Question: In most animals, combinations of various tissues make up functional units called

Choices:
A. epithelial cells.
B. organs.
C. organ systems.
D. populations.

Prompt:
Question: In most animals, combinations of various tissues make up functional units called
A. epithelial cells.
B. organs.
C. organ systems.
D. populations.
Answer:

Answer: 1

Question: In most animals, combinations of various tissues make up functional units called

Choices:
A. organs.
B. populations.
C. organ systems.
D. epithelial cells.

Prompt:
Question: In most animals, combinations of various tissues make up functional units called
A. organs.
B. populations.
C. organ systems.
D. epithelial cells.
Answer:

Question: In most animals, combinations of various tissues make up functional units called

Choices:
1. epithelial cells.
2. organs.
3. organ systems.
4. populations.

Prompt:
Question: In most animals, combinations of various tissues make up functional units called
1. epithelial cells.
2. organs.
3. organ systems.
4. populations.
Answer:

Answer: 1

Question: In most animals, combinations of various tissues make up functional units called

Choices:
D. epithelial cells.
S. organs.
O. organ systems.
J. populations.

Prompt:
Question: In most animals, combinations of various tissues make up functional units called
D. epithelial cells.
S. organs.
O. organ systems.
J. populations.
Answer:

Answer: 1

Question: In most animals, combinations of various tissues make up functional units called

Choices:
D. organs.
S. populations.
O. organ systems.
J. epithelial cells.

Prompt:
Question: In most animals, combinations of various tissues make up functional units called
D. organs.
S. populations.
O. organ systems.
J. epithelial cells.
Answer:


Question: How do the spines of a cactus help it survive?

Choices:
A. Spines help the cactus get moisture.
B. Spines anchor the cactus in the ground.
C. Spines protect the cactus from animals.
D. Spines support the stems and branches of the cactus.

Prompt:
Question: How do the spines of a cactus help it survive?
A. Spines help the cactus get moisture.
B. Spines anchor the cactus in the ground.
C. Spines protect the cactus from animals.
D. Spines support the stems and branches of the cactus.
Answer:

Answer: 2

Question: How do the spines of a cactus help it survive?

Choices:
A. Spines protect the cactus from animals.
B. Spines help the cactus get moisture.
C. Spines anchor the cactus in the ground.
D. Spines support the stems and branches of the cactus.

Prompt:
Question: How do the spines of a cactus help it survive?
A. Spines protect the cactus from animals.
B. Spines help the cactus get moisture.
C. Spines anchor the cactus in the ground.
D. Spines support the stems and branches of the cactus.
Answer:

Question: How do the spines of a cactus help it survive?

Choices:
1. Spines help the cactus get moisture.
2. Spines anchor the cactus in the ground.
3. Spines protect the cactus from animals.
4. Spines support the stems and branches of the cactus.

Prompt:
Question: How do the spines of a cactus help it survive?
1. Spines help the cactus get moisture.
2. Spines anchor the cactus in the ground.
3. Spines protect the cactus from animals.
4. Spines support the stems and branches of the cactus.
Answer:

Answer: 2

Question: How do the spines of a cactus help it survive?

Choices:
Q. Spines help the cactus get moisture.
O. Spines anchor the cactus in the ground.
L. Spines protect the cactus from animals.
U. Spines support the stems and branches of the cactus.

Prompt:
Question: How do the spines of a cactus help it survive?
Q. Spines help the cactus get moisture.
O. Spines anchor the cactus in the ground.
L. Spines protect the cactus from animals.
U. Spines support the stems and branches of the cactus.
Answer:

Answer: 2

Question: How do the spines of a cactus help it survive?

Choices:
Q. Spines protect the cactus from animals.
O. Spines help the cactus get moisture.
L. Spines anchor the cactus in the ground.
U. Spines support the stems and branches of the cactus.

Prompt:
Question: How do the spines of a cactus help it survive?
Q. Spines protect the cactus from animals.
O. Spines help the cactus get moisture.
L. Spines anchor the cactus in the ground.
U. Spines support the stems and branches of the cactus.
Answer:


Question: Water enters a plant cell through the

Choices:
A. cell wall.
B. chloroplasts.
C. mitochondria.
D. nucleus.

Prompt:
Question: Water enters a plant cell through the
A. cell wall.
B. chloroplasts.
C. mitochondria.
D. nucleus.
Answer:

Question: Water enters a plant cell through the

Choices:
A. chloroplasts.
B. mitochondria.
C. nucleus.
D. cell wall.

Prompt:
Question: Water enters a plant cell through the
A. chloroplasts.
B. mitochondria.
C. nucleus.
D. cell wall.
Answer:

Answer: 3

Question: Water enters a plant cell through the

Choices:
1. cell wall.
2. chloroplasts.
3. mitochondria.
4. nucleus.

Prompt:
Question: Water enters a plant cell through the
1. cell wall.
2. chloroplasts.
3. mitochondria.
4. nucleus.
Answer:

Question: Water enters a plant cell through the

Choices:
E. cell wall.
X. chloroplasts.
A. mitochondria.
C. nucleus.

Prompt:
Question: Water enters a plant cell through the
E. cell wall.
X. chloroplasts.
A. mitochondria.
C. nucleus.
Answer:

Question: Water enters a plant cell through the

Choices:
E. chloroplasts.
X. mitochondria.
A. nucleus.
C. cell wall.

Prompt:
Question: Water enters a plant cell through the
E. chloroplasts.
X. mitochondria.
A. nucleus.
C. cell wall.
Answer:

Answer: 3


Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it

Choices:
A. accelerates faster.
B. causes less pollution.
C. gives a smoother ride.
D. needs no battery.

Prompt:
Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it
A. accelerates faster.
B. causes less pollution.
C. gives a smoother ride.
D. needs no battery.
Answer:

Answer: 1

Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it

Choices:
A. needs no battery.
B. accelerates faster.
C. gives a smoother ride.
D. causes less pollution.

Prompt:
Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it
A. needs no battery.
B. accelerates faster.
C. gives a smoother ride.
D. causes less pollution.
Answer:

Answer: 3

Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it

Choices:
1. accelerates faster.
2. causes less pollution.
3. gives a smoother ride.
4. needs no battery.

Prompt:
Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it
1. accelerates faster.
2. causes less pollution.
3. gives a smoother ride.
4. needs no battery.
Answer:

Answer: 1

Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it

Choices:
K. accelerates faster.
N. causes less pollution.
W. gives a smoother ride.
S. needs no battery.

Prompt:
Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it
K. accelerates faster.
N. causes less pollution.
W. gives a smoother ride.
S. needs no battery.
Answer:

Answer: 1

Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it

Choices:
K. needs no battery.
N. accelerates faster.
W. gives a smoother ride.
S. causes less pollution.

Prompt:
Question: People are developing electric cars that would replace gasoline-burning cars. One major advantage of the electric car is that it
K. needs no battery.
N. accelerates faster.
W. gives a smoother ride.
S. causes less pollution.
Answer:

Answer: 3


Question: Which group of organisms would all be found living in a tropical rain forest?

Choices:
A. Lizards, insects, cacti, kangaroos
B. Vines, palm trees, tree frogs, monkeys
C. Evergreens, moose, weasels, mink
D. Lichens, mosses, caribou, polar bears

Prompt:
Question: Which group of organisms would all be found living in a tropical rain forest?
A. Lizards, insects, cacti, kangaroos
B. Vines, palm trees, tree frogs, monkeys
C. Evergreens, moose, weasels, mink
D. Lichens, mosses, caribou, polar bears
Answer:

Answer: 1

Question: Which group of organisms would all be found living in a tropical rain forest?

Choices:
A. Evergreens, moose, weasels, mink
B. Lizards, insects, cacti, kangaroos
C. Lichens, mosses, caribou, polar bears
D. Vines, palm trees, tree frogs, monkeys

Prompt:
Question: Which group of organisms would all be found living in a tropical rain forest?
A. Evergreens, moose, weasels, mink
B. Lizards, insects, cacti, kangaroos
C. Lichens, mosses, caribou, polar bears
D. Vines, palm trees, tree frogs, monkeys
Answer:

Answer: 3

Question: Which group of organisms would all be found living in a tropical rain forest?

Choices:
1. Lizards, insects, cacti, kangaroos
2. Vines, palm trees, tree frogs, monkeys
3. Evergreens, moose, weasels, mink
4. Lichens, mosses, caribou, polar bears

Prompt:
Question: Which group of organisms would all be found living in a tropical rain forest?
1. Lizards, insects, cacti, kangaroos
2. Vines, palm trees, tree frogs, monkeys
3. Evergreens, moose, weasels, mink
4. Lichens, mosses, caribou, polar bears
Answer:

Answer: 1

Question: Which group of organisms would all be found living in a tropical rain forest?

Choices:
G. Lizards, insects, cacti, kangaroos
T. Vines, palm trees, tree frogs, monkeys
S. Evergreens, moose, weasels, mink
A. Lichens, mosses, caribou, polar bears

Prompt:
Question: Which group of organisms would all be found living in a tropical rain forest?
G. Lizards, insects, cacti, kangaroos
T. Vines, palm trees, tree frogs, monkeys
S. Evergreens, moose, weasels, mink
A. Lichens, mosses, caribou, polar bears
Answer:

Answer: 1

Question: Which group of organisms would all be found living in a tropical rain forest?

Choices:
G. Evergreens, moose, weasels, mink
T. Lizards, insects, cacti, kangaroos
S. Lichens, mosses, caribou, polar bears
A. Vines, palm trees, tree frogs, monkeys

Prompt:
Question: Which group of organisms would all be found living in a tropical rain forest?
G. Evergreens, moose, weasels, mink
T. Lizards, insects, cacti, kangaroos
S. Lichens, mosses, caribou, polar bears
A. Vines, palm trees, tree frogs, monkeys
Answer:

Answer: 3


Question: Which SI unit would be most appropriate for recording the length of a typical classroom?

Choices:
A. gram
B. kilogram
C. meter
D. kilometer

Prompt:
Question: Which SI unit would be most appropriate for recording the length of a typical classroom?
A. gram
B. kilogram
C. meter
D. kilometer
Answer:

Answer: 2

Question: Which SI unit would be most appropriate for recording the length of a typical classroom?

Choices:
A. kilogram
B. gram
C. kilometer
D. meter

Prompt:
Question: Which SI unit would be most appropriate for recording the length of a typical classroom?
A. kilogram
B. gram
C. kilometer
D. meter
Answer:

Answer: 3

Question: Which SI unit would be most appropriate for recording the length of a typical classroom?

Choices:
1. gram
2. kilogram
3. meter
4. kilometer

Prompt:
Question: Which SI unit would be most appropriate for recording the length of a typical classroom?
1. gram
2. kilogram
3. meter
4. kilometer
Answer:

Answer: 2

Question: Which SI unit would be most appropriate for recording the length of a typical classroom?

Choices:
T. gram
Z. kilogram
E. meter
M. kilometer

Prompt:
Question: Which SI unit would be most appropriate for recording the length of a typical classroom?
T. gram
Z. kilogram
E. meter
M. kilometer
Answer:

Answer: 2

Question: Which SI unit would be most appropriate for recording the length of a typical classroom?

Choices:
T. kilogram
Z. gram
E. kilometer
M. meter

Prompt:
Question: Which SI unit would be most appropriate for recording the length of a typical classroom?
T. kilogram
Z. gram
E. kilometer
M. meter
Answer:

Answer: 3


Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?

Choices:
A. decreasing the mass of one object
B. decreasing the mass of both objects
C. moving the objects to one meter apart
D. moving the objects to three meters apart

Prompt:
Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?
A. decreasing the mass of one object
B. decreasing the mass of both objects
C. moving the objects to one meter apart
D. moving the objects to three meters apart
Answer:

Answer: 2

Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?

Choices:
A. decreasing the mass of one object
B. moving the objects to three meters apart
C. decreasing the mass of both objects
D. moving the objects to one meter apart

Prompt:
Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?
A. decreasing the mass of one object
B. moving the objects to three meters apart
C. decreasing the mass of both objects
D. moving the objects to one meter apart
Answer:

Answer: 3

Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?

Choices:
1. decreasing the mass of one object
2. decreasing the mass of both objects
3. moving the objects to one meter apart
4. moving the objects to three meters apart

Prompt:
Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?
1. decreasing the mass of one object
2. decreasing the mass of both objects
3. moving the objects to one meter apart
4. moving the objects to three meters apart
Answer:

Answer: 2

Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?

Choices:
I. decreasing the mass of one object
R. decreasing the mass of both objects
V. moving the objects to one meter apart
T. moving the objects to three meters apart

Prompt:
Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?
I. decreasing the mass of one object
R. decreasing the mass of both objects
V. moving the objects to one meter apart
T. moving the objects to three meters apart
Answer:

Answer: 2

Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?

Choices:
I. decreasing the mass of one object
R. moving the objects to three meters apart
V. decreasing the mass of both objects
T. moving the objects to one meter apart

Prompt:
Question: If two objects are two meters apart, which of these changes will increase the gravitational force between the two objects?
I. decreasing the mass of one object
R. moving the objects to three meters apart
V. decreasing the mass of both objects
T. moving the objects to one meter apart
Answer:

Answer: 3


Question: Which of these cell structures converts nutrients to energy for cell functions?

Choices:
A. cell membrane
B. chloroplasts
C. mitochondria
D. endoplasmic reticulum

Prompt:
Question: Which of these cell structures converts nutrients to energy for cell functions?
A. cell membrane
B. chloroplasts
C. mitochondria
D. endoplasmic reticulum
Answer:

Answer: 2

Question: Which of these cell structures converts nutrients to energy for cell functions?

Choices:
A. cell membrane
B. mitochondria
C. chloroplasts
D. endoplasmic reticulum

Prompt:
Question: Which of these cell structures converts nutrients to energy for cell functions?
A. cell membrane
B. mitochondria
C. chloroplasts
D. endoplasmic reticulum
Answer:

Answer: 1

Question: Which of these cell structures converts nutrients to energy for cell functions?

Choices:
1. cell membrane
2. chloroplasts
3. mitochondria
4. endoplasmic reticulum

Prompt:
Question: Which of these cell structures converts nutrients to energy for cell functions?
1. cell membrane
2. chloroplasts
3. mitochondria
4. endoplasmic reticulum
Answer:

Answer: 2

Question: Which of these cell structures converts nutrients to energy for cell functions?

Choices:
H. cell membrane
G. chloroplasts
D. mitochondria
S. endoplasmic reticulum

Prompt:
Question: Which of these cell structures converts nutrients to energy for cell functions?
H. cell membrane
G. chloroplasts
D. mitochondria
S. endoplasmic reticulum
Answer:

Answer: 2

Question: Which of these cell structures converts nutrients to energy for cell functions?

Choices:
H. cell membrane
G. mitochondria
D. chloroplasts
S. endoplasmic reticulum

Prompt:
Question: Which of these cell structures converts nutrients to energy for cell functions?
H. cell membrane
G. mitochondria
D. chloroplasts
S. endoplasmic reticulum
Answer:

Answer: 1


Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?

Choices:
A. moderate temperature with mild breezes
B. storms with hurricane winds
C. rain with possible severe thunderstorms
D. high temperatures with low winds

Prompt:
Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?
A. moderate temperature with mild breezes
B. storms with hurricane winds
C. rain with possible severe thunderstorms
D. high temperatures with low winds
Answer:

Answer: 2

Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?

Choices:
A. high temperatures with low winds
B. moderate temperature with mild breezes
C. storms with hurricane winds
D. rain with possible severe thunderstorms

Prompt:
Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?
A. high temperatures with low winds
B. moderate temperature with mild breezes
C. storms with hurricane winds
D. rain with possible severe thunderstorms
Answer:

Answer: 3

Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?

Choices:
1. moderate temperature with mild breezes
2. storms with hurricane winds
3. rain with possible severe thunderstorms
4. high temperatures with low winds

Prompt:
Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?
1. moderate temperature with mild breezes
2. storms with hurricane winds
3. rain with possible severe thunderstorms
4. high temperatures with low winds
Answer:

Answer: 2

Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?

Choices:
W. moderate temperature with mild breezes
A. storms with hurricane winds
P. rain with possible severe thunderstorms
Q. high temperatures with low winds

Prompt:
Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?
W. moderate temperature with mild breezes
A. storms with hurricane winds
P. rain with possible severe thunderstorms
Q. high temperatures with low winds
Answer:

Answer: 2

Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?

Choices:
W. high temperatures with low winds
A. moderate temperature with mild breezes
P. storms with hurricane winds
Q. rain with possible severe thunderstorms

Prompt:
Question: Cumulonimbus clouds often form along cold fronts. Which type of weather is most likely to occur along a cold front?
W. high temperatures with low winds
A. moderate temperature with mild breezes
P. storms with hurricane winds
Q. rain with possible severe thunderstorms
Answer:

Answer: 3


Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?

Choices:
A. amphibian
B. fish
C. mammal
D. reptile

Prompt:
Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?
A. amphibian
B. fish
C. mammal
D. reptile
Answer:

Answer: 3

Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?

Choices:
A. fish
B. reptile
C. amphibian
D. mammal

Prompt:
Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?
A. fish
B. reptile
C. amphibian
D. mammal
Answer:

Answer: 1

Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?

Choices:
1. amphibian
2. fish
3. mammal
4. reptile

Prompt:
Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?
1. amphibian
2. fish
3. mammal
4. reptile
Answer:

Answer: 3

Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?

Choices:
E. amphibian
F. fish
W. mammal
L. reptile

Prompt:
Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?
E. amphibian
F. fish
W. mammal
L. reptile
Answer:

Answer: 3

Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?

Choices:
E. fish
F. reptile
W. amphibian
L. mammal

Prompt:
Question: An eagle is a bird that reproduces by laying its eggs in a dry nest. Which animal lays its eggs in a place most similar to the eagle?
E. fish
F. reptile
W. amphibian
L. mammal
Answer:

Answer: 1


Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?

Choices:
A. the number of valence electrons
B. the charge of the compound
C. the mass of protons in each atom
D. the number of atoms of each element

Prompt:
Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?
A. the number of valence electrons
B. the charge of the compound
C. the mass of protons in each atom
D. the number of atoms of each element
Answer:

Answer: 3

Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?

Choices:
A. the charge of the compound
B. the mass of protons in each atom
C. the number of atoms of each element
D. the number of valence electrons

Prompt:
Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?
A. the charge of the compound
B. the mass of protons in each atom
C. the number of atoms of each element
D. the number of valence electrons
Answer:

Answer: 2

Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?

Choices:
1. the number of valence electrons
2. the charge of the compound
3. the mass of protons in each atom
4. the number of atoms of each element

Prompt:
Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?
1. the number of valence electrons
2. the charge of the compound
3. the mass of protons in each atom
4. the number of atoms of each element
Answer:

Answer: 3

Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?

Choices:
Y. the number of valence electrons
W. the charge of the compound
K. the mass of protons in each atom
U. the number of atoms of each element

Prompt:
Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?
Y. the number of valence electrons
W. the charge of the compound
K. the mass of protons in each atom
U. the number of atoms of each element
Answer:

Answer: 3

Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?

Choices:
Y. the charge of the compound
W. the mass of protons in each atom
K. the number of atoms of each element
U. the number of valence electrons

Prompt:
Question: The chemical formula for water is H_{2}O. What does the formula show about each element in the compound?
Y. the charge of the compound
W. the mass of protons in each atom
K. the number of atoms of each element
U. the number of valence electrons
Answer:

Answer: 2


Question: How far from Earth is an object that is 10 light years from Earth?

Choices:
A. 10,000 km
B. 10,000,000 km
C. the distance light can travel in 10 years
D. ten times the distance from Earth to the Sun

Prompt:
Question: How far from Earth is an object that is 10 light years from Earth?
A. 10,000 km
B. 10,000,000 km
C. the distance light can travel in 10 years
D. ten times the distance from Earth to the Sun
Answer:

Answer: 2

Question: How far from Earth is an object that is 10 light years from Earth?

Choices:
A. ten times the distance from Earth to the Sun
B. the distance light can travel in 10 years
C. 10,000 km
D. 10,000,000 km

Prompt:
Question: How far from Earth is an object that is 10 light years from Earth?
A. ten times the distance from Earth to the Sun
B. the distance light can travel in 10 years
C. 10,000 km
D. 10,000,000 km
Answer:

Answer: 1

Question: How far from Earth is an object that is 10 light years from Earth?

Choices:
1. 10,000 km
2. 10,000,000 km
3. the distance light can travel in 10 years
4. ten times the distance from Earth to the Sun

Prompt:
Question: How far from Earth is an object that is 10 light years from Earth?
1. 10,000 km
2. 10,000,000 km
3. the distance light can travel in 10 years
4. ten times the distance from Earth to the Sun
Answer:

Answer: 2

Question: How far from Earth is an object that is 10 light years from Earth?

Choices:
E. 10,000 km
Q. 10,000,000 km
R. the distance light can travel in 10 years
F. ten times the distance from Earth to the Sun

Prompt:
Question: How far from Earth is an object that is 10 light years from Earth?
E. 10,000 km
Q. 10,000,000 km
R. the distance light can travel in 10 years
F. ten times the distance from Earth to the Sun
Answer:

Answer: 2

Question: How far from Earth is an object that is 10 light years from Earth?

Choices:
E. ten times the distance from Earth to the Sun
Q. the distance light can travel in 10 years
R. 10,000 km
F. 10,000,000 km

Prompt:
Question: How far from Earth is an object that is 10 light years from Earth?
E. ten times the distance from Earth to the Sun
Q. the distance light can travel in 10 years
R. 10,000 km
F. 10,000,000 km
Answer:

Answer: 1


Question: The oceans most influence global climate by

Choices:
A. releasing heat to the atmosphere.
B. cooling bordering land masses.
C. providing continuous onshore winds.
D. removing water vapor from the atmosphere.

Prompt:
Question: The oceans most influence global climate by
A. releasing heat to the atmosphere.
B. cooling bordering land masses.
C. providing continuous onshore winds.
D. removing water vapor from the atmosphere.
Answer:

Question: The oceans most influence global climate by

Choices:
A. providing continuous onshore winds.
B. releasing heat to the atmosphere.
C. removing water vapor from the atmosphere.
D. cooling bordering land masses.

Prompt:
Question: The oceans most influence global climate by
A. providing continuous onshore winds.
B. releasing heat to the atmosphere.
C. removing water vapor from the atmosphere.
D. cooling bordering land masses.
Answer:

Answer: 1

Question: The oceans most influence global climate by

Choices:
1. releasing heat to the atmosphere.
2. cooling bordering land masses.
3. providing continuous onshore winds.
4. removing water vapor from the atmosphere.

Prompt:
Question: The oceans most influence global climate by
1. releasing heat to the atmosphere.
2. cooling bordering land masses.
3. providing continuous onshore winds.
4. removing water vapor from the atmosphere.
Answer:

Question: The oceans most influence global climate by

Choices:
Q. releasing heat to the atmosphere.
L. cooling bordering land masses.
M. providing continuous onshore winds.
F. removing water vapor from the atmosphere.

Prompt:
Question: The oceans most influence global climate by
Q. releasing heat to the atmosphere.
L. cooling bordering land masses.
M. providing continuous onshore winds.
F. removing water vapor from the atmosphere.
Answer:

Question: The oceans most influence global climate by

Choices:
Q. providing continuous onshore winds.
L. releasing heat to the atmosphere.
M. removing water vapor from the atmosphere.
F. cooling bordering land masses.

Prompt:
Question: The oceans most influence global climate by
Q. providing continuous onshore winds.
L. releasing heat to the atmosphere.
M. removing water vapor from the atmosphere.
F. cooling bordering land masses.
Answer:

Answer: 1


Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?

Choices:
A. for more accurate results
B. for more student participation
C. to help simplify the procedure
D. to help explain the hypothesis

Prompt:
Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?
A. for more accurate results
B. for more student participation
C. to help simplify the procedure
D. to help explain the hypothesis
Answer:

Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?

Choices:
A. for more student participation
B. to help simplify the procedure
C. to help explain the hypothesis
D. for more accurate results

Prompt:
Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?
A. for more student participation
B. to help simplify the procedure
C. to help explain the hypothesis
D. for more accurate results
Answer:

Answer: 3

Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?

Choices:
1. for more accurate results
2. for more student participation
3. to help simplify the procedure
4. to help explain the hypothesis

Prompt:
Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?
1. for more accurate results
2. for more student participation
3. to help simplify the procedure
4. to help explain the hypothesis
Answer:

Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?

Choices:
P. for more accurate results
E. for more student participation
R. to help simplify the procedure
L. to help explain the hypothesis

Prompt:
Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?
P. for more accurate results
E. for more student participation
R. to help simplify the procedure
L. to help explain the hypothesis
Answer:

Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?

Choices:
P. for more student participation
E. to help simplify the procedure
R. to help explain the hypothesis
L. for more accurate results

Prompt:
Question: A science class investigated the percentage of corn kernels that pop in bags of different brands of popcorn. Fifteen students tested three brands of popcorn each and reported their results to the class. Why did the teacher most likely have so many students report the results?
P. for more student participation
E. to help simplify the procedure
R. to help explain the hypothesis
L. for more accurate results
Answer:

Answer: 3


Question: The smallest part of an element that retains the properties of the element is the

Choices:
A. proton.
B. nucleus.
C. electron.
D. atom.

Prompt:
Question: The smallest part of an element that retains the properties of the element is the
A. proton.
B. nucleus.
C. electron.
D. atom.
Answer:

Answer: 3

Question: The smallest part of an element that retains the properties of the element is the

Choices:
A. proton.
B. nucleus.
C. atom.
D. electron.

Prompt:
Question: The smallest part of an element that retains the properties of the element is the
A. proton.
B. nucleus.
C. atom.
D. electron.
Answer:

Answer: 2

Question: The smallest part of an element that retains the properties of the element is the

Choices:
1. proton.
2. nucleus.
3. electron.
4. atom.

Prompt:
Question: The smallest part of an element that retains the properties of the element is the
1. proton.
2. nucleus.
3. electron.
4. atom.
Answer:

Answer: 3

Question: The smallest part of an element that retains the properties of the element is the

Choices:
W. proton.
V. nucleus.
I. electron.
O. atom.

Prompt:
Question: The smallest part of an element that retains the properties of the element is the
W. proton.
V. nucleus.
I. electron.
O. atom.
Answer:

Answer: 3

Question: The smallest part of an element that retains the properties of the element is the

Choices:
W. proton.
V. nucleus.
I. atom.
O. electron.

Prompt:
Question: The smallest part of an element that retains the properties of the element is the
W. proton.
V. nucleus.
I. atom.
O. electron.
Answer:

Answer: 2


Question: What is the composition of the nucleus of an atom?

Choices:
A. ions and electrons
B. electrons and protons
C. protons and neutrons
D. neutrons and electrons

Prompt:
Question: What is the composition of the nucleus of an atom?
A. ions and electrons
B. electrons and protons
C. protons and neutrons
D. neutrons and electrons
Answer:

Answer: 2

Question: What is the composition of the nucleus of an atom?

Choices:
A. ions and electrons
B. protons and neutrons
C. electrons and protons
D. neutrons and electrons

Prompt:
Question: What is the composition of the nucleus of an atom?
A. ions and electrons
B. protons and neutrons
C. electrons and protons
D. neutrons and electrons
Answer:

Answer: 1

Question: What is the composition of the nucleus of an atom?

Choices:
1. ions and electrons
2. electrons and protons
3. protons and neutrons
4. neutrons and electrons

Prompt:
Question: What is the composition of the nucleus of an atom?
1. ions and electrons
2. electrons and protons
3. protons and neutrons
4. neutrons and electrons
Answer:

Answer: 2

Question: What is the composition of the nucleus of an atom?

Choices:
V. ions and electrons
F. electrons and protons
B. protons and neutrons
A. neutrons and electrons

Prompt:
Question: What is the composition of the nucleus of an atom?
V. ions and electrons
F. electrons and protons
B. protons and neutrons
A. neutrons and electrons
Answer:

Answer: 2

Question: What is the composition of the nucleus of an atom?

Choices:
V. ions and electrons
F. protons and neutrons
B. electrons and protons
A. neutrons and electrons

Prompt:
Question: What is the composition of the nucleus of an atom?
V. ions and electrons
F. protons and neutrons
B. electrons and protons
A. neutrons and electrons
Answer:

Answer: 1


Question: Which of these would best be shown as a 3-D model?

Choices:
A. color spectrum
B. magnetic field
C. skeletal system
D. water cycle

Prompt:
Question: Which of these would best be shown as a 3-D model?
A. color spectrum
B. magnetic field
C. skeletal system
D. water cycle
Answer:

Answer: 2

Question: Which of these would best be shown as a 3-D model?

Choices:
A. skeletal system
B. color spectrum
C. magnetic field
D. water cycle

Prompt:
Question: Which of these would best be shown as a 3-D model?
A. skeletal system
B. color spectrum
C. magnetic field
D. water cycle
Answer:

Question: Which of these would best be shown as a 3-D model?

Choices:
1. color spectrum
2. magnetic field
3. skeletal system
4. water cycle

Prompt:
Question: Which of these would best be shown as a 3-D model?
1. color spectrum
2. magnetic field
3. skeletal system
4. water cycle
Answer:

Answer: 2

Question: Which of these would best be shown as a 3-D model?

Choices:
A. color spectrum
K. magnetic field
H. skeletal system
U. water cycle

Prompt:
Question: Which of these would best be shown as a 3-D model?
A. color spectrum
K. magnetic field
H. skeletal system
U. water cycle
Answer:

Answer: 2

Question: Which of these would best be shown as a 3-D model?

Choices:
A. skeletal system
K. color spectrum
H. magnetic field
U. water cycle

Prompt:
Question: Which of these would best be shown as a 3-D model?
A. skeletal system
K. color spectrum
H. magnetic field
U. water cycle
Answer:


Question: A root emerges from a seed because of the force of

Choices:
A. water against the seed coat.
B. air pushing on the seed.
C. gravity on the seed.
D. soil pressing on the seed.

Prompt:
Question: A root emerges from a seed because of the force of
A. water against the seed coat.
B. air pushing on the seed.
C. gravity on the seed.
D. soil pressing on the seed.
Answer:

Question: A root emerges from a seed because of the force of

Choices:
A. air pushing on the seed.
B. gravity on the seed.
C. water against the seed coat.
D. soil pressing on the seed.

Prompt:
Question: A root emerges from a seed because of the force of
A. air pushing on the seed.
B. gravity on the seed.
C. water against the seed coat.
D. soil pressing on the seed.
Answer:

Answer: 2

Question: A root emerges from a seed because of the force of

Choices:
1. water against the seed coat.
2. air pushing on the seed.
3. gravity on the seed.
4. soil pressing on the seed.

Prompt:
Question: A root emerges from a seed because of the force of
1. water against the seed coat.
2. air pushing on the seed.
3. gravity on the seed.
4. soil pressing on the seed.
Answer:

Question: A root emerges from a seed because of the force of

Choices:
P. water against the seed coat.
W. air pushing on the seed.
Q. gravity on the seed.
G. soil pressing on the seed.

Prompt:
Question: A root emerges from a seed because of the force of
P. water against the seed coat.
W. air pushing on the seed.
Q. gravity on the seed.
G. soil pressing on the seed.
Answer:

Question: A root emerges from a seed because of the force of

Choices:
P. air pushing on the seed.
W. gravity on the seed.
Q. water against the seed coat.
G. soil pressing on the seed.

Prompt:
Question: A root emerges from a seed because of the force of
P. air pushing on the seed.
W. gravity on the seed.
Q. water against the seed coat.
G. soil pressing on the seed.
Answer:

Answer: 2


Question: Which of these is the BEST reason to study weather?

Choices:
A. To be prepared for storms
B. To learn how fossils are formed
C. To see changing phases of the Moon
D. To find ways for animals to live longer

Prompt:
Question: Which of these is the BEST reason to study weather?
A. To be prepared for storms
B. To learn how fossils are formed
C. To see changing phases of the Moon
D. To find ways for animals to live longer
Answer:

Question: Which of these is the BEST reason to study weather?

Choices:
A. To learn how fossils are formed
B. To see changing phases of the Moon
C. To be prepared for storms
D. To find ways for animals to live longer

Prompt:
Question: Which of these is the BEST reason to study weather?
A. To learn how fossils are formed
B. To see changing phases of the Moon
C. To be prepared for storms
D. To find ways for animals to live longer
Answer:

Answer: 2

Question: Which of these is the BEST reason to study weather?

Choices:
1. To be prepared for storms
2. To learn how fossils are formed
3. To see changing phases of the Moon
4. To find ways for animals to live longer

Prompt:
Question: Which of these is the BEST reason to study weather?
1. To be prepared for storms
2. To learn how fossils are formed
3. To see changing phases of the Moon
4. To find ways for animals to live longer
Answer:

Question: Which of these is the BEST reason to study weather?

Choices:
X. To be prepared for storms
E. To learn how fossils are formed
D. To see changing phases of the Moon
Y. To find ways for animals to live longer

Prompt:
Question: Which of these is the BEST reason to study weather?
X. To be prepared for storms
E. To learn how fossils are formed
D. To see changing phases of the Moon
Y. To find ways for animals to live longer
Answer:

Question: Which of these is the BEST reason to study weather?

Choices:
X. To learn how fossils are formed
E. To see changing phases of the Moon
D. To be prepared for storms
Y. To find ways for animals to live longer

Prompt:
Question: Which of these is the BEST reason to study weather?
X. To learn how fossils are formed
E. To see changing phases of the Moon
D. To be prepared for storms
Y. To find ways for animals to live longer
Answer:

Answer: 2


Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?

Choices:
A. 6.2 x 10^8 J
B. 6.3 x 10^8 J
C. 7.7 x 10^8 J
D. 7.9 x 10^8 J

Prompt:
Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?
A. 6.2 x 10^8 J
B. 6.3 x 10^8 J
C. 7.7 x 10^8 J
D. 7.9 x 10^8 J
Answer:

Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?

Choices:
A. 7.7 x 10^8 J
B. 7.9 x 10^8 J
C. 6.2 x 10^8 J
D. 6.3 x 10^8 J

Prompt:
Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?
A. 7.7 x 10^8 J
B. 7.9 x 10^8 J
C. 6.2 x 10^8 J
D. 6.3 x 10^8 J
Answer:

Answer: 2

Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?

Choices:
1. 6.2 x 10^8 J
2. 6.3 x 10^8 J
3. 7.7 x 10^8 J
4. 7.9 x 10^8 J

Prompt:
Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?
1. 6.2 x 10^8 J
2. 6.3 x 10^8 J
3. 7.7 x 10^8 J
4. 7.9 x 10^8 J
Answer:

Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?

Choices:
C. 6.2 x 10^8 J
H. 6.3 x 10^8 J
B. 7.7 x 10^8 J
M. 7.9 x 10^8 J

Prompt:
Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?
C. 6.2 x 10^8 J
H. 6.3 x 10^8 J
B. 7.7 x 10^8 J
M. 7.9 x 10^8 J
Answer:

Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?

Choices:
C. 7.7 x 10^8 J
H. 7.9 x 10^8 J
B. 6.2 x 10^8 J
M. 6.3 x 10^8 J

Prompt:
Question: A recycling plant manager needs to melt 1500 kg of scrap copper to sell to a wire manufacturer. The copper is at 15°C and its melting point is 1083°C. The copper has a specific heat of 385 J/kg x K. How much heat is required to raise the temperature of the copper to its melting point?
C. 7.7 x 10^8 J
H. 7.9 x 10^8 J
B. 6.2 x 10^8 J
M. 6.3 x 10^8 J
Answer:

Answer: 2


Question: A decomposer is an organism that

Choices:
A. preys on other animals
B. eats only plants
C. recycles nutrients
D. uses sunlight to make food

Prompt:
Question: A decomposer is an organism that
A. preys on other animals
B. eats only plants
C. recycles nutrients
D. uses sunlight to make food
Answer:

Answer: 2

Question: A decomposer is an organism that

Choices:
A. uses sunlight to make food
B. recycles nutrients
C. eats only plants
D. preys on other animals

Prompt:
Question: A decomposer is an organism that
A. uses sunlight to make food
B. recycles nutrients
C. eats only plants
D. preys on other animals
Answer:

Answer: 1

Question: A decomposer is an organism that

Choices:
1. preys on other animals
2. eats only plants
3. recycles nutrients
4. uses sunlight to make food

Prompt:
Question: A decomposer is an organism that
1. preys on other animals
2. eats only plants
3. recycles nutrients
4. uses sunlight to make food
Answer:

Answer: 2

Question: A decomposer is an organism that

Choices:
I. preys on other animals
A. eats only plants
J. recycles nutrients
X. uses sunlight to make food

Prompt:
Question: A decomposer is an organism that
I. preys on other animals
A. eats only plants
J. recycles nutrients
X. uses sunlight to make food
Answer:

Answer: 2

Question: A decomposer is an organism that

Choices:
I. uses sunlight to make food
A. recycles nutrients
J. eats only plants
X. preys on other animals

Prompt:
Question: A decomposer is an organism that
I. uses sunlight to make food
A. recycles nutrients
J. eats only plants
X. preys on other animals
Answer:

Answer: 1


Question: Which type of scientist would study the relationship between simple machines and energy?

Choices:
A. chemist
B. biologist
C. physicist
D. geologist

Prompt:
Question: Which type of scientist would study the relationship between simple machines and energy?
A. chemist
B. biologist
C. physicist
D. geologist
Answer:

Answer: 2

Question: Which type of scientist would study the relationship between simple machines and energy?

Choices:
A. geologist
B. physicist
C. chemist
D. biologist

Prompt:
Question: Which type of scientist would study the relationship between simple machines and energy?
A. geologist
B. physicist
C. chemist
D. biologist
Answer:

Answer: 1

Question: Which type of scientist would study the relationship between simple machines and energy?

Choices:
1. chemist
2. biologist
3. physicist
4. geologist

Prompt:
Question: Which type of scientist would study the relationship between simple machines and energy?
1. chemist
2. biologist
3. physicist
4. geologist
Answer:

Answer: 2

Question: Which type of scientist would study the relationship between simple machines and energy?

Choices:
Y. chemist
V. biologist
Z. physicist
I. geologist

Prompt:
Question: Which type of scientist would study the relationship between simple machines and energy?
Y. chemist
V. biologist
Z. physicist
I. geologist
Answer:

Answer: 2

Question: Which type of scientist would study the relationship between simple machines and energy?

Choices:
Y. geologist
V. physicist
Z. chemist
I. biologist

Prompt:
Question: Which type of scientist would study the relationship between simple machines and energy?
Y. geologist
V. physicist
Z. chemist
I. biologist
Answer:

Answer: 1


Question: The seeds of an oak come from the ___.

Choices:
A. fruit
B. leaf
C. root
D. stem

Prompt:
Question: The seeds of an oak come from the ___.
A. fruit
B. leaf
C. root
D. stem
Answer:

Question: The seeds of an oak come from the ___.

Choices:
A. leaf
B. stem
C. fruit
D. root

Prompt:
Question: The seeds of an oak come from the ___.
A. leaf
B. stem
C. fruit
D. root
Answer:

Answer: 2

Question: The seeds of an oak come from the ___.

Choices:
1. fruit
2. leaf
3. root
4. stem

Prompt:
Question: The seeds of an oak come from the ___.
1. fruit
2. leaf
3. root
4. stem
Answer:

Question: The seeds of an oak come from the ___.

Choices:
O. fruit
F. leaf
D. root
X. stem

Prompt:
Question: The seeds of an oak come from the ___.
O. fruit
F. leaf
D. root
X. stem
Answer:

Question: The seeds of an oak come from the ___.

Choices:
O. leaf
F. stem
D. fruit
X. root

Prompt:
Question: The seeds of an oak come from the ___.
O. leaf
F. stem
D. fruit
X. root
Answer:

Answer: 2


Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?

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

Prompt:
Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?
A. glass
B. metal
C. paper
D. plastic
Answer:

Answer: 3

Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?

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

Prompt:
Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?
A. glass
B. paper
C. plastic
D. metal
Answer:

Answer: 2

Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?

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

Prompt:
Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?
1. glass
2. metal
3. paper
4. plastic
Answer:

Answer: 3

Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?

Choices:
Q. glass
B. metal
E. paper
D. plastic

Prompt:
Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?
Q. glass
B. metal
E. paper
D. plastic
Answer:

Answer: 3

Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?

Choices:
Q. glass
B. paper
E. plastic
D. metal

Prompt:
Question: A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-safe. Which of the following is the best material to use to make the container?
Q. glass
B. paper
E. plastic
D. metal
Answer:

Answer: 2


Question: When carbon and oxygen combine chemically, the mass of the product is

Choices:
A. greater than the mass of the carbon plus the mass of the oxygen
B. equal to the mass of the carbon plus the mass of the oxygen
C. equal to the mass of the carbon
D. less than the mass of the carbon

Prompt:
Question: When carbon and oxygen combine chemically, the mass of the product is
A. greater than the mass of the carbon plus the mass of the oxygen
B. equal to the mass of the carbon plus the mass of the oxygen
C. equal to the mass of the carbon
D. less than the mass of the carbon
Answer:

Answer: 1

Question: When carbon and oxygen combine chemically, the mass of the product is

Choices:
A. equal to the mass of the carbon plus the mass of the oxygen
B. equal to the mass of the carbon
C. less than the mass of the carbon
D. greater than the mass of the carbon plus the mass of the oxygen

Prompt:
Question: When carbon and oxygen combine chemically, the mass of the product is
A. equal to the mass of the carbon plus the mass of the oxygen
B. equal to the mass of the carbon
C. less than the mass of the carbon
D. greater than the mass of the carbon plus the mass of the oxygen
Answer:

Question: When carbon and oxygen combine chemically, the mass of the product is

Choices:
1. greater than the mass of the carbon plus the mass of the oxygen
2. equal to the mass of the carbon plus the mass of the oxygen
3. equal to the mass of the carbon
4. less than the mass of the carbon

Prompt:
Question: When carbon and oxygen combine chemically, the mass of the product is
1. greater than the mass of the carbon plus the mass of the oxygen
2. equal to the mass of the carbon plus the mass of the oxygen
3. equal to the mass of the carbon
4. less than the mass of the carbon
Answer:

Answer: 1

Question: When carbon and oxygen combine chemically, the mass of the product is

Choices:
M. greater than the mass of the carbon plus the mass of the oxygen
I. equal to the mass of the carbon plus the mass of the oxygen
A. equal to the mass of the carbon
P. less than the mass of the carbon

Prompt:
Question: When carbon and oxygen combine chemically, the mass of the product is
M. greater than the mass of the carbon plus the mass of the oxygen
I. equal to the mass of the carbon plus the mass of the oxygen
A. equal to the mass of the carbon
P. less than the mass of the carbon
Answer:

Answer: 1

Question: When carbon and oxygen combine chemically, the mass of the product is

Choices:
M. equal to the mass of the carbon plus the mass of the oxygen
I. equal to the mass of the carbon
A. less than the mass of the carbon
P. greater than the mass of the carbon plus the mass of the oxygen

Prompt:
Question: When carbon and oxygen combine chemically, the mass of the product is
M. equal to the mass of the carbon plus the mass of the oxygen
I. equal to the mass of the carbon
A. less than the mass of the carbon
P. greater than the mass of the carbon plus the mass of the oxygen
Answer:


Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as

Choices:
A. a cardiovascular disease.
B. an infectious disease.
C. a digestive system disease.
D. an autoimmune disease.

Prompt:
Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as
A. a cardiovascular disease.
B. an infectious disease.
C. a digestive system disease.
D. an autoimmune disease.
Answer:

Answer: 3

Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as

Choices:
A. a cardiovascular disease.
B. an autoimmune disease.
C. a digestive system disease.
D. an infectious disease.

Prompt:
Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as
A. a cardiovascular disease.
B. an autoimmune disease.
C. a digestive system disease.
D. an infectious disease.
Answer:

Answer: 1

Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as

Choices:
1. a cardiovascular disease.
2. an infectious disease.
3. a digestive system disease.
4. an autoimmune disease.

Prompt:
Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as
1. a cardiovascular disease.
2. an infectious disease.
3. a digestive system disease.
4. an autoimmune disease.
Answer:

Answer: 3

Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as

Choices:
W. a cardiovascular disease.
E. an infectious disease.
Y. a digestive system disease.
F. an autoimmune disease.

Prompt:
Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as
W. a cardiovascular disease.
E. an infectious disease.
Y. a digestive system disease.
F. an autoimmune disease.
Answer:

Answer: 3

Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as

Choices:
W. a cardiovascular disease.
E. an autoimmune disease.
Y. a digestive system disease.
F. an infectious disease.

Prompt:
Question: Juvenile diabetes is a disease caused by the body's inability to create insulin. The body's white blood cells attack the pancreatic cells that produce insulin. This type of disease is known as
W. a cardiovascular disease.
E. an autoimmune disease.
Y. a digestive system disease.
F. an infectious disease.
Answer:

Answer: 1


Question: Which of these describes a property of all matter?

Choices:
A. All matter gives off light.
B. All matter is attracted by magnets.
C. All matter is made of atoms.
D. All matter dissolves in water.

Prompt:
Question: Which of these describes a property of all matter?
A. All matter gives off light.
B. All matter is attracted by magnets.
C. All matter is made of atoms.
D. All matter dissolves in water.
Answer:

Answer: 2

Question: Which of these describes a property of all matter?

Choices:
A. All matter gives off light.
B. All matter is made of atoms.
C. All matter is attracted by magnets.
D. All matter dissolves in water.

Prompt:
Question: Which of these describes a property of all matter?
A. All matter gives off light.
B. All matter is made of atoms.
C. All matter is attracted by magnets.
D. All matter dissolves in water.
Answer:

Answer: 1

Question: Which of these describes a property of all matter?

Choices:
1. All matter gives off light.
2. All matter is attracted by magnets.
3. All matter is made of atoms.
4. All matter dissolves in water.

Prompt:
Question: Which of these describes a property of all matter?
1. All matter gives off light.
2. All matter is attracted by magnets.
3. All matter is made of atoms.
4. All matter dissolves in water.
Answer:

Answer: 2

Question: Which of these describes a property of all matter?

Choices:
Z. All matter gives off light.
G. All matter is attracted by magnets.
B. All matter is made of atoms.
F. All matter dissolves in water.

Prompt:
Question: Which of these describes a property of all matter?
Z. All matter gives off light.
G. All matter is attracted by magnets.
B. All matter is made of atoms.
F. All matter dissolves in water.
Answer:

Answer: 2

Question: Which of these describes a property of all matter?

Choices:
Z. All matter gives off light.
G. All matter is made of atoms.
B. All matter is attracted by magnets.
F. All matter dissolves in water.

Prompt:
Question: Which of these describes a property of all matter?
Z. All matter gives off light.
G. All matter is made of atoms.
B. All matter is attracted by magnets.
F. All matter dissolves in water.
Answer:

Answer: 1


Question: Which of the following is a characteristic of all chemical changes?

Choices:
A. A different state of matter is produced.
B. Some mass is converted to energy.
C. Some form of light is given off.
D. A new material is formed.

Prompt:
Question: Which of the following is a characteristic of all chemical changes?
A. A different state of matter is produced.
B. Some mass is converted to energy.
C. Some form of light is given off.
D. A new material is formed.
Answer:

Answer: 3

Question: Which of the following is a characteristic of all chemical changes?

Choices:
A. Some mass is converted to energy.
B. Some form of light is given off.
C. A new material is formed.
D. A different state of matter is produced.

Prompt:
Question: Which of the following is a characteristic of all chemical changes?
A. Some mass is converted to energy.
B. Some form of light is given off.
C. A new material is formed.
D. A different state of matter is produced.
Answer:

Answer: 2

Question: Which of the following is a characteristic of all chemical changes?

Choices:
1. A different state of matter is produced.
2. Some mass is converted to energy.
3. Some form of light is given off.
4. A new material is formed.

Prompt:
Question: Which of the following is a characteristic of all chemical changes?
1. A different state of matter is produced.
2. Some mass is converted to energy.
3. Some form of light is given off.
4. A new material is formed.
Answer:

Answer: 3

Question: Which of the following is a characteristic of all chemical changes?

Choices:
D. A different state of matter is produced.
I. Some mass is converted to energy.
W. Some form of light is given off.
A. A new material is formed.

Prompt:
Question: Which of the following is a characteristic of all chemical changes?
D. A different state of matter is produced.
I. Some mass is converted to energy.
W. Some form of light is given off.
A. A new material is formed.
Answer:

Answer: 3

Question: Which of the following is a characteristic of all chemical changes?

Choices:
D. Some mass is converted to energy.
I. Some form of light is given off.
W. A new material is formed.
A. A different state of matter is produced.

Prompt:
Question: Which of the following is a characteristic of all chemical changes?
D. Some mass is converted to energy.
I. Some form of light is given off.
W. A new material is formed.
A. A different state of matter is produced.
Answer:

Answer: 2


Question: What is the complementary base of adenine in DNA?

Choices:
A. cytosine
B. thymine
C. guanine
D. uracil

Prompt:
Question: What is the complementary base of adenine in DNA?
A. cytosine
B. thymine
C. guanine
D. uracil
Answer:

Answer: 1

Question: What is the complementary base of adenine in DNA?

Choices:
A. cytosine
B. uracil
C. thymine
D. guanine

Prompt:
Question: What is the complementary base of adenine in DNA?
A. cytosine
B. uracil
C. thymine
D. guanine
Answer:

Answer: 2

Question: What is the complementary base of adenine in DNA?

Choices:
1. cytosine
2. thymine
3. guanine
4. uracil

Prompt:
Question: What is the complementary base of adenine in DNA?
1. cytosine
2. thymine
3. guanine
4. uracil
Answer:

Answer: 1

Question: What is the complementary base of adenine in DNA?

Choices:
P. cytosine
G. thymine
T. guanine
C. uracil

Prompt:
Question: What is the complementary base of adenine in DNA?
P. cytosine
G. thymine
T. guanine
C. uracil
Answer:

Answer: 1

Question: What is the complementary base of adenine in DNA?

Choices:
P. cytosine
G. uracil
T. thymine
C. guanine

Prompt:
Question: What is the complementary base of adenine in DNA?
P. cytosine
G. uracil
T. thymine
C. guanine
Answer:

Answer: 2


Question: What is the density of a 64-g iron cube that displaces 8 mL of water?

Choices:
A. 512 g/mL
B. 32 g/mL
C. 8 g/mL
D. 4 g/mL

Prompt:
Question: What is the density of a 64-g iron cube that displaces 8 mL of water?
A. 512 g/mL
B. 32 g/mL
C. 8 g/mL
D. 4 g/mL
Answer:

Answer: 2

Question: What is the density of a 64-g iron cube that displaces 8 mL of water?

Choices:
A. 512 g/mL
B. 8 g/mL
C. 4 g/mL
D. 32 g/mL

Prompt:
Question: What is the density of a 64-g iron cube that displaces 8 mL of water?
A. 512 g/mL
B. 8 g/mL
C. 4 g/mL
D. 32 g/mL
Answer:

Answer: 1

Question: What is the density of a 64-g iron cube that displaces 8 mL of water?

Choices:
1. 512 g/mL
2. 32 g/mL
3. 8 g/mL
4. 4 g/mL

Prompt:
Question: What is the density of a 64-g iron cube that displaces 8 mL of water?
1. 512 g/mL
2. 32 g/mL
3. 8 g/mL
4. 4 g/mL
Answer:

Answer: 2

Question: What is the density of a 64-g iron cube that displaces 8 mL of water?

Choices:
P. 512 g/mL
T. 32 g/mL
I. 8 g/mL
D. 4 g/mL

Prompt:
Question: What is the density of a 64-g iron cube that displaces 8 mL of water?
P. 512 g/mL
T. 32 g/mL
I. 8 g/mL
D. 4 g/mL
Answer:

Answer: 2

Question: What is the density of a 64-g iron cube that displaces 8 mL of water?

Choices:
P. 512 g/mL
T. 8 g/mL
I. 4 g/mL
D. 32 g/mL

Prompt:
Question: What is the density of a 64-g iron cube that displaces 8 mL of water?
P. 512 g/mL
T. 8 g/mL
I. 4 g/mL
D. 32 g/mL
Answer:

Answer: 1


Question: What keeps Mars in orbit around the Sun?

Choices:
A. friction
B. gravity
C. magnetism
D. solar power

Prompt:
Question: What keeps Mars in orbit around the Sun?
A. friction
B. gravity
C. magnetism
D. solar power
Answer:

Answer: 1

Question: What keeps Mars in orbit around the Sun?

Choices:
A. friction
B. solar power
C. gravity
D. magnetism

Prompt:
Question: What keeps Mars in orbit around the Sun?
A. friction
B. solar power
C. gravity
D. magnetism
Answer:

Answer: 2

Question: What keeps Mars in orbit around the Sun?

Choices:
1. friction
2. gravity
3. magnetism
4. solar power

Prompt:
Question: What keeps Mars in orbit around the Sun?
1. friction
2. gravity
3. magnetism
4. solar power
Answer:

Answer: 1

Question: What keeps Mars in orbit around the Sun?

Choices:
I. friction
T. gravity
K. magnetism
J. solar power

Prompt:
Question: What keeps Mars in orbit around the Sun?
I. friction
T. gravity
K. magnetism
J. solar power
Answer:

Answer: 1

Question: What keeps Mars in orbit around the Sun?

Choices:
I. friction
T. solar power
K. gravity
J. magnetism

Prompt:
Question: What keeps Mars in orbit around the Sun?
I. friction
T. solar power
K. gravity
J. magnetism
Answer:

Answer: 2


Question: Which material is primarily a mixture of weathered rock and organic matter?

Choices:
A. minerals
B. soil
C. ocean water
D. seashells

Prompt:
Question: Which material is primarily a mixture of weathered rock and organic matter?
A. minerals
B. soil
C. ocean water
D. seashells
Answer:

Answer: 1

Question: Which material is primarily a mixture of weathered rock and organic matter?

Choices:
A. soil
B. ocean water
C. seashells
D. minerals

Prompt:
Question: Which material is primarily a mixture of weathered rock and organic matter?
A. soil
B. ocean water
C. seashells
D. minerals
Answer:

Question: Which material is primarily a mixture of weathered rock and organic matter?

Choices:
1. minerals
2. soil
3. ocean water
4. seashells

Prompt:
Question: Which material is primarily a mixture of weathered rock and organic matter?
1. minerals
2. soil
3. ocean water
4. seashells
Answer:

Answer: 1

Question: Which material is primarily a mixture of weathered rock and organic matter?

Choices:
L. minerals
W. soil
J. ocean water
X. seashells

Prompt:
Question: Which material is primarily a mixture of weathered rock and organic matter?
L. minerals
W. soil
J. ocean water
X. seashells
Answer:

Answer: 1

Question: Which material is primarily a mixture of weathered rock and organic matter?

Choices:
L. soil
W. ocean water
J. seashells
X. minerals

Prompt:
Question: Which material is primarily a mixture of weathered rock and organic matter?
L. soil
W. ocean water
J. seashells
X. minerals
Answer:


Question: How do plants most commonly break large rocks into smaller pieces?

Choices:
A. Plant leaves insulate surrounding rocks from extreme temperatures.
B. Plant roots grow into cracks in rocks.
C. Seeds from plants fall onto rocks and release acidic compounds.
D. Stems of plants surround and squeeze rocks.

Prompt:
Question: How do plants most commonly break large rocks into smaller pieces?
A. Plant leaves insulate surrounding rocks from extreme temperatures.
B. Plant roots grow into cracks in rocks.
C. Seeds from plants fall onto rocks and release acidic compounds.
D. Stems of plants surround and squeeze rocks.
Answer:

Answer: 1

Question: How do plants most commonly break large rocks into smaller pieces?

Choices:
A. Plant roots grow into cracks in rocks.
B. Seeds from plants fall onto rocks and release acidic compounds.
C. Plant leaves insulate surrounding rocks from extreme temperatures.
D. Stems of plants surround and squeeze rocks.

Prompt:
Question: How do plants most commonly break large rocks into smaller pieces?
A. Plant roots grow into cracks in rocks.
B. Seeds from plants fall onto rocks and release acidic compounds.
C. Plant leaves insulate surrounding rocks from extreme temperatures.
D. Stems of plants surround and squeeze rocks.
Answer:

Question: How do plants most commonly break large rocks into smaller pieces?

Choices:
1. Plant leaves insulate surrounding rocks from extreme temperatures.
2. Plant roots grow into cracks in rocks.
3. Seeds from plants fall onto rocks and release acidic compounds.
4. Stems of plants surround and squeeze rocks.

Prompt:
Question: How do plants most commonly break large rocks into smaller pieces?
1. Plant leaves insulate surrounding rocks from extreme temperatures.
2. Plant roots grow into cracks in rocks.
3. Seeds from plants fall onto rocks and release acidic compounds.
4. Stems of plants surround and squeeze rocks.
Answer:

Answer: 1

Question: How do plants most commonly break large rocks into smaller pieces?

Choices:
E. Plant leaves insulate surrounding rocks from extreme temperatures.
G. Plant roots grow into cracks in rocks.
L. Seeds from plants fall onto rocks and release acidic compounds.
D. Stems of plants surround and squeeze rocks.

Prompt:
Question: How do plants most commonly break large rocks into smaller pieces?
E. Plant leaves insulate surrounding rocks from extreme temperatures.
G. Plant roots grow into cracks in rocks.
L. Seeds from plants fall onto rocks and release acidic compounds.
D. Stems of plants surround and squeeze rocks.
Answer:

Answer: 1

Question: How do plants most commonly break large rocks into smaller pieces?

Choices:
E. Plant roots grow into cracks in rocks.
G. Seeds from plants fall onto rocks and release acidic compounds.
L. Plant leaves insulate surrounding rocks from extreme temperatures.
D. Stems of plants surround and squeeze rocks.

Prompt:
Question: How do plants most commonly break large rocks into smaller pieces?
E. Plant roots grow into cracks in rocks.
G. Seeds from plants fall onto rocks and release acidic compounds.
L. Plant leaves insulate surrounding rocks from extreme temperatures.
D. Stems of plants surround and squeeze rocks.
Answer:


Question: Which statement best describes the climate of Nevada?

Choices:
A. Temperature at night dropped behind a cold front.
B. Wind increased during the day.
C. Humidity is low throughout every summer.
D. Air pressure increased gradually all week.

Prompt:
Question: Which statement best describes the climate of Nevada?
A. Temperature at night dropped behind a cold front.
B. Wind increased during the day.
C. Humidity is low throughout every summer.
D. Air pressure increased gradually all week.
Answer:

Answer: 2

Question: Which statement best describes the climate of Nevada?

Choices:
A. Humidity is low throughout every summer.
B. Wind increased during the day.
C. Temperature at night dropped behind a cold front.
D. Air pressure increased gradually all week.

Prompt:
Question: Which statement best describes the climate of Nevada?
A. Humidity is low throughout every summer.
B. Wind increased during the day.
C. Temperature at night dropped behind a cold front.
D. Air pressure increased gradually all week.
Answer:

Question: Which statement best describes the climate of Nevada?

Choices:
1. Temperature at night dropped behind a cold front.
2. Wind increased during the day.
3. Humidity is low throughout every summer.
4. Air pressure increased gradually all week.

Prompt:
Question: Which statement best describes the climate of Nevada?
1. Temperature at night dropped behind a cold front.
2. Wind increased during the day.
3. Humidity is low throughout every summer.
4. Air pressure increased gradually all week.
Answer:

Answer: 2

Question: Which statement best describes the climate of Nevada?

Choices:
M. Temperature at night dropped behind a cold front.
E. Wind increased during the day.
P. Humidity is low throughout every summer.
Y. Air pressure increased gradually all week.

Prompt:
Question: Which statement best describes the climate of Nevada?
M. Temperature at night dropped behind a cold front.
E. Wind increased during the day.
P. Humidity is low throughout every summer.
Y. Air pressure increased gradually all week.
Answer:

Answer: 2

Question: Which statement best describes the climate of Nevada?

Choices:
M. Humidity is low throughout every summer.
E. Wind increased during the day.
P. Temperature at night dropped behind a cold front.
Y. Air pressure increased gradually all week.

Prompt:
Question: Which statement best describes the climate of Nevada?
M. Humidity is low throughout every summer.
E. Wind increased during the day.
P. Temperature at night dropped behind a cold front.
Y. Air pressure increased gradually all week.
Answer:


Question: What is the primary function of skin cells?

Choices:
A. to deliver messages to the brain
B. to generate movement of muscles
C. to provide a physical barrier to the body
D. to produce carbohydrates for energy

Prompt:
Question: What is the primary function of skin cells?
A. to deliver messages to the brain
B. to generate movement of muscles
C. to provide a physical barrier to the body
D. to produce carbohydrates for energy
Answer:

Answer: 2

Question: What is the primary function of skin cells?

Choices:
A. to provide a physical barrier to the body
B. to deliver messages to the brain
C. to produce carbohydrates for energy
D. to generate movement of muscles

Prompt:
Question: What is the primary function of skin cells?
A. to provide a physical barrier to the body
B. to deliver messages to the brain
C. to produce carbohydrates for energy
D. to generate movement of muscles
Answer:

Question: What is the primary function of skin cells?

Choices:
1. to deliver messages to the brain
2. to generate movement of muscles
3. to provide a physical barrier to the body
4. to produce carbohydrates for energy

Prompt:
Question: What is the primary function of skin cells?
1. to deliver messages to the brain
2. to generate movement of muscles
3. to provide a physical barrier to the body
4. to produce carbohydrates for energy
Answer:

Answer: 2

Question: What is the primary function of skin cells?

Choices:
H. to deliver messages to the brain
M. to generate movement of muscles
F. to provide a physical barrier to the body
Y. to produce carbohydrates for energy

Prompt:
Question: What is the primary function of skin cells?
H. to deliver messages to the brain
M. to generate movement of muscles
F. to provide a physical barrier to the body
Y. to produce carbohydrates for energy
Answer:

Answer: 2

Question: What is the primary function of skin cells?

Choices:
H. to provide a physical barrier to the body
M. to deliver messages to the brain
F. to produce carbohydrates for energy
Y. to generate movement of muscles

Prompt:
Question: What is the primary function of skin cells?
H. to provide a physical barrier to the body
M. to deliver messages to the brain
F. to produce carbohydrates for energy
Y. to generate movement of muscles
Answer:


Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?

Choices:
A. animals
B. climate
C. tides
D. wind

Prompt:
Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?
A. animals
B. climate
C. tides
D. wind
Answer:

Answer: 1

Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?

Choices:
A. climate
B. wind
C. tides
D. animals

Prompt:
Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?
A. climate
B. wind
C. tides
D. animals
Answer:

Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?

Choices:
1. animals
2. climate
3. tides
4. wind

Prompt:
Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?
1. animals
2. climate
3. tides
4. wind
Answer:

Answer: 1

Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?

Choices:
U. animals
H. climate
A. tides
Q. wind

Prompt:
Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?
U. animals
H. climate
A. tides
Q. wind
Answer:

Answer: 1

Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?

Choices:
U. climate
H. wind
A. tides
Q. animals

Prompt:
Question: Some plants grow only in specific places in the world. Some cacti, for example, grow only in deserts. Which of the following is most important in determining where a plant can grow and survive?
U. climate
H. wind
A. tides
Q. animals
Answer:


Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?

Choices:
A. Horse's reproduce using two parents.
B. Horse's became larger over time.
C. Smaller Horse's went extinct, and then larger Horse's formed.
D. Smaller Horse's are better suited to the environment than larger Horse's.

Prompt:
Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?
A. Horse's reproduce using two parents.
B. Horse's became larger over time.
C. Smaller Horse's went extinct, and then larger Horse's formed.
D. Smaller Horse's are better suited to the environment than larger Horse's.
Answer:

Answer: 1

Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?

Choices:
A. Smaller Horse's are better suited to the environment than larger Horse's.
B. Smaller Horse's went extinct, and then larger Horse's formed.
C. Horse's reproduce using two parents.
D. Horse's became larger over time.

Prompt:
Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?
A. Smaller Horse's are better suited to the environment than larger Horse's.
B. Smaller Horse's went extinct, and then larger Horse's formed.
C. Horse's reproduce using two parents.
D. Horse's became larger over time.
Answer:

Answer: 3

Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?

Choices:
1. Horse's reproduce using two parents.
2. Horse's became larger over time.
3. Smaller Horse's went extinct, and then larger Horse's formed.
4. Smaller Horse's are better suited to the environment than larger Horse's.

Prompt:
Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?
1. Horse's reproduce using two parents.
2. Horse's became larger over time.
3. Smaller Horse's went extinct, and then larger Horse's formed.
4. Smaller Horse's are better suited to the environment than larger Horse's.
Answer:

Answer: 1

Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?

Choices:
J. Horse's reproduce using two parents.
F. Horse's became larger over time.
E. Smaller Horse's went extinct, and then larger Horse's formed.
L. Smaller Horse's are better suited to the environment than larger Horse's.

Prompt:
Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?
J. Horse's reproduce using two parents.
F. Horse's became larger over time.
E. Smaller Horse's went extinct, and then larger Horse's formed.
L. Smaller Horse's are better suited to the environment than larger Horse's.
Answer:

Answer: 1

Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?

Choices:
J. Smaller Horse's are better suited to the environment than larger Horse's.
F. Smaller Horse's went extinct, and then larger Horse's formed.
E. Horse's reproduce using two parents.
L. Horse's became larger over time.

Prompt:
Question: A geologist found fossils of horse bones in different rock layers of a canyon. The fossils in the lower levels show shorter bones than those in the upper-level fossils. Which conclusion is based on the geologist's observations?
J. Smaller Horse's are better suited to the environment than larger Horse's.
F. Smaller Horse's went extinct, and then larger Horse's formed.
E. Horse's reproduce using two parents.
L. Horse's became larger over time.
Answer:

Answer: 3


Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?

Choices:
A. They have too little mass.
B. They have too much mass.
C. Their surfaces are extremely hot.
D. Their surfaces are extremely cold.

Prompt:
Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?
A. They have too little mass.
B. They have too much mass.
C. Their surfaces are extremely hot.
D. Their surfaces are extremely cold.
Answer:

Answer: 3

Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?

Choices:
A. They have too much mass.
B. Their surfaces are extremely cold.
C. They have too little mass.
D. Their surfaces are extremely hot.

Prompt:
Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?
A. They have too much mass.
B. Their surfaces are extremely cold.
C. They have too little mass.
D. Their surfaces are extremely hot.
Answer:

Answer: 1

Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?

Choices:
1. They have too little mass.
2. They have too much mass.
3. Their surfaces are extremely hot.
4. Their surfaces are extremely cold.

Prompt:
Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?
1. They have too little mass.
2. They have too much mass.
3. Their surfaces are extremely hot.
4. Their surfaces are extremely cold.
Answer:

Answer: 3

Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?

Choices:
V. They have too little mass.
T. They have too much mass.
P. Their surfaces are extremely hot.
O. Their surfaces are extremely cold.

Prompt:
Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?
V. They have too little mass.
T. They have too much mass.
P. Their surfaces are extremely hot.
O. Their surfaces are extremely cold.
Answer:

Answer: 3

Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?

Choices:
V. They have too much mass.
T. Their surfaces are extremely cold.
P. They have too little mass.
O. Their surfaces are extremely hot.

Prompt:
Question: Which of the following is a reason life in the outermost planets is less likely than life on planets nearer the Sun?
V. They have too much mass.
T. Their surfaces are extremely cold.
P. They have too little mass.
O. Their surfaces are extremely hot.
Answer:

Answer: 1


Question: Which statement best explains how periods on the periodic table are organized?

Choices:
A. increasing atomic number from left to right
B. increasing number of neutrons from left to right
C. decreasing number of electrons from left to right
D. decreasing atomic mass number from left to right

Prompt:
Question: Which statement best explains how periods on the periodic table are organized?
A. increasing atomic number from left to right
B. increasing number of neutrons from left to right
C. decreasing number of electrons from left to right
D. decreasing atomic mass number from left to right
Answer:

Question: Which statement best explains how periods on the periodic table are organized?

Choices:
A. increasing number of neutrons from left to right
B. increasing atomic number from left to right
C. decreasing atomic mass number from left to right
D. decreasing number of electrons from left to right

Prompt:
Question: Which statement best explains how periods on the periodic table are organized?
A. increasing number of neutrons from left to right
B. increasing atomic number from left to right
C. decreasing atomic mass number from left to right
D. decreasing number of electrons from left to right
Answer:

Answer: 1

Question: Which statement best explains how periods on the periodic table are organized?

Choices:
1. increasing atomic number from left to right
2. increasing number of neutrons from left to right
3. decreasing number of electrons from left to right
4. decreasing atomic mass number from left to right

Prompt:
Question: Which statement best explains how periods on the periodic table are organized?
1. increasing atomic number from left to right
2. increasing number of neutrons from left to right
3. decreasing number of electrons from left to right
4. decreasing atomic mass number from left to right
Answer:

Question: Which statement best explains how periods on the periodic table are organized?

Choices:
Z. increasing atomic number from left to right
D. increasing number of neutrons from left to right
B. decreasing number of electrons from left to right
S. decreasing atomic mass number from left to right

Prompt:
Question: Which statement best explains how periods on the periodic table are organized?
Z. increasing atomic number from left to right
D. increasing number of neutrons from left to right
B. decreasing number of electrons from left to right
S. decreasing atomic mass number from left to right
Answer:

Question: Which statement best explains how periods on the periodic table are organized?

Choices:
Z. increasing number of neutrons from left to right
D. increasing atomic number from left to right
B. decreasing atomic mass number from left to right
S. decreasing number of electrons from left to right

Prompt:
Question: Which statement best explains how periods on the periodic table are organized?
Z. increasing number of neutrons from left to right
D. increasing atomic number from left to right
B. decreasing atomic mass number from left to right
S. decreasing number of electrons from left to right
Answer:

Answer: 1


Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?

Choices:
A. coal
B. gasoline
C. oil
D. wind

Prompt:
Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?
A. coal
B. gasoline
C. oil
D. wind
Answer:

Answer: 3

Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?

Choices:
A. wind
B. oil
C. coal
D. gasoline

Prompt:
Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?
A. wind
B. oil
C. coal
D. gasoline
Answer:

Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?

Choices:
1. coal
2. gasoline
3. oil
4. wind

Prompt:
Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?
1. coal
2. gasoline
3. oil
4. wind
Answer:

Answer: 3

Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?

Choices:
T. coal
D. gasoline
M. oil
Z. wind

Prompt:
Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?
T. coal
D. gasoline
M. oil
Z. wind
Answer:

Answer: 3

Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?

Choices:
T. wind
D. oil
M. coal
Z. gasoline

Prompt:
Question: Nonrenewable sources of energy have limited supplies. Researchers are developing devices that will make renewable energy more available. Which is a source of renewable energy?
T. wind
D. oil
M. coal
Z. gasoline
Answer:


Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?

Choices:
A. worms only
B. green plants only
C. plants and animals only
D. all the organisms in the ecosystem

Prompt:
Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?
A. worms only
B. green plants only
C. plants and animals only
D. all the organisms in the ecosystem
Answer:

Answer: 3

Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?

Choices:
A. worms only
B. plants and animals only
C. all the organisms in the ecosystem
D. green plants only

Prompt:
Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?
A. worms only
B. plants and animals only
C. all the organisms in the ecosystem
D. green plants only
Answer:

Answer: 2

Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?

Choices:
1. worms only
2. green plants only
3. plants and animals only
4. all the organisms in the ecosystem

Prompt:
Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?
1. worms only
2. green plants only
3. plants and animals only
4. all the organisms in the ecosystem
Answer:

Answer: 3

Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?

Choices:
W. worms only
S. green plants only
E. plants and animals only
D. all the organisms in the ecosystem

Prompt:
Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?
W. worms only
S. green plants only
E. plants and animals only
D. all the organisms in the ecosystem
Answer:

Answer: 3

Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?

Choices:
W. worms only
S. plants and animals only
E. all the organisms in the ecosystem
D. green plants only

Prompt:
Question: Which of these living things in a grassland ecosystem depend on the presence of a variety of bacteria and other microorganisms in the soil?
W. worms only
S. plants and animals only
E. all the organisms in the ecosystem
D. green plants only
Answer:

Answer: 2