several times
B. Wrapping glasses with newspaper to put them in a moving box
F. Carrying lunch to school every day in the same plastic bag
Answer:

Question: Which of these is an example of something being recycled?

Choices:
I. Using the same foil to cover food several times
X. Carrying lunch to school every day in the same plastic bag
B. Taking glass bottles to a place that makes them into new bottles
F. Wrapping glasses with newspaper to put them in a moving box

Prompt:
Question: Which of these is an example of something being recycled?
I. Using the same foil to cover food several times
X. Carrying lunch to school every day in the same plastic bag
B. Taking glass bottles to a place that makes them into new bottles
F. Wrapping glasses with newspaper to put them in a moving box
Answer:

Answer: 2


Question: Which of the following is an example of a compound?

Choices:
A. copper
B. iron
C. carbon
D. water

Prompt:
Question: Which of the following is an example of a compound?
A. copper
B. iron
C. carbon
D. water
Answer:

Answer: 3

Question: Which of the following is an example of a compound?

Choices:
A. water
B. copper
C. carbon
D. iron

Prompt:
Question: Which of the following is an example of a compound?
A. water
B. copper
C. carbon
D. iron
Answer:

Question: Which of the following is an example of a compound?

Choices:
1. copper
2. iron
3. carbon
4. water

Prompt:
Question: Which of the following is an example of a compound?
1. copper
2. iron
3. carbon
4. water
Answer:

Answer: 3

Question: Which of the following is an example of a compound?

Choices:
A. copper
N. iron
W. carbon
F. water

Prompt:
Question: Which of the following is an example of a compound?
A. copper
N. iron
W. carbon
F. water
Answer:

Answer: 3

Question: Which of the following is an example of a compound?

Choices:
A. water
N. copper
W. carbon
F. iron

Prompt:
Question: Which of the following is an example of a compound?
A. water
N. copper
W. carbon
F. iron
Answer:


Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?

Choices:
A. by keeping the rabbit warmer in the winter
B. by helping the rabbit blend with its environment
C. by allowing the rabbit to find more sources of food
D. by making it easier for the rabbit to escape from predators

Prompt:
Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?
A. by keeping the rabbit warmer in the winter
B. by helping the rabbit blend with its environment
C. by allowing the rabbit to find more sources of food
D. by making it easier for the rabbit to escape from predators
Answer:

Answer: 3

Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?

Choices:
A. by making it easier for the rabbit to escape from predators
B. by keeping the rabbit warmer in the winter
C. by allowing the rabbit to find more sources of food
D. by helping the rabbit blend with its environment

Prompt:
Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?
A. by making it easier for the rabbit to escape from predators
B. by keeping the rabbit warmer in the winter
C. by allowing the rabbit to find more sources of food
D. by helping the rabbit blend with its environment
Answer:

Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?

Choices:
1. by keeping the rabbit warmer in the winter
2. by helping the rabbit blend with its environment
3. by allowing the rabbit to find more sources of food
4. by making it easier for the rabbit to escape from predators

Prompt:
Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?
1. by keeping the rabbit warmer in the winter
2. by helping the rabbit blend with its environment
3. by allowing the rabbit to find more sources of food
4. by making it easier for the rabbit to escape from predators
Answer:

Answer: 3

Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?

Choices:
F. by keeping the rabbit warmer in the winter
V. by helping the rabbit blend with its environment
U. by allowing the rabbit to find more sources of food
B. by making it easier for the rabbit to escape from predators

Prompt:
Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?
F. by keeping the rabbit warmer in the winter
V. by helping the rabbit blend with its environment
U. by allowing the rabbit to find more sources of food
B. by making it easier for the rabbit to escape from predators
Answer:

Answer: 3

Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?

Choices:
F. by making it easier for the rabbit to escape from predators
V. by keeping the rabbit warmer in the winter
U. by allowing the rabbit to find more sources of food
B. by helping the rabbit blend with its environment

Prompt:
Question: One rabbit runs faster than other rabbits in its population. How will the ability to run fast most likely benefit the rabbit?
F. by making it easier for the rabbit to escape from predators
V. by keeping the rabbit warmer in the winter
U. by allowing the rabbit to find more sources of food
B. by helping the rabbit blend with its environment
Answer:


Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?

Choices:
A. They have a high water content.
B. They are the best source of protein.
C. They are rich in minerals and vitamins.
D. They are the best source of carbohydrates.

Prompt:
Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?
A. They have a high water content.
B. They are the best source of protein.
C. They are rich in minerals and vitamins.
D. They are the best source of carbohydrates.
Answer:

Answer: 2

Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?

Choices:
A. They are the best source of carbohydrates.
B. They are rich in minerals and vitamins.
C. They are the best source of protein.
D. They have a high water content.

Prompt:
Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?
A. They are the best source of carbohydrates.
B. They are rich in minerals and vitamins.
C. They are the best source of protein.
D. They have a high water content.
Answer:

Answer: 1

Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?

Choices:
1. They have a high water content.
2. They are the best source of protein.
3. They are rich in minerals and vitamins.
4. They are the best source of carbohydrates.

Prompt:
Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?
1. They have a high water content.
2. They are the best source of protein.
3. They are rich in minerals and vitamins.
4. They are the best source of carbohydrates.
Answer:

Answer: 2

Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?

Choices:
E. They have a high water content.
G. They are the best source of protein.
N. They are rich in minerals and vitamins.
F. They are the best source of carbohydrates.

Prompt:
Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?
E. They have a high water content.
G. They are the best source of protein.
N. They are rich in minerals and vitamins.
F. They are the best source of carbohydrates.
Answer:

Answer: 2

Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?

Choices:
E. They are the best source of carbohydrates.
G. They are rich in minerals and vitamins.
N. They are the best source of protein.
F. They have a high water content.

Prompt:
Question: What is the BEST reason for including fruits and leafy vegetables in a healthy diet?
E. They are the best source of carbohydrates.
G. They are rich in minerals and vitamins.
N. They are the best source of protein.
F. They have a high water content.
Answer:

Answer: 1


Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?

Choices:
A. 10 km/h
B. 20 km/h
C. 40 km/h
D. 50 km/h

Prompt:
Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?
A. 10 km/h
B. 20 km/h
C. 40 km/h
D. 50 km/h
Answer:

Answer: 2

Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?

Choices:
A. 10 km/h
B. 50 km/h
C. 20 km/h
D. 40 km/h

Prompt:
Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?
A. 10 km/h
B. 50 km/h
C. 20 km/h
D. 40 km/h
Answer:

Answer: 3

Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?

Choices:
1. 10 km/h
2. 20 km/h
3. 40 km/h
4. 50 km/h

Prompt:
Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?
1. 10 km/h
2. 20 km/h
3. 40 km/h
4. 50 km/h
Answer:

Answer: 2

Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?

Choices:
W. 10 km/h
O. 20 km/h
L. 40 km/h
V. 50 km/h

Prompt:
Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?
W. 10 km/h
O. 20 km/h
L. 40 km/h
V. 50 km/h
Answer:

Answer: 2

Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?

Choices:
W. 10 km/h
O. 50 km/h
L. 20 km/h
V. 40 km/h

Prompt:
Question: In one day, a family in a car rode for 2 hours, stopped for 3 hours, and then rode for another 5 hours. During the day, the family traveled a total distance of 400 kilometers. What was their average speed for the whole trip?
W. 10 km/h
O. 50 km/h
L. 20 km/h
V. 40 km/h
Answer:

Answer: 3


Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?

Choices:
A. pH
B. turbidity
C. nitrate concentration
D. phosphate concentration

Prompt:
Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?
A. pH
B. turbidity
C. nitrate concentration
D. phosphate concentration
Answer:

Answer: 1

Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?

Choices:
A. pH
B. nitrate concentration
C. phosphate concentration
D. turbidity

Prompt:
Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?
A. pH
B. nitrate concentration
C. phosphate concentration
D. turbidity
Answer:

Answer: 3

Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?

Choices:
1. pH
2. turbidity
3. nitrate concentration
4. phosphate concentration

Prompt:
Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?
1. pH
2. turbidity
3. nitrate concentration
4. phosphate concentration
Answer:

Answer: 1

Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?

Choices:
J. pH
Q. turbidity
P. nitrate concentration
S. phosphate concentration

Prompt:
Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?
J. pH
Q. turbidity
P. nitrate concentration
S. phosphate concentration
Answer:

Answer: 1

Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?

Choices:
J. pH
Q. nitrate concentration
P. phosphate concentration
S. turbidity

Prompt:
Question: A Raleigh man turned on his kitchen faucet and filled a glass with water. When he looked at the water, he thought that it might not be safe to drink, so he called the water company to find out. What factor did the man use to evaluate the safety of the water?
J. pH
Q. nitrate concentration
P. phosphate concentration
S. turbidity
Answer:

Answer: 3


Question: Which of these is the main source of the electromagnetic energy we use?

Choices:
A. battery
B. wind
C. sun
D. coal

Prompt:
Question: Which of these is the main source of the electromagnetic energy we use?
A. battery
B. wind
C. sun
D. coal
Answer:

Answer: 2

Question: Which of these is the main source of the electromagnetic energy we use?

Choices:
A. coal
B. sun
C. battery
D. wind

Prompt:
Question: Which of these is the main source of the electromagnetic energy we use?
A. coal
B. sun
C. battery
D. wind
Answer:

Answer: 1

Question: Which of these is the main source of the electromagnetic energy we use?

Choices:
1. battery
2. wind
3. sun
4. coal

Prompt:
Question: Which of these is the main source of the electromagnetic energy we use?
1. battery
2. wind
3. sun
4. coal
Answer:

Answer: 2

Question: Which of these is the main source of the electromagnetic energy we use?

Choices:
Y. battery
P. wind
E. sun
J. coal

Prompt:
Question: Which of these is the main source of the electromagnetic energy we use?
Y. battery
P. wind
E. sun
J. coal
Answer:

Answer: 2

Question: Which of these is the main source of the electromagnetic energy we use?

Choices:
Y. coal
P. sun
E. battery
J. wind

Prompt:
Question: Which of these is the main source of the electromagnetic energy we use?
Y. coal
P. sun
E. battery
J. wind
Answer:

Answer: 1


Question: Which of the following is the starting point for a new scientific investigation?

Choices:
A. identifying experimental variables
B. forming a question that is the basis of a hypothesis
C. conducting repeated trials and graphing the data
D. writing out a procedure and collecting the needed equipment

Prompt:
Question: Which of the following is the starting point for a new scientific investigation?
A. identifying experimental variables
B. forming a question that is the basis of a hypothesis
C. conducting repeated trials and graphing the data
D. writing out a procedure and collecting the needed equipment
Answer:

Answer: 1

Question: Which of the following is the starting point for a new scientific investigation?

Choices:
A. conducting repeated trials and graphing the data
B. writing out a procedure and collecting the needed equipment
C. forming a question that is the basis of a hypothesis
D. identifying experimental variables

Prompt:
Question: Which of the following is the starting point for a new scientific investigation?
A. conducting repeated trials and graphing the data
B. writing out a procedure and collecting the needed equipment
C. forming a question that is the basis of a hypothesis
D. identifying experimental variables
Answer:

Answer: 2

Question: Which of the following is the starting point for a new scientific investigation?

Choices:
1. identifying experimental variables
2. forming a question that is the basis of a hypothesis
3. conducting repeated trials and graphing the data
4. writing out a procedure and collecting the needed equipment

Prompt:
Question: Which of the following is the starting point for a new scientific investigation?
1. identifying experimental variables
2. forming a question that is the basis of a hypothesis
3. conducting repeated trials and graphing the data
4. writing out a procedure and collecting the needed equipment
Answer:

Answer: 1

Question: Which of the following is the starting point for a new scientific investigation?

Choices:
J. identifying experimental variables
D. forming a question that is the basis of a hypothesis
H. conducting repeated trials and graphing the data
S. writing out a procedure and collecting the needed equipment

Prompt:
Question: Which of the following is the starting point for a new scientific investigation?
J. identifying experimental variables
D. forming a question that is the basis of a hypothesis
H. conducting repeated trials and graphing the data
S. writing out a procedure and collecting the needed equipment
Answer:

Answer: 1

Question: Which of the following is the starting point for a new scientific investigation?

Choices:
J. conducting repeated trials and graphing the data
D. writing out a procedure and collecting the needed equipment
H. forming a question that is the basis of a hypothesis
S. identifying experimental variables

Prompt:
Question: Which of the following is the starting point for a new scientific investigation?
J. conducting repeated trials and graphing the data
D. writing out a procedure and collecting the needed equipment
H. forming a question that is the basis of a hypothesis
S. identifying experimental variables
Answer:

Answer: 2


Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?

Choices:
A. Fish -> Plants -> Birds
B. Plants -> Birds -> Fish
C. Plants -> Fish -> Birds
D. Fish -> Birds -> Plants

Prompt:
Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?
A. Fish -> Plants -> Birds
B. Plants -> Birds -> Fish
C. Plants -> Fish -> Birds
D. Fish -> Birds -> Plants
Answer:

Answer: 2

Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?

Choices:
A. Plants -> Birds -> Fish
B. Fish -> Plants -> Birds
C. Fish -> Birds -> Plants
D. Plants -> Fish -> Birds

Prompt:
Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?
A. Plants -> Birds -> Fish
B. Fish -> Plants -> Birds
C. Fish -> Birds -> Plants
D. Plants -> Fish -> Birds
Answer:

Answer: 3

Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?

Choices:
1. Fish -> Plants -> Birds
2. Plants -> Birds -> Fish
3. Plants -> Fish -> Birds
4. Fish -> Birds -> Plants

Prompt:
Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?
1. Fish -> Plants -> Birds
2. Plants -> Birds -> Fish
3. Plants -> Fish -> Birds
4. Fish -> Birds -> Plants
Answer:

Answer: 2

Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?

Choices:
Q. Fish -> Plants -> Birds
B. Plants -> Birds -> Fish
S. Plants -> Fish -> Birds
Y. Fish -> Birds -> Plants

Prompt:
Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?
Q. Fish -> Plants -> Birds
B. Plants -> Birds -> Fish
S. Plants -> Fish -> Birds
Y. Fish -> Birds -> Plants
Answer:

Answer: 2

Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?

Choices:
Q. Plants -> Birds -> Fish
B. Fish -> Plants -> Birds
S. Fish -> Birds -> Plants
Y. Plants -> Fish -> Birds

Prompt:
Question: All organisms depend on the transfer of energy to survive. Which best shows the energy transfer between animals in a shoreline ecosystem?
Q. Plants -> Birds -> Fish
B. Fish -> Plants -> Birds
S. Fish -> Birds -> Plants
Y. Plants -> Fish -> Birds
Answer:

Answer: 3


Question: Which investigation might be used to demonstrate potential energy?

Choices:
A. Roll one ball toward another, and see what happens when they collide.
B. Place a glass of water in the freezer, and see how long the water takes to become solid.
C. Compress a spring by different amounts, and see how far it can launch a ball into the air.
D. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.

Prompt:
Question: Which investigation might be used to demonstrate potential energy?
A. Roll one ball toward another, and see what happens when they collide.
B. Place a glass of water in the freezer, and see how long the water takes to become solid.
C. Compress a spring by different amounts, and see how far it can launch a ball into the air.
D. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.
Answer:

Answer: 2

Question: Which investigation might be used to demonstrate potential energy?

Choices:
A. Roll one ball toward another, and see what happens when they collide.
B. Compress a spring by different amounts, and see how far it can launch a ball into the air.
C. Place a glass of water in the freezer, and see how long the water takes to become solid.
D. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.

Prompt:
Question: Which investigation might be used to demonstrate potential energy?
A. Roll one ball toward another, and see what happens when they collide.
B. Compress a spring by different amounts, and see how far it can launch a ball into the air.
C. Place a glass of water in the freezer, and see how long the water takes to become solid.
D. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.
Answer:

Answer: 1

Question: Which investigation might be used to demonstrate potential energy?

Choices:
1. Roll one ball toward another, and see what happens when they collide.
2. Place a glass of water in the freezer, and see how long the water takes to become solid.
3. Compress a spring by different amounts, and see how far it can launch a ball into the air.
4. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.

Prompt:
Question: Which investigation might be used to demonstrate potential energy?
1. Roll one ball toward another, and see what happens when they collide.
2. Place a glass of water in the freezer, and see how long the water takes to become solid.
3. Compress a spring by different amounts, and see how far it can launch a ball into the air.
4. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.
Answer:

Answer: 2

Question: Which investigation might be used to demonstrate potential energy?

Choices:
S. Roll one ball toward another, and see what happens when they collide.
P. Place a glass of water in the freezer, and see how long the water takes to become solid.
Z. Compress a spring by different amounts, and see how far it can launch a ball into the air.
H. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.

Prompt:
Question: Which investigation might be used to demonstrate potential energy?
S. Roll one ball toward another, and see what happens when they collide.
P. Place a glass of water in the freezer, and see how long the water takes to become solid.
Z. Compress a spring by different amounts, and see how far it can launch a ball into the air.
H. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.
Answer:

Answer: 2

Question: Which investigation might be used to demonstrate potential energy?

Choices:
S. Roll one ball toward another, and see what happens when they collide.
P. Compress a spring by different amounts, and see how far it can launch a ball into the air.
Z. Place a glass of water in the freezer, and see how long the water takes to become solid.
H. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.

Prompt:
Question: Which investigation might be used to demonstrate potential energy?
S. Roll one ball toward another, and see what happens when they collide.
P. Compress a spring by different amounts, and see how far it can launch a ball into the air.
Z. Place a glass of water in the freezer, and see how long the water takes to become solid.
H. Roll a ball from the top of an inclined plane and determine the amount of time it takes to get to the bottom.
Answer:

Answer: 1


Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?

Choices:
A. The environment has changed.
B. Animals need leafy trees.
C. Rocks can destroy trees.
D. Trees give off oxygen.

Prompt:
Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?
A. The environment has changed.
B. Animals need leafy trees.
C. Rocks can destroy trees.
D. Trees give off oxygen.
Answer:

Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?

Choices:
A. Animals need leafy trees.
B. The environment has changed.
C. Rocks can destroy trees.
D. Trees give off oxygen.

Prompt:
Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?
A. Animals need leafy trees.
B. The environment has changed.
C. Rocks can destroy trees.
D. Trees give off oxygen.
Answer:

Answer: 1

Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?

Choices:
1. The environment has changed.
2. Animals need leafy trees.
3. Rocks can destroy trees.
4. Trees give off oxygen.

Prompt:
Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?
1. The environment has changed.
2. Animals need leafy trees.
3. Rocks can destroy trees.
4. Trees give off oxygen.
Answer:

Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?

Choices:
N. The environment has changed.
C. Animals need leafy trees.
E. Rocks can destroy trees.
U. Trees give off oxygen.

Prompt:
Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?
N. The environment has changed.
C. Animals need leafy trees.
E. Rocks can destroy trees.
U. Trees give off oxygen.
Answer:

Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?

Choices:
N. Animals need leafy trees.
C. The environment has changed.
E. Rocks can destroy trees.
U. Trees give off oxygen.

Prompt:
Question: The fossil record shows that trees have changed throughout the years. Which of the following conclusions would be best supported by the fossil record?
N. Animals need leafy trees.
C. The environment has changed.
E. Rocks can destroy trees.
U. Trees give off oxygen.
Answer:

Answer: 1


Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?

Choices:
A. the time of day the seeds are planted
B. the amount of fruit picked after dark
C. the type of soil in which the crops are grown
D. the number of times daily that the farmer observes the crop

Prompt:
Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?
A. the time of day the seeds are planted
B. the amount of fruit picked after dark
C. the type of soil in which the crops are grown
D. the number of times daily that the farmer observes the crop
Answer:

Answer: 2

Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?

Choices:
A. the time of day the seeds are planted
B. the type of soil in which the crops are grown
C. the amount of fruit picked after dark
D. the number of times daily that the farmer observes the crop

Prompt:
Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?
A. the time of day the seeds are planted
B. the type of soil in which the crops are grown
C. the amount of fruit picked after dark
D. the number of times daily that the farmer observes the crop
Answer:

Answer: 1

Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?

Choices:
1. the time of day the seeds are planted
2. the amount of fruit picked after dark
3. the type of soil in which the crops are grown
4. the number of times daily that the farmer observes the crop

Prompt:
Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?
1. the time of day the seeds are planted
2. the amount of fruit picked after dark
3. the type of soil in which the crops are grown
4. the number of times daily that the farmer observes the crop
Answer:

Answer: 2

Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?

Choices:
K. the time of day the seeds are planted
Z. the amount of fruit picked after dark
E. the type of soil in which the crops are grown
X. the number of times daily that the farmer observes the crop

Prompt:
Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?
K. the time of day the seeds are planted
Z. the amount of fruit picked after dark
E. the type of soil in which the crops are grown
X. the number of times daily that the farmer observes the crop
Answer:

Answer: 2

Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?

Choices:
K. the time of day the seeds are planted
Z. the type of soil in which the crops are grown
E. the amount of fruit picked after dark
X. the number of times daily that the farmer observes the crop

Prompt:
Question: An agriculturalist predicts that the tomato harvest will be very good this year. Which has the greatest effect on the size of the tomato harvest?
K. the time of day the seeds are planted
Z. the type of soil in which the crops are grown
E. the amount of fruit picked after dark
X. the number of times daily that the farmer observes the crop
Answer:

Answer: 1


Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student

Choices:
A. uses more than one caterpillar.
B. performs the investigation on a wet surface.
C. uses earthworms instead of caterpillars.
D. performs the investigation at the same time on four days.

Prompt:
Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student
A. uses more than one caterpillar.
B. performs the investigation on a wet surface.
C. uses earthworms instead of caterpillars.
D. performs the investigation at the same time on four days.
Answer:

Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student

Choices:
A. performs the investigation on a wet surface.
B. performs the investigation at the same time on four days.
C. uses earthworms instead of caterpillars.
D. uses more than one caterpillar.

Prompt:
Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student
A. performs the investigation on a wet surface.
B. performs the investigation at the same time on four days.
C. uses earthworms instead of caterpillars.
D. uses more than one caterpillar.
Answer:

Answer: 3

Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student

Choices:
1. uses more than one caterpillar.
2. performs the investigation on a wet surface.
3. uses earthworms instead of caterpillars.
4. performs the investigation at the same time on four days.

Prompt:
Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student
1. uses more than one caterpillar.
2. performs the investigation on a wet surface.
3. uses earthworms instead of caterpillars.
4. performs the investigation at the same time on four days.
Answer:

Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student

Choices:
Q. uses more than one caterpillar.
X. performs the investigation on a wet surface.
A. uses earthworms instead of caterpillars.
N. performs the investigation at the same time on four days.

Prompt:
Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student
Q. uses more than one caterpillar.
X. performs the investigation on a wet surface.
A. uses earthworms instead of caterpillars.
N. performs the investigation at the same time on four days.
Answer:

Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student

Choices:
Q. performs the investigation on a wet surface.
X. performs the investigation at the same time on four days.
A. uses earthworms instead of caterpillars.
N. uses more than one caterpillar.

Prompt:
Question: A student investigates the effect of temperature on the distance a caterpillar travels in one minute. The student performs the investigation at four different times of day using one caterpillar. This experiment could be improved if the student
Q. performs the investigation on a wet surface.
X. performs the investigation at the same time on four days.
A. uses earthworms instead of caterpillars.
N. uses more than one caterpillar.
Answer:

Answer: 3


Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely

Choices:
A. a planet
B. a star
C. an asteroid
D. a comet

Prompt:
Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely
A. a planet
B. a star
C. an asteroid
D. a comet
Answer:

Answer: 3

Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely

Choices:
A. a star
B. a planet
C. a comet
D. an asteroid

Prompt:
Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely
A. a star
B. a planet
C. a comet
D. an asteroid
Answer:

Answer: 2

Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely

Choices:
1. a planet
2. a star
3. an asteroid
4. a comet

Prompt:
Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely
1. a planet
2. a star
3. an asteroid
4. a comet
Answer:

Answer: 3

Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely

Choices:
F. a planet
N. a star
P. an asteroid
K. a comet

Prompt:
Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely
F. a planet
N. a star
P. an asteroid
K. a comet
Answer:

Answer: 3

Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely

Choices:
F. a star
N. a planet
P. a comet
K. an asteroid

Prompt:
Question: A bright object with a long tail of glowing gases is in orbit around the Sun. This object is most likely
F. a star
N. a planet
P. a comet
K. an asteroid
Answer:

Answer: 2


Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?

Choices:
A. the amplifier
B. the battery
C. the microphone
D. the speaker

Prompt:
Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?
A. the amplifier
B. the battery
C. the microphone
D. the speaker
Answer:

Answer: 2

Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?

Choices:
A. the microphone
B. the battery
C. the amplifier
D. the speaker

Prompt:
Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?
A. the microphone
B. the battery
C. the amplifier
D. the speaker
Answer:

Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?

Choices:
1. the amplifier
2. the battery
3. the microphone
4. the speaker

Prompt:
Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?
1. the amplifier
2. the battery
3. the microphone
4. the speaker
Answer:

Answer: 2

Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?

Choices:
Z. the amplifier
Q. the battery
X. the microphone
T. the speaker

Prompt:
Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?
Z. the amplifier
Q. the battery
X. the microphone
T. the speaker
Answer:

Answer: 2

Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?

Choices:
Z. the microphone
Q. the battery
X. the amplifier
T. the speaker

Prompt:
Question: A hearing aid is a small device that contains an amplifier, a battery, a microphone, and a speaker. Which part of a hearing aid functions to detect sounds in the user's environment?
Z. the microphone
Q. the battery
X. the amplifier
T. the speaker
Answer:


Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?

Choices:
A. recycle the markers, reuse the milk cartons
B. reuse the markers, discard the milk cartons
C. discard the markers, reuse the milk cartons
D. reuse the markers, recycle the milk cartons

Prompt:
Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?
A. recycle the markers, reuse the milk cartons
B. reuse the markers, discard the milk cartons
C. discard the markers, reuse the milk cartons
D. reuse the markers, recycle the milk cartons
Answer:

Answer: 3

Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?

Choices:
A. recycle the markers, reuse the milk cartons
B. discard the markers, reuse the milk cartons
C. reuse the markers, recycle the milk cartons
D. reuse the markers, discard the milk cartons

Prompt:
Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?
A. recycle the markers, reuse the milk cartons
B. discard the markers, reuse the milk cartons
C. reuse the markers, recycle the milk cartons
D. reuse the markers, discard the milk cartons
Answer:

Answer: 2

Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?

Choices:
1. recycle the markers, reuse the milk cartons
2. reuse the markers, discard the milk cartons
3. discard the markers, reuse the milk cartons
4. reuse the markers, recycle the milk cartons

Prompt:
Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?
1. recycle the markers, reuse the milk cartons
2. reuse the markers, discard the milk cartons
3. discard the markers, reuse the milk cartons
4. reuse the markers, recycle the milk cartons
Answer:

Answer: 3

Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?

Choices:
A. recycle the markers, reuse the milk cartons
D. reuse the markers, discard the milk cartons
S. discard the markers, reuse the milk cartons
V. reuse the markers, recycle the milk cartons

Prompt:
Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?
A. recycle the markers, reuse the milk cartons
D. reuse the markers, discard the milk cartons
S. discard the markers, reuse the milk cartons
V. reuse the markers, recycle the milk cartons
Answer:

Answer: 3

Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?

Choices:
A. recycle the markers, reuse the milk cartons
D. discard the markers, reuse the milk cartons
S. reuse the markers, recycle the milk cartons
V. reuse the markers, discard the milk cartons

Prompt:
Question: In an experiment studying phototropism, students grew bean plants in labeled cardboard milk cartons. Afterward, the plants and soil were properly discarded. Which instruction line BEST conserves the remaining resources?
A. recycle the markers, reuse the milk cartons
D. discard the markers, reuse the milk cartons
S. reuse the markers, recycle the milk cartons
V. reuse the markers, discard the milk cartons
Answer:

Answer: 2


Question: How are electromagnetic waves different from other waves?

Choices:
A. They have very short wavelengths.
B. They transmit energy instead of matter.
C. They can travel through a vacuum and through matter.
D. They can change direction by reflection when they strike an object.

Prompt:
Question: How are electromagnetic waves different from other waves?
A. They have very short wavelengths.
B. They transmit energy instead of matter.
C. They can travel through a vacuum and through matter.
D. They can change direction by reflection when they strike an object.
Answer:

Answer: 2

Question: How are electromagnetic waves different from other waves?

Choices:
A. They can travel through a vacuum and through matter.
B. They have very short wavelengths.
C. They transmit energy instead of matter.
D. They can change direction by reflection when they strike an object.

Prompt:
Question: How are electromagnetic waves different from other waves?
A. They can travel through a vacuum and through matter.
B. They have very short wavelengths.
C. They transmit energy instead of matter.
D. They can change direction by reflection when they strike an object.
Answer:

Question: How are electromagnetic waves different from other waves?

Choices:
1. They have very short wavelengths.
2. They transmit energy instead of matter.
3. They can travel through a vacuum and through matter.
4. They can change direction by reflection when they strike an object.

Prompt:
Question: How are electromagnetic waves different from other waves?
1. They have very short wavelengths.
2. They transmit energy instead of matter.
3. They can travel through a vacuum and through matter.
4. They can change direction by reflection when they strike an object.
Answer:

Answer: 2

Question: How are electromagnetic waves different from other waves?

Choices:
K. They have very short wavelengths.
X. They transmit energy instead of matter.
U. They can travel through a vacuum and through matter.
J. They can change direction by reflection when they strike an object.

Prompt:
Question: How are electromagnetic waves different from other waves?
K. They have very short wavelengths.
X. They transmit energy instead of matter.
U. They can travel through a vacuum and through matter.
J. They can change direction by reflection when they strike an object.
Answer:

Answer: 2

Question: How are electromagnetic waves different from other waves?

Choices:
K. They can travel through a vacuum and through matter.
X. They have very short wavelengths.
U. They transmit energy instead of matter.
J. They can change direction by reflection when they strike an object.

Prompt:
Question: How are electromagnetic waves different from other waves?
K. They can travel through a vacuum and through matter.
X. They have very short wavelengths.
U. They transmit energy instead of matter.
J. They can change direction by reflection when they strike an object.
Answer:


Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?

Choices:
A. The energy makes liquid water freeze.
B. The energy makes water vapor from liquid water.
C. The energy makes clouds release rain.
D. The energy makes water collect into puddles.

Prompt:
Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?
A. The energy makes liquid water freeze.
B. The energy makes water vapor from liquid water.
C. The energy makes clouds release rain.
D. The energy makes water collect into puddles.
Answer:

Answer: 1

Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?

Choices:
A. The energy makes water vapor from liquid water.
B. The energy makes clouds release rain.
C. The energy makes liquid water freeze.
D. The energy makes water collect into puddles.

Prompt:
Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?
A. The energy makes water vapor from liquid water.
B. The energy makes clouds release rain.
C. The energy makes liquid water freeze.
D. The energy makes water collect into puddles.
Answer:

Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?

Choices:
1. The energy makes liquid water freeze.
2. The energy makes water vapor from liquid water.
3. The energy makes clouds release rain.
4. The energy makes water collect into puddles.

Prompt:
Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?
1. The energy makes liquid water freeze.
2. The energy makes water vapor from liquid water.
3. The energy makes clouds release rain.
4. The energy makes water collect into puddles.
Answer:

Answer: 1

Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?

Choices:
E. The energy makes liquid water freeze.
J. The energy makes water vapor from liquid water.
N. The energy makes clouds release rain.
T. The energy makes water collect into puddles.

Prompt:
Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?
E. The energy makes liquid water freeze.
J. The energy makes water vapor from liquid water.
N. The energy makes clouds release rain.
T. The energy makes water collect into puddles.
Answer:

Answer: 1

Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?

Choices:
E. The energy makes water vapor from liquid water.
J. The energy makes clouds release rain.
N. The energy makes liquid water freeze.
T. The energy makes water collect into puddles.

Prompt:
Question: The Sun releases light and heat energy that cause changes on Earth. How does the Sun's energy change water?
E. The energy makes water vapor from liquid water.
J. The energy makes clouds release rain.
N. The energy makes liquid water freeze.
T. The energy makes water collect into puddles.
Answer:


Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?

Choices:
A. vaccination
B. gene therapy
C. chemotherapy
D. genetic engineering

Prompt:
Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?
A. vaccination
B. gene therapy
C. chemotherapy
D. genetic engineering
Answer:

Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?

Choices:
A. gene therapy
B. genetic engineering
C. vaccination
D. chemotherapy

Prompt:
Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?
A. gene therapy
B. genetic engineering
C. vaccination
D. chemotherapy
Answer:

Answer: 2

Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?

Choices:
1. vaccination
2. gene therapy
3. chemotherapy
4. genetic engineering

Prompt:
Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?
1. vaccination
2. gene therapy
3. chemotherapy
4. genetic engineering
Answer:

Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?

Choices:
W. vaccination
K. gene therapy
Y. chemotherapy
H. genetic engineering

Prompt:
Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?
W. vaccination
K. gene therapy
Y. chemotherapy
H. genetic engineering
Answer:

Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?

Choices:
W. gene therapy
K. genetic engineering
Y. vaccination
H. chemotherapy

Prompt:
Question: In the 18th century, smallpox was a common and deadly disease. A country doctor, Edward Jenner, observed that patients working with cattle who contracted a mild disease called cowpox, never came down with the more serious smallpox. When Jenner obtained liquid from cowpox sores and injected it into healthy patients, they became immune to smallpox. What term best describes Jenner's treatment for smallpox?
W. gene therapy
K. genetic engineering
Y. vaccination
H. chemotherapy
Answer:

Answer: 2


Question: What is the name of a circuit in which the current splits at the junctions?

Choices:
A. closed circuit
B. parallel circuit
C. series circuit
D. short circuit

Prompt:
Question: What is the name of a circuit in which the current splits at the junctions?
A. closed circuit
B. parallel circuit
C. series circuit
D. short circuit
Answer:

Answer: 1

Question: What is the name of a circuit in which the current splits at the junctions?

Choices:
A. series circuit
B. short circuit
C. closed circuit
D. parallel circuit

Prompt:
Question: What is the name of a circuit in which the current splits at the junctions?
A. series circuit
B. short circuit
C. closed circuit
D. parallel circuit
Answer:

Answer: 3

Question: What is the name of a circuit in which the current splits at the junctions?

Choices:
1. closed circuit
2. parallel circuit
3. series circuit
4. short circuit

Prompt:
Question: What is the name of a circuit in which the current splits at the junctions?
1. closed circuit
2. parallel circuit
3. series circuit
4. short circuit
Answer:

Answer: 1

Question: What is the name of a circuit in which the current splits at the junctions?

Choices:
V. closed circuit
F. parallel circuit
D. series circuit
Z. short circuit

Prompt:
Question: What is the name of a circuit in which the current splits at the junctions?
V. closed circuit
F. parallel circuit
D. series circuit
Z. short circuit
Answer:

Answer: 1

Question: What is the name of a circuit in which the current splits at the junctions?

Choices:
V. series circuit
F. short circuit
D. closed circuit
Z. parallel circuit

Prompt:
Question: What is the name of a circuit in which the current splits at the junctions?
V. series circuit
F. short circuit
D. closed circuit
Z. parallel circuit
Answer:

Answer: 3


Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?

Choices:
A. the time of day
B. the distance of the race
C. the time it took to run the race
D. the number of steps taken by the runners

Prompt:
Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?
A. the time of day
B. the distance of the race
C. the time it took to run the race
D. the number of steps taken by the runners
Answer:

Answer: 2

Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?

Choices:
A. the distance of the race
B. the time it took to run the race
C. the time of day
D. the number of steps taken by the runners

Prompt:
Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?
A. the distance of the race
B. the time it took to run the race
C. the time of day
D. the number of steps taken by the runners
Answer:

Answer: 1

Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?

Choices:
1. the time of day
2. the distance of the race
3. the time it took to run the race
4. the number of steps taken by the runners

Prompt:
Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?
1. the time of day
2. the distance of the race
3. the time it took to run the race
4. the number of steps taken by the runners
Answer:

Answer: 2

Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?

Choices:
L. the time of day
S. the distance of the race
D. the time it took to run the race
A. the number of steps taken by the runners

Prompt:
Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?
L. the time of day
S. the distance of the race
D. the time it took to run the race
A. the number of steps taken by the runners
Answer:

Answer: 2

Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?

Choices:
L. the distance of the race
S. the time it took to run the race
D. the time of day
A. the number of steps taken by the runners

Prompt:
Question: A coach is standing at the finish line of a race. He is holding a stopwatch. What is the coach most likely measuring with the stopwatch?
L. the distance of the race
S. the time it took to run the race
D. the time of day
A. the number of steps taken by the runners
Answer:

Answer: 1


Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become

Choices:
A. colder
B. deeper
C. larger
D. smaller

Prompt:
Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become
A. colder
B. deeper
C. larger
D. smaller
Answer:

Answer: 3

Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become

Choices:
A. smaller
B. deeper
C. colder
D. larger

Prompt:
Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become
A. smaller
B. deeper
C. colder
D. larger
Answer:

Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become

Choices:
1. colder
2. deeper
3. larger
4. smaller

Prompt:
Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become
1. colder
2. deeper
3. larger
4. smaller
Answer:

Answer: 3

Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become

Choices:
D. colder
M. deeper
W. larger
A. smaller

Prompt:
Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become
D. colder
M. deeper
W. larger
A. smaller
Answer:

Answer: 3

Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become

Choices:
D. smaller
M. deeper
W. colder
A. larger

Prompt:
Question: A growing community relies on a nearby lake to provide fresh water for drinking and bathing. An increase in the use of fresh water will cause the lake to become
D. smaller
M. deeper
W. colder
A. larger
Answer:


Question: Which of these senses lets Dora know when a skunk has been close to her house?

Choices:
A. Taste
B. Touch
C. Smell
D. Hearing

Prompt:
Question: Which of these senses lets Dora know when a skunk has been close to her house?
A. Taste
B. Touch
C. Smell
D. Hearing
Answer:

Answer: 2

Question: Which of these senses lets Dora know when a skunk has been close to her house?

Choices:
A. Hearing
B. Smell
C. Taste
D. Touch

Prompt:
Question: Which of these senses lets Dora know when a skunk has been close to her house?
A. Hearing
B. Smell
C. Taste
D. Touch
Answer:

Answer: 1

Question: Which of these senses lets Dora know when a skunk has been close to her house?

Choices:
1. Taste
2. Touch
3. Smell
4. Hearing

Prompt:
Question: Which of these senses lets Dora know when a skunk has been close to her house?
1. Taste
2. Touch
3. Smell
4. Hearing
Answer:

Answer: 2

Question: Which of these senses lets Dora know when a skunk has been close to her house?

Choices:
O. Taste
G. Touch
U. Smell
X. Hearing

Prompt:
Question: Which of these senses lets Dora know when a skunk has been close to her house?
O. Taste
G. Touch
U. Smell
X. Hearing
Answer:

Answer: 2

Question: Which of these senses lets Dora know when a skunk has been close to her house?

Choices:
O. Hearing
G. Smell
U. Taste
X. Touch

Prompt:
Question: Which of these senses lets Dora know when a skunk has been close to her house?
O. Hearing
G. Smell
U. Taste
X. Touch
Answer:

Answer: 1


Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?

Choices:
A. infrared
B. microwave
C. ultraviolet
D. visible

Prompt:
Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?
A. infrared
B. microwave
C. ultraviolet
D. visible
Answer:

Answer: 1

Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?

Choices:
A. infrared
B. visible
C. microwave
D. ultraviolet

Prompt:
Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?
A. infrared
B. visible
C. microwave
D. ultraviolet
Answer:

Answer: 2

Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?

Choices:
1. infrared
2. microwave
3. ultraviolet
4. visible

Prompt:
Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?
1. infrared
2. microwave
3. ultraviolet
4. visible
Answer:

Answer: 1

Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?

Choices:
Z. infrared
V. microwave
G. ultraviolet
S. visible

Prompt:
Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?
Z. infrared
V. microwave
G. ultraviolet
S. visible
Answer:

Answer: 1

Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?

Choices:
Z. infrared
V. visible
G. microwave
S. ultraviolet

Prompt:
Question: In 2001, NASA launched a probe to investigate very low-energy radiation emitted when the universe began. What part of the electromagnetic spectrum does this probe observe and record?
Z. infrared
V. visible
G. microwave
S. ultraviolet
Answer:

Answer: 2


Question: What electrical charge does a proton have in an atom?

Choices:
A. +2
B. +1
C. -1
D. -2

Prompt:
Question: What electrical charge does a proton have in an atom?
A. +2
B. +1
C. -1
D. -2
Answer:

Answer: 1

Question: What electrical charge does a proton have in an atom?

Choices:
A. -2
B. +2
C. +1
D. -1

Prompt:
Question: What electrical charge does a proton have in an atom?
A. -2
B. +2
C. +1
D. -1
Answer:

Answer: 2

Question: What electrical charge does a proton have in an atom?

Choices:
1. +2
2. +1
3. -1
4. -2

Prompt:
Question: What electrical charge does a proton have in an atom?
1. +2
2. +1
3. -1
4. -2
Answer:

Answer: 1

Question: What electrical charge does a proton have in an atom?

Choices:
Q. +2
N. +1
O. -1
J. -2

Prompt:
Question: What electrical charge does a proton have in an atom?
Q. +2
N. +1
O. -1
J. -2
Answer:

Answer: 1

Question: What electrical charge does a proton have in an atom?

Choices:
Q. -2
N. +2
O. +1
J. -1

Prompt:
Question: What electrical charge does a proton have in an atom?
Q. -2
N. +2
O. +1
J. -1
Answer:

Answer: 2


Question: Work is a product of force and distance. Which of the following is an example of work?

Choices:
A. sitting at a desk
B. pushing on a wall
C. riding a bike
D. reading a book

Prompt:
Question: Work is a product of force and distance. Which of the following is an example of work?
A. sitting at a desk
B. pushing on a wall
C. riding a bike
D. reading a book
Answer:

Answer: 2

Question: Work is a product of force and distance. Which of the following is an example of work?

Choices:
A. reading a book
B. pushing on a wall
C. sitting at a desk
D. riding a bike

Prompt:
Question: Work is a product of force and distance. Which of the following is an example of work?
A. reading a book
B. pushing on a wall
C. sitting at a desk
D. riding a bike
Answer:

Answer: 3

Question: Work is a product of force and distance. Which of the following is an example of work?

Choices:
1. sitting at a desk
2. pushing on a wall
3. riding a bike
4. reading a book

Prompt:
Question: Work is a product of force and distance. Which of the following is an example of work?
1. sitting at a desk
2. pushing on a wall
3. riding a bike
4. reading a book
Answer:

Answer: 2

Question: Work is a product of force and distance. Which of the following is an example of work?

Choices:
J. sitting at a desk
M. pushing on a wall
U. riding a bike
G. reading a book

Prompt:
Question: Work is a product of force and distance. Which of the following is an example of work?
J. sitting at a desk
M. pushing on a wall
U. riding a bike
G. reading a book
Answer:

Answer: 2

Question: Work is a product of force and distance. Which of the following is an example of work?

Choices:
J. reading a book
M. pushing on a wall
U. sitting at a desk
G. riding a bike

Prompt:
Question: Work is a product of force and distance. Which of the following is an example of work?
J. reading a book
M. pushing on a wall
U. sitting at a desk
G. riding a bike
Answer:

Answer: 3


Question: All of the different organisms interacting in a pond make up

Choices:
A. a community
B. a population
C. the water cycle
D. the habitat

Prompt:
Question: All of the different organisms interacting in a pond make up
A. a community
B. a population
C. the water cycle
D. the habitat
Answer:

Question: All of the different organisms interacting in a pond make up

Choices:
A. a population
B. the water cycle
C. a community
D. the habitat

Prompt:
Question: All of the different organisms interacting in a pond make up
A. a population
B. the water cycle
C. a community
D. the habitat
Answer:

Answer: 2

Question: All of the different organisms interacting in a pond make up

Choices:
1. a community
2. a population
3. the water cycle
4. the habitat

Prompt:
Question: All of the different organisms interacting in a pond make up
1. a community
2. a population
3. the water cycle
4. the habitat
Answer:

Question: All of the different organisms interacting in a pond make up

Choices:
P. a community
D. a population
N. the water cycle
G. the habitat

Prompt:
Question: All of the different organisms interacting in a pond make up
P. a community
D. a population
N. the water cycle
G. the habitat
Answer:

Question: All of the different organisms interacting in a pond make up

Choices:
P. a population
D. the water cycle
N. a community
G. the habitat

Prompt:
Question: All of the different organisms interacting in a pond make up
P. a population
D. the water cycle
N. a community
G. the habitat
Answer:

Answer: 2


Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?

Choices:
A. bass
B. minnows
C. aquatic plants
D. fish-eating birds

Prompt:
Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?
A. bass
B. minnows
C. aquatic plants
D. fish-eating birds
Answer:

Answer: 3

Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?

Choices:
A. bass
B. aquatic plants
C. fish-eating birds
D. minnows

Prompt:
Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?
A. bass
B. aquatic plants
C. fish-eating birds
D. minnows
Answer:

Answer: 2

Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?

Choices:
1. bass
2. minnows
3. aquatic plants
4. fish-eating birds

Prompt:
Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?
1. bass
2. minnows
3. aquatic plants
4. fish-eating birds
Answer:

Answer: 3

Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?

Choices:
I. bass
J. minnows
G. aquatic plants
W. fish-eating birds

Prompt:
Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?
I. bass
J. minnows
G. aquatic plants
W. fish-eating birds
Answer:

Answer: 3

Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?

Choices:
I. bass
J. aquatic plants
G. fish-eating birds
W. minnows

Prompt:
Question: If a lake is polluted, which organisms would most likely accumulate the highest concentration of contaminants?
I. bass
J. aquatic plants
G. fish-eating birds
W. minnows
Answer:

Answer: 2