Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?

Choices:
A. their tiny size
B. their magnetic cores
C. their inability to produce light
D. their great distance from Earth

Prompt:
Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?
A. their tiny size
B. their magnetic cores
C. their inability to produce light
D. their great distance from Earth
Answer:

Answer: 3

Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?

Choices:
A. their inability to produce light
B. their great distance from Earth
C. their magnetic cores
D. their tiny size

Prompt:
Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?
A. their inability to produce light
B. their great distance from Earth
C. their magnetic cores
D. their tiny size
Answer:

Answer: 1

Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?

Choices:
1. their tiny size
2. their magnetic cores
3. their inability to produce light
4. their great distance from Earth

Prompt:
Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?
1. their tiny size
2. their magnetic cores
3. their inability to produce light
4. their great distance from Earth
Answer:

Answer: 3

Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?

Choices:
P. their tiny size
J. their magnetic cores
M. their inability to produce light
U. their great distance from Earth

Prompt:
Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?
P. their tiny size
J. their magnetic cores
M. their inability to produce light
U. their great distance from Earth
Answer:

Answer: 3

Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?

Choices:
P. their inability to produce light
J. their great distance from Earth
M. their magnetic cores
U. their tiny size

Prompt:
Question: Which characteristic below most likely accounts for our limited knowledge of galaxies?
P. their inability to produce light
J. their great distance from Earth
M. their magnetic cores
U. their tiny size
Answer:

Answer: 1


Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?

Choices:
A. by adding carbon
B. by adding nitrogen
C. by removing excess water
D. by removing excess minerals

Prompt:
Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?
A. by adding carbon
B. by adding nitrogen
C. by removing excess water
D. by removing excess minerals
Answer:

Answer: 1

Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?

Choices:
A. by removing excess minerals
B. by adding carbon
C. by removing excess water
D. by adding nitrogen

Prompt:
Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?
A. by removing excess minerals
B. by adding carbon
C. by removing excess water
D. by adding nitrogen
Answer:

Answer: 3

Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?

Choices:
1. by adding carbon
2. by adding nitrogen
3. by removing excess water
4. by removing excess minerals

Prompt:
Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?
1. by adding carbon
2. by adding nitrogen
3. by removing excess water
4. by removing excess minerals
Answer:

Answer: 1

Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?

Choices:
U. by adding carbon
G. by adding nitrogen
H. by removing excess water
T. by removing excess minerals

Prompt:
Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?
U. by adding carbon
G. by adding nitrogen
H. by removing excess water
T. by removing excess minerals
Answer:

Answer: 1

Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?

Choices:
U. by removing excess minerals
G. by adding carbon
H. by removing excess water
T. by adding nitrogen

Prompt:
Question: Decomposers increase the fertility of the soil and prevent dead organisms from building up in the environment. In which way do decomposers make the soil more fertile?
U. by removing excess minerals
G. by adding carbon
H. by removing excess water
T. by adding nitrogen
Answer:

Answer: 3


Question: When oxygen combines with hydrogen, which substance is formed?

Choices:
A. water
B. vinegar
C. hydrochloric acid
D. hydrogen dioxide

Prompt:
Question: When oxygen combines with hydrogen, which substance is formed?
A. water
B. vinegar
C. hydrochloric acid
D. hydrogen dioxide
Answer:

Question: When oxygen combines with hydrogen, which substance is formed?

Choices:
A. hydrogen dioxide
B. water
C. vinegar
D. hydrochloric acid

Prompt:
Question: When oxygen combines with hydrogen, which substance is formed?
A. hydrogen dioxide
B. water
C. vinegar
D. hydrochloric acid
Answer:

Answer: 1

Question: When oxygen combines with hydrogen, which substance is formed?

Choices:
1. water
2. vinegar
3. hydrochloric acid
4. hydrogen dioxide

Prompt:
Question: When oxygen combines with hydrogen, which substance is formed?
1. water
2. vinegar
3. hydrochloric acid
4. hydrogen dioxide
Answer:

Question: When oxygen combines with hydrogen, which substance is formed?

Choices:
A. water
T. vinegar
R. hydrochloric acid
C. hydrogen dioxide

Prompt:
Question: When oxygen combines with hydrogen, which substance is formed?
A. water
T. vinegar
R. hydrochloric acid
C. hydrogen dioxide
Answer:

Question: When oxygen combines with hydrogen, which substance is formed?

Choices:
A. hydrogen dioxide
T. water
R. vinegar
C. hydrochloric acid

Prompt:
Question: When oxygen combines with hydrogen, which substance is formed?
A. hydrogen dioxide
T. water
R. vinegar
C. hydrochloric acid
Answer:

Answer: 1


Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?

Choices:
A. chemical energy
B. kinetic energy
C. light energy
D. heat energy

Prompt:
Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?
A. chemical energy
B. kinetic energy
C. light energy
D. heat energy
Answer:

Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?

Choices:
A. heat energy
B. chemical energy
C. light energy
D. kinetic energy

Prompt:
Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?
A. heat energy
B. chemical energy
C. light energy
D. kinetic energy
Answer:

Answer: 1

Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?

Choices:
1. chemical energy
2. kinetic energy
3. light energy
4. heat energy

Prompt:
Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?
1. chemical energy
2. kinetic energy
3. light energy
4. heat energy
Answer:

Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?

Choices:
X. chemical energy
M. kinetic energy
I. light energy
V. heat energy

Prompt:
Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?
X. chemical energy
M. kinetic energy
I. light energy
V. heat energy
Answer:

Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?

Choices:
X. heat energy
M. chemical energy
I. light energy
V. kinetic energy

Prompt:
Question: When plants undergo photosynthesis, a reaction produces sugar, oxygen, and water. During respiration, stored energy from the products of photosynthesis is converted to usable energy. In what form is the energy stored prior to use in respiration?
X. heat energy
M. chemical energy
I. light energy
V. kinetic energy
Answer:

Answer: 1


Question: Which of the following is a typical example of a unicellular organism?

Choices:
A. earthworm
B. bacteria
C. fungi
D. green algae

Prompt:
Question: Which of the following is a typical example of a unicellular organism?
A. earthworm
B. bacteria
C. fungi
D. green algae
Answer:

Answer: 1

Question: Which of the following is a typical example of a unicellular organism?

Choices:
A. bacteria
B. green algae
C. earthworm
D. fungi

Prompt:
Question: Which of the following is a typical example of a unicellular organism?
A. bacteria
B. green algae
C. earthworm
D. fungi
Answer:

Question: Which of the following is a typical example of a unicellular organism?

Choices:
1. earthworm
2. bacteria
3. fungi
4. green algae

Prompt:
Question: Which of the following is a typical example of a unicellular organism?
1. earthworm
2. bacteria
3. fungi
4. green algae
Answer:

Answer: 1

Question: Which of the following is a typical example of a unicellular organism?

Choices:
E. earthworm
D. bacteria
U. fungi
I. green algae

Prompt:
Question: Which of the following is a typical example of a unicellular organism?
E. earthworm
D. bacteria
U. fungi
I. green algae
Answer:

Answer: 1

Question: Which of the following is a typical example of a unicellular organism?

Choices:
E. bacteria
D. green algae
U. earthworm
I. fungi

Prompt:
Question: Which of the following is a typical example of a unicellular organism?
E. bacteria
D. green algae
U. earthworm
I. fungi
Answer:


Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?

Choices:
A. erosion of sediment from a mountain range
B. mass extinction of marine organisms
C. formation of an ocean trench
D. melting of polar ice caps

Prompt:
Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?
A. erosion of sediment from a mountain range
B. mass extinction of marine organisms
C. formation of an ocean trench
D. melting of polar ice caps
Answer:

Answer: 3

Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?

Choices:
A. formation of an ocean trench
B. erosion of sediment from a mountain range
C. melting of polar ice caps
D. mass extinction of marine organisms

Prompt:
Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?
A. formation of an ocean trench
B. erosion of sediment from a mountain range
C. melting of polar ice caps
D. mass extinction of marine organisms
Answer:

Answer: 2

Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?

Choices:
1. erosion of sediment from a mountain range
2. mass extinction of marine organisms
3. formation of an ocean trench
4. melting of polar ice caps

Prompt:
Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?
1. erosion of sediment from a mountain range
2. mass extinction of marine organisms
3. formation of an ocean trench
4. melting of polar ice caps
Answer:

Answer: 3

Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?

Choices:
J. erosion of sediment from a mountain range
G. mass extinction of marine organisms
S. formation of an ocean trench
Y. melting of polar ice caps

Prompt:
Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?
J. erosion of sediment from a mountain range
G. mass extinction of marine organisms
S. formation of an ocean trench
Y. melting of polar ice caps
Answer:

Answer: 3

Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?

Choices:
J. formation of an ocean trench
G. erosion of sediment from a mountain range
S. melting of polar ice caps
Y. mass extinction of marine organisms

Prompt:
Question: Over geologic time, global mean sea level has varied significantly. Which change is most likely responsible for an increase in global mean sea level?
J. formation of an ocean trench
G. erosion of sediment from a mountain range
S. melting of polar ice caps
Y. mass extinction of marine organisms
Answer:

Answer: 2


Question: Which body system is most responsible for the removal of waste?

Choices:
A. skeletal system
B. nervous system
C. muscular system
D. excretory system

Prompt:
Question: Which body system is most responsible for the removal of waste?
A. skeletal system
B. nervous system
C. muscular system
D. excretory system
Answer:

Answer: 3

Question: Which body system is most responsible for the removal of waste?

Choices:
A. muscular system
B. skeletal system
C. excretory system
D. nervous system

Prompt:
Question: Which body system is most responsible for the removal of waste?
A. muscular system
B. skeletal system
C. excretory system
D. nervous system
Answer:

Answer: 2

Question: Which body system is most responsible for the removal of waste?

Choices:
1. skeletal system
2. nervous system
3. muscular system
4. excretory system

Prompt:
Question: Which body system is most responsible for the removal of waste?
1. skeletal system
2. nervous system
3. muscular system
4. excretory system
Answer:

Answer: 3

Question: Which body system is most responsible for the removal of waste?

Choices:
F. skeletal system
J. nervous system
U. muscular system
K. excretory system

Prompt:
Question: Which body system is most responsible for the removal of waste?
F. skeletal system
J. nervous system
U. muscular system
K. excretory system
Answer:

Answer: 3

Question: Which body system is most responsible for the removal of waste?

Choices:
F. muscular system
J. skeletal system
U. excretory system
K. nervous system

Prompt:
Question: Which body system is most responsible for the removal of waste?
F. muscular system
J. skeletal system
U. excretory system
K. nervous system
Answer:

Answer: 2


Question: In which environment is white fur color an advantage for survival?

Choices:
A. desert
B. grassland
C. arctic tundra
D. temperate forest

Prompt:
Question: In which environment is white fur color an advantage for survival?
A. desert
B. grassland
C. arctic tundra
D. temperate forest
Answer:

Answer: 2

Question: In which environment is white fur color an advantage for survival?

Choices:
A. desert
B. arctic tundra
C. grassland
D. temperate forest

Prompt:
Question: In which environment is white fur color an advantage for survival?
A. desert
B. arctic tundra
C. grassland
D. temperate forest
Answer:

Answer: 1

Question: In which environment is white fur color an advantage for survival?

Choices:
1. desert
2. grassland
3. arctic tundra
4. temperate forest

Prompt:
Question: In which environment is white fur color an advantage for survival?
1. desert
2. grassland
3. arctic tundra
4. temperate forest
Answer:

Answer: 2

Question: In which environment is white fur color an advantage for survival?

Choices:
P. desert
R. grassland
X. arctic tundra
Q. temperate forest

Prompt:
Question: In which environment is white fur color an advantage for survival?
P. desert
R. grassland
X. arctic tundra
Q. temperate forest
Answer:

Answer: 2

Question: In which environment is white fur color an advantage for survival?

Choices:
P. desert
R. arctic tundra
X. grassland
Q. temperate forest

Prompt:
Question: In which environment is white fur color an advantage for survival?
P. desert
R. arctic tundra
X. grassland
Q. temperate forest
Answer:

Answer: 1


Question: Which of these will best separate iron filings from sand?

Choices:
A. water
B. a magnifying glass
C. a magnet
D. rubbing alcohol

Prompt:
Question: Which of these will best separate iron filings from sand?
A. water
B. a magnifying glass
C. a magnet
D. rubbing alcohol
Answer:

Answer: 2

Question: Which of these will best separate iron filings from sand?

Choices:
A. rubbing alcohol
B. a magnifying glass
C. water
D. a magnet

Prompt:
Question: Which of these will best separate iron filings from sand?
A. rubbing alcohol
B. a magnifying glass
C. water
D. a magnet
Answer:

Answer: 3

Question: Which of these will best separate iron filings from sand?

Choices:
1. water
2. a magnifying glass
3. a magnet
4. rubbing alcohol

Prompt:
Question: Which of these will best separate iron filings from sand?
1. water
2. a magnifying glass
3. a magnet
4. rubbing alcohol
Answer:

Answer: 2

Question: Which of these will best separate iron filings from sand?

Choices:
H. water
T. a magnifying glass
N. a magnet
U. rubbing alcohol

Prompt:
Question: Which of these will best separate iron filings from sand?
H. water
T. a magnifying glass
N. a magnet
U. rubbing alcohol
Answer:

Answer: 2

Question: Which of these will best separate iron filings from sand?

Choices:
H. rubbing alcohol
T. a magnifying glass
N. water
U. a magnet

Prompt:
Question: Which of these will best separate iron filings from sand?
H. rubbing alcohol
T. a magnifying glass
N. water
U. a magnet
Answer:

Answer: 3


Question: Which of these is the chemical symbol for magnesium?

Choices:
A. Ma
B. Mg
C. Mn
D. Mu

Prompt:
Question: Which of these is the chemical symbol for magnesium?
A. Ma
B. Mg
C. Mn
D. Mu
Answer:

Answer: 1

Question: Which of these is the chemical symbol for magnesium?

Choices:
A. Mg
B. Ma
C. Mn
D. Mu

Prompt:
Question: Which of these is the chemical symbol for magnesium?
A. Mg
B. Ma
C. Mn
D. Mu
Answer:

Question: Which of these is the chemical symbol for magnesium?

Choices:
1. Ma
2. Mg
3. Mn
4. Mu

Prompt:
Question: Which of these is the chemical symbol for magnesium?
1. Ma
2. Mg
3. Mn
4. Mu
Answer:

Answer: 1

Question: Which of these is the chemical symbol for magnesium?

Choices:
D. Ma
N. Mg
W. Mn
I. Mu

Prompt:
Question: Which of these is the chemical symbol for magnesium?
D. Ma
N. Mg
W. Mn
I. Mu
Answer:

Answer: 1

Question: Which of these is the chemical symbol for magnesium?

Choices:
D. Mg
N. Ma
W. Mn
I. Mu

Prompt:
Question: Which of these is the chemical symbol for magnesium?
D. Mg
N. Ma
W. Mn
I. Mu
Answer:


Question: Which of the following is most likely to lead to error in an experiment?

Choices:
A. bias
B. repeated trials
C. peer review
D. use of a control

Prompt:
Question: Which of the following is most likely to lead to error in an experiment?
A. bias
B. repeated trials
C. peer review
D. use of a control
Answer:

Question: Which of the following is most likely to lead to error in an experiment?

Choices:
A. peer review
B. use of a control
C. bias
D. repeated trials

Prompt:
Question: Which of the following is most likely to lead to error in an experiment?
A. peer review
B. use of a control
C. bias
D. repeated trials
Answer:

Answer: 2

Question: Which of the following is most likely to lead to error in an experiment?

Choices:
1. bias
2. repeated trials
3. peer review
4. use of a control

Prompt:
Question: Which of the following is most likely to lead to error in an experiment?
1. bias
2. repeated trials
3. peer review
4. use of a control
Answer:

Question: Which of the following is most likely to lead to error in an experiment?

Choices:
C. bias
M. repeated trials
D. peer review
H. use of a control

Prompt:
Question: Which of the following is most likely to lead to error in an experiment?
C. bias
M. repeated trials
D. peer review
H. use of a control
Answer:

Question: Which of the following is most likely to lead to error in an experiment?

Choices:
C. peer review
M. use of a control
D. bias
H. repeated trials

Prompt:
Question: Which of the following is most likely to lead to error in an experiment?
C. peer review
M. use of a control
D. bias
H. repeated trials
Answer:

Answer: 2


Question: Which best describes transportation technology?

Choices:
A. a system that is used to move people and products
B. an enterprise that changes raw materials into goods
C. the building and finishing of structures
D. the conversion of mechanical energy into heat energy

Prompt:
Question: Which best describes transportation technology?
A. a system that is used to move people and products
B. an enterprise that changes raw materials into goods
C. the building and finishing of structures
D. the conversion of mechanical energy into heat energy
Answer:

Question: Which best describes transportation technology?

Choices:
A. the conversion of mechanical energy into heat energy
B. a system that is used to move people and products
C. an enterprise that changes raw materials into goods
D. the building and finishing of structures

Prompt:
Question: Which best describes transportation technology?
A. the conversion of mechanical energy into heat energy
B. a system that is used to move people and products
C. an enterprise that changes raw materials into goods
D. the building and finishing of structures
Answer:

Answer: 1

Question: Which best describes transportation technology?

Choices:
1. a system that is used to move people and products
2. an enterprise that changes raw materials into goods
3. the building and finishing of structures
4. the conversion of mechanical energy into heat energy

Prompt:
Question: Which best describes transportation technology?
1. a system that is used to move people and products
2. an enterprise that changes raw materials into goods
3. the building and finishing of structures
4. the conversion of mechanical energy into heat energy
Answer:

Question: Which best describes transportation technology?

Choices:
C. a system that is used to move people and products
A. an enterprise that changes raw materials into goods
F. the building and finishing of structures
Q. the conversion of mechanical energy into heat energy

Prompt:
Question: Which best describes transportation technology?
C. a system that is used to move people and products
A. an enterprise that changes raw materials into goods
F. the building and finishing of structures
Q. the conversion of mechanical energy into heat energy
Answer:

Question: Which best describes transportation technology?

Choices:
C. the conversion of mechanical energy into heat energy
A. a system that is used to move people and products
F. an enterprise that changes raw materials into goods
Q. the building and finishing of structures

Prompt:
Question: Which best describes transportation technology?
C. the conversion of mechanical energy into heat energy
A. a system that is used to move people and products
F. an enterprise that changes raw materials into goods
Q. the building and finishing of structures
Answer:

Answer: 1


Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?

Choices:
A. radiant energy
B. nuclear energy
C. electrical energy
D. mechanical energy

Prompt:
Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?
A. radiant energy
B. nuclear energy
C. electrical energy
D. mechanical energy
Answer:

Answer: 3

Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?

Choices:
A. electrical energy
B. mechanical energy
C. radiant energy
D. nuclear energy

Prompt:
Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?
A. electrical energy
B. mechanical energy
C. radiant energy
D. nuclear energy
Answer:

Answer: 1

Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?

Choices:
1. radiant energy
2. nuclear energy
3. electrical energy
4. mechanical energy

Prompt:
Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?
1. radiant energy
2. nuclear energy
3. electrical energy
4. mechanical energy
Answer:

Answer: 3

Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?

Choices:
K. radiant energy
X. nuclear energy
B. electrical energy
O. mechanical energy

Prompt:
Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?
K. radiant energy
X. nuclear energy
B. electrical energy
O. mechanical energy
Answer:

Answer: 3

Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?

Choices:
K. electrical energy
X. mechanical energy
B. radiant energy
O. nuclear energy

Prompt:
Question: In a gasoline-powered car, chemical energy from gasoline is transformed to make the car move. The motion of the car is what form of energy?
K. electrical energy
X. mechanical energy
B. radiant energy
O. nuclear energy
Answer:

Answer: 1


Question: Which characteristic is affected by interactions with the environment?

Choices:
A. weight
B. eye color
C. blood type
D. handedness

Prompt:
Question: Which characteristic is affected by interactions with the environment?
A. weight
B. eye color
C. blood type
D. handedness
Answer:

Question: Which characteristic is affected by interactions with the environment?

Choices:
A. eye color
B. handedness
C. blood type
D. weight

Prompt:
Question: Which characteristic is affected by interactions with the environment?
A. eye color
B. handedness
C. blood type
D. weight
Answer:

Answer: 3

Question: Which characteristic is affected by interactions with the environment?

Choices:
1. weight
2. eye color
3. blood type
4. handedness

Prompt:
Question: Which characteristic is affected by interactions with the environment?
1. weight
2. eye color
3. blood type
4. handedness
Answer:

Question: Which characteristic is affected by interactions with the environment?

Choices:
Q. weight
W. eye color
P. blood type
F. handedness

Prompt:
Question: Which characteristic is affected by interactions with the environment?
Q. weight
W. eye color
P. blood type
F. handedness
Answer:

Question: Which characteristic is affected by interactions with the environment?

Choices:
Q. eye color
W. handedness
P. blood type
F. weight

Prompt:
Question: Which characteristic is affected by interactions with the environment?
Q. eye color
W. handedness
P. blood type
F. weight
Answer:

Answer: 3


Question: Which is the greatest impact humans have had on the carbon cycle?

Choices:
A. clear-cutting forests
B. manufacturing plastics
C. burning fossil fuels
D. growing agricultural crops

Prompt:
Question: Which is the greatest impact humans have had on the carbon cycle?
A. clear-cutting forests
B. manufacturing plastics
C. burning fossil fuels
D. growing agricultural crops
Answer:

Answer: 2

Question: Which is the greatest impact humans have had on the carbon cycle?

Choices:
A. clear-cutting forests
B. burning fossil fuels
C. growing agricultural crops
D. manufacturing plastics

Prompt:
Question: Which is the greatest impact humans have had on the carbon cycle?
A. clear-cutting forests
B. burning fossil fuels
C. growing agricultural crops
D. manufacturing plastics
Answer:

Answer: 1

Question: Which is the greatest impact humans have had on the carbon cycle?

Choices:
1. clear-cutting forests
2. manufacturing plastics
3. burning fossil fuels
4. growing agricultural crops

Prompt:
Question: Which is the greatest impact humans have had on the carbon cycle?
1. clear-cutting forests
2. manufacturing plastics
3. burning fossil fuels
4. growing agricultural crops
Answer:

Answer: 2

Question: Which is the greatest impact humans have had on the carbon cycle?

Choices:
Q. clear-cutting forests
Y. manufacturing plastics
C. burning fossil fuels
L. growing agricultural crops

Prompt:
Question: Which is the greatest impact humans have had on the carbon cycle?
Q. clear-cutting forests
Y. manufacturing plastics
C. burning fossil fuels
L. growing agricultural crops
Answer:

Answer: 2

Question: Which is the greatest impact humans have had on the carbon cycle?

Choices:
Q. clear-cutting forests
Y. burning fossil fuels
C. growing agricultural crops
L. manufacturing plastics

Prompt:
Question: Which is the greatest impact humans have had on the carbon cycle?
Q. clear-cutting forests
Y. burning fossil fuels
C. growing agricultural crops
L. manufacturing plastics
Answer:

Answer: 1


Question: The floating arrow on a compass always points towards the

Choices:
A. west.
B. east.
C. south.
D. north.

Prompt:
Question: The floating arrow on a compass always points towards the
A. west.
B. east.
C. south.
D. north.
Answer:

Answer: 3

Question: The floating arrow on a compass always points towards the

Choices:
A. south.
B. east.
C. north.
D. west.

Prompt:
Question: The floating arrow on a compass always points towards the
A. south.
B. east.
C. north.
D. west.
Answer:

Answer: 2

Question: The floating arrow on a compass always points towards the

Choices:
1. west.
2. east.
3. south.
4. north.

Prompt:
Question: The floating arrow on a compass always points towards the
1. west.
2. east.
3. south.
4. north.
Answer:

Answer: 3

Question: The floating arrow on a compass always points towards the

Choices:
K. west.
Q. east.
H. south.
Y. north.

Prompt:
Question: The floating arrow on a compass always points towards the
K. west.
Q. east.
H. south.
Y. north.
Answer:

Answer: 3

Question: The floating arrow on a compass always points towards the

Choices:
K. south.
Q. east.
H. north.
Y. west.

Prompt:
Question: The floating arrow on a compass always points towards the
K. south.
Q. east.
H. north.
Y. west.
Answer:

Answer: 2


Question: Which color shirt will reflect the most light on a hot, sunny day?

Choices:
A. black
B. blue
C. red
D. white

Prompt:
Question: Which color shirt will reflect the most light on a hot, sunny day?
A. black
B. blue
C. red
D. white
Answer:

Answer: 3

Question: Which color shirt will reflect the most light on a hot, sunny day?

Choices:
A. blue
B. black
C. white
D. red

Prompt:
Question: Which color shirt will reflect the most light on a hot, sunny day?
A. blue
B. black
C. white
D. red
Answer:

Answer: 2

Question: Which color shirt will reflect the most light on a hot, sunny day?

Choices:
1. black
2. blue
3. red
4. white

Prompt:
Question: Which color shirt will reflect the most light on a hot, sunny day?
1. black
2. blue
3. red
4. white
Answer:

Answer: 3

Question: Which color shirt will reflect the most light on a hot, sunny day?

Choices:
F. black
W. blue
X. red
E. white

Prompt:
Question: Which color shirt will reflect the most light on a hot, sunny day?
F. black
W. blue
X. red
E. white
Answer:

Answer: 3

Question: Which color shirt will reflect the most light on a hot, sunny day?

Choices:
F. blue
W. black
X. white
E. red

Prompt:
Question: Which color shirt will reflect the most light on a hot, sunny day?
F. blue
W. black
X. white
E. red
Answer:

Answer: 2


Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?

Choices:
A. Iron is twice as dense as aluminum.
B. Atoms of aluminum are smaller than atoms of iron.
C. Using equal masses results in similar heat capacities.
D. The specific heat of iron is less than that of aluminum.

Prompt:
Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?
A. Iron is twice as dense as aluminum.
B. Atoms of aluminum are smaller than atoms of iron.
C. Using equal masses results in similar heat capacities.
D. The specific heat of iron is less than that of aluminum.
Answer:

Answer: 3

Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?

Choices:
A. Iron is twice as dense as aluminum.
B. The specific heat of iron is less than that of aluminum.
C. Using equal masses results in similar heat capacities.
D. Atoms of aluminum are smaller than atoms of iron.

Prompt:
Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?
A. Iron is twice as dense as aluminum.
B. The specific heat of iron is less than that of aluminum.
C. Using equal masses results in similar heat capacities.
D. Atoms of aluminum are smaller than atoms of iron.
Answer:

Answer: 1

Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?

Choices:
1. Iron is twice as dense as aluminum.
2. Atoms of aluminum are smaller than atoms of iron.
3. Using equal masses results in similar heat capacities.
4. The specific heat of iron is less than that of aluminum.

Prompt:
Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?
1. Iron is twice as dense as aluminum.
2. Atoms of aluminum are smaller than atoms of iron.
3. Using equal masses results in similar heat capacities.
4. The specific heat of iron is less than that of aluminum.
Answer:

Answer: 3

Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?

Choices:
J. Iron is twice as dense as aluminum.
X. Atoms of aluminum are smaller than atoms of iron.
E. Using equal masses results in similar heat capacities.
L. The specific heat of iron is less than that of aluminum.

Prompt:
Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?
J. Iron is twice as dense as aluminum.
X. Atoms of aluminum are smaller than atoms of iron.
E. Using equal masses results in similar heat capacities.
L. The specific heat of iron is less than that of aluminum.
Answer:

Answer: 3

Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?

Choices:
J. Iron is twice as dense as aluminum.
X. The specific heat of iron is less than that of aluminum.
E. Using equal masses results in similar heat capacities.
L. Atoms of aluminum are smaller than atoms of iron.

Prompt:
Question: A 10 g sample of aluminum and a 10 g sample of iron were each heated by 100 joules of energy. The temperature of the aluminum sample rose 11°C, while the temperature of the iron sample increased 23°C. Which statement best accounts for these results?
J. Iron is twice as dense as aluminum.
X. The specific heat of iron is less than that of aluminum.
E. Using equal masses results in similar heat capacities.
L. Atoms of aluminum are smaller than atoms of iron.
Answer:

Answer: 1


Question: If its food supply in a field decreases, the mouse population in that field will probably

Choices:
A. increase.
B. decrease.
C. remain the same.
D. become extinct.

Prompt:
Question: If its food supply in a field decreases, the mouse population in that field will probably
A. increase.
B. decrease.
C. remain the same.
D. become extinct.
Answer:

Answer: 1

Question: If its food supply in a field decreases, the mouse population in that field will probably

Choices:
A. increase.
B. remain the same.
C. decrease.
D. become extinct.

Prompt:
Question: If its food supply in a field decreases, the mouse population in that field will probably
A. increase.
B. remain the same.
C. decrease.
D. become extinct.
Answer:

Answer: 2

Question: If its food supply in a field decreases, the mouse population in that field will probably

Choices:
1. increase.
2. decrease.
3. remain the same.
4. become extinct.

Prompt:
Question: If its food supply in a field decreases, the mouse population in that field will probably
1. increase.
2. decrease.
3. remain the same.
4. become extinct.
Answer:

Answer: 1

Question: If its food supply in a field decreases, the mouse population in that field will probably

Choices:
L. increase.
S. decrease.
R. remain the same.
P. become extinct.

Prompt:
Question: If its food supply in a field decreases, the mouse population in that field will probably
L. increase.
S. decrease.
R. remain the same.
P. become extinct.
Answer:

Answer: 1

Question: If its food supply in a field decreases, the mouse population in that field will probably

Choices:
L. increase.
S. remain the same.
R. decrease.
P. become extinct.

Prompt:
Question: If its food supply in a field decreases, the mouse population in that field will probably
L. increase.
S. remain the same.
R. decrease.
P. become extinct.
Answer:

Answer: 2


Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?

Choices:
A. release of carbon into the atmosphere
B. release of oxygen into the atmosphere
C. cycling phosphorus into the soil
D. cycling hydrogen into the soil

Prompt:
Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?
A. release of carbon into the atmosphere
B. release of oxygen into the atmosphere
C. cycling phosphorus into the soil
D. cycling hydrogen into the soil
Answer:

Answer: 2

Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?

Choices:
A. release of oxygen into the atmosphere
B. cycling hydrogen into the soil
C. release of carbon into the atmosphere
D. cycling phosphorus into the soil

Prompt:
Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?
A. release of oxygen into the atmosphere
B. cycling hydrogen into the soil
C. release of carbon into the atmosphere
D. cycling phosphorus into the soil
Answer:

Answer: 3

Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?

Choices:
1. release of carbon into the atmosphere
2. release of oxygen into the atmosphere
3. cycling phosphorus into the soil
4. cycling hydrogen into the soil

Prompt:
Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?
1. release of carbon into the atmosphere
2. release of oxygen into the atmosphere
3. cycling phosphorus into the soil
4. cycling hydrogen into the soil
Answer:

Answer: 2

Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?

Choices:
I. release of carbon into the atmosphere
R. release of oxygen into the atmosphere
Y. cycling phosphorus into the soil
K. cycling hydrogen into the soil

Prompt:
Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?
I. release of carbon into the atmosphere
R. release of oxygen into the atmosphere
Y. cycling phosphorus into the soil
K. cycling hydrogen into the soil
Answer:

Answer: 2

Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?

Choices:
I. release of oxygen into the atmosphere
R. cycling hydrogen into the soil
Y. release of carbon into the atmosphere
K. cycling phosphorus into the soil

Prompt:
Question: Overuse of soil for farming causes local disruptions of several Earth subsystems. Which of these is a part of the biogeochemical cycle that experiences the most severe local disruption?
I. release of oxygen into the atmosphere
R. cycling hydrogen into the soil
Y. release of carbon into the atmosphere
K. cycling phosphorus into the soil
Answer:

Answer: 3


Question: Which of the following is an example of a physical change but not a chemical change?

Choices:
A. A log gives off heat and light as it burns.
B. A tree stores energy from the Sun in its fruit.
C. A penny lost in the grass slowly changes color.
D. A water pipe freezes and cracks on a cold night.

Prompt:
Question: Which of the following is an example of a physical change but not a chemical change?
A. A log gives off heat and light as it burns.
B. A tree stores energy from the Sun in its fruit.
C. A penny lost in the grass slowly changes color.
D. A water pipe freezes and cracks on a cold night.
Answer:

Answer: 3

Question: Which of the following is an example of a physical change but not a chemical change?

Choices:
A. A penny lost in the grass slowly changes color.
B. A water pipe freezes and cracks on a cold night.
C. A log gives off heat and light as it burns.
D. A tree stores energy from the Sun in its fruit.

Prompt:
Question: Which of the following is an example of a physical change but not a chemical change?
A. A penny lost in the grass slowly changes color.
B. A water pipe freezes and cracks on a cold night.
C. A log gives off heat and light as it burns.
D. A tree stores energy from the Sun in its fruit.
Answer:

Answer: 1

Question: Which of the following is an example of a physical change but not a chemical change?

Choices:
1. A log gives off heat and light as it burns.
2. A tree stores energy from the Sun in its fruit.
3. A penny lost in the grass slowly changes color.
4. A water pipe freezes and cracks on a cold night.

Prompt:
Question: Which of the following is an example of a physical change but not a chemical change?
1. A log gives off heat and light as it burns.
2. A tree stores energy from the Sun in its fruit.
3. A penny lost in the grass slowly changes color.
4. A water pipe freezes and cracks on a cold night.
Answer:

Answer: 3

Question: Which of the following is an example of a physical change but not a chemical change?

Choices:
T. A log gives off heat and light as it burns.
A. A tree stores energy from the Sun in its fruit.
R. A penny lost in the grass slowly changes color.
M. A water pipe freezes and cracks on a cold night.

Prompt:
Question: Which of the following is an example of a physical change but not a chemical change?
T. A log gives off heat and light as it burns.
A. A tree stores energy from the Sun in its fruit.
R. A penny lost in the grass slowly changes color.
M. A water pipe freezes and cracks on a cold night.
Answer:

Answer: 3

Question: Which of the following is an example of a physical change but not a chemical change?

Choices:
T. A penny lost in the grass slowly changes color.
A. A water pipe freezes and cracks on a cold night.
R. A log gives off heat and light as it burns.
M. A tree stores energy from the Sun in its fruit.

Prompt:
Question: Which of the following is an example of a physical change but not a chemical change?
T. A penny lost in the grass slowly changes color.
A. A water pipe freezes and cracks on a cold night.
R. A log gives off heat and light as it burns.
M. A tree stores energy from the Sun in its fruit.
Answer:

Answer: 1


Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the

Choices:
A. room is totally dark.
B. light source is ultraviolet.
C. beam of light does not travel toward the students.
D. room walls are shielded with insulating material.

Prompt:
Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the
A. room is totally dark.
B. light source is ultraviolet.
C. beam of light does not travel toward the students.
D. room walls are shielded with insulating material.
Answer:

Answer: 2

Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the

Choices:
A. room is totally dark.
B. beam of light does not travel toward the students.
C. light source is ultraviolet.
D. room walls are shielded with insulating material.

Prompt:
Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the
A. room is totally dark.
B. beam of light does not travel toward the students.
C. light source is ultraviolet.
D. room walls are shielded with insulating material.
Answer:

Answer: 1

Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the

Choices:
1. room is totally dark.
2. light source is ultraviolet.
3. beam of light does not travel toward the students.
4. room walls are shielded with insulating material.

Prompt:
Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the
1. room is totally dark.
2. light source is ultraviolet.
3. beam of light does not travel toward the students.
4. room walls are shielded with insulating material.
Answer:

Answer: 2

Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the

Choices:
N. room is totally dark.
E. light source is ultraviolet.
S. beam of light does not travel toward the students.
O. room walls are shielded with insulating material.

Prompt:
Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the
N. room is totally dark.
E. light source is ultraviolet.
S. beam of light does not travel toward the students.
O. room walls are shielded with insulating material.
Answer:

Answer: 2

Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the

Choices:
N. room is totally dark.
E. beam of light does not travel toward the students.
S. light source is ultraviolet.
O. room walls are shielded with insulating material.

Prompt:
Question: While conducting an investigation on refraction, a teacher uses a red laser pointer to show how a beam of light is affected as it passes through several glass objects. The teacher should make sure that the
N. room is totally dark.
E. beam of light does not travel toward the students.
S. light source is ultraviolet.
O. room walls are shielded with insulating material.
Answer:

Answer: 1


Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?

Choices:
A. the amount of fertilizer added
B. the height of the fertilized plants
C. the size of each tomato produced
D. the number of tomatoes produced

Prompt:
Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?
A. the amount of fertilizer added
B. the height of the fertilized plants
C. the size of each tomato produced
D. the number of tomatoes produced
Answer:

Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?

Choices:
A. the number of tomatoes produced
B. the size of each tomato produced
C. the height of the fertilized plants
D. the amount of fertilizer added

Prompt:
Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?
A. the number of tomatoes produced
B. the size of each tomato produced
C. the height of the fertilized plants
D. the amount of fertilizer added
Answer:

Answer: 3

Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?

Choices:
1. the amount of fertilizer added
2. the height of the fertilized plants
3. the size of each tomato produced
4. the number of tomatoes produced

Prompt:
Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?
1. the amount of fertilizer added
2. the height of the fertilized plants
3. the size of each tomato produced
4. the number of tomatoes produced
Answer:

Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?

Choices:
P. the amount of fertilizer added
W. the height of the fertilized plants
A. the size of each tomato produced
G. the number of tomatoes produced

Prompt:
Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?
P. the amount of fertilizer added
W. the height of the fertilized plants
A. the size of each tomato produced
G. the number of tomatoes produced
Answer:

Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?

Choices:
P. the number of tomatoes produced
W. the size of each tomato produced
A. the height of the fertilized plants
G. the amount of fertilizer added

Prompt:
Question: One student wrote a report about an investigation in which fertilizer was added to tomato plants. Which information from that student's report would most help a second student repeat the investigation?
P. the number of tomatoes produced
W. the size of each tomato produced
A. the height of the fertilized plants
G. the amount of fertilizer added
Answer:

Answer: 3


Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?

Choices:
A. Wheel and axle
B. Lever
C. Inclined plane
D. Screw

Prompt:
Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?
A. Wheel and axle
B. Lever
C. Inclined plane
D. Screw
Answer:

Answer: 1

Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?

Choices:
A. Screw
B. Inclined plane
C. Lever
D. Wheel and axle

Prompt:
Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?
A. Screw
B. Inclined plane
C. Lever
D. Wheel and axle
Answer:

Answer: 2

Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?

Choices:
1. Wheel and axle
2. Lever
3. Inclined plane
4. Screw

Prompt:
Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?
1. Wheel and axle
2. Lever
3. Inclined plane
4. Screw
Answer:

Answer: 1

Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?

Choices:
S. Wheel and axle
A. Lever
Z. Inclined plane
V. Screw

Prompt:
Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?
S. Wheel and axle
A. Lever
Z. Inclined plane
V. Screw
Answer:

Answer: 1

Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?

Choices:
S. Screw
A. Inclined plane
Z. Lever
V. Wheel and axle

Prompt:
Question: A student wants to look under a heavy rock. Which simple machine would be BEST to use to lift the rock?
S. Screw
A. Inclined plane
Z. Lever
V. Wheel and axle
Answer:

Answer: 2


Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?

Choices:
A. iron and water
B. iron and oxygen
C. iron and air
D. iron and acid

Prompt:
Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?
A. iron and water
B. iron and oxygen
C. iron and air
D. iron and acid
Answer:

Answer: 1

Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?

Choices:
A. iron and acid
B. iron and air
C. iron and oxygen
D. iron and water

Prompt:
Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?
A. iron and acid
B. iron and air
C. iron and oxygen
D. iron and water
Answer:

Answer: 2

Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?

Choices:
1. iron and water
2. iron and oxygen
3. iron and air
4. iron and acid

Prompt:
Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?
1. iron and water
2. iron and oxygen
3. iron and air
4. iron and acid
Answer:

Answer: 1

Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?

Choices:
B. iron and water
Y. iron and oxygen
D. iron and air
C. iron and acid

Prompt:
Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?
B. iron and water
Y. iron and oxygen
D. iron and air
C. iron and acid
Answer:

Answer: 1

Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?

Choices:
B. iron and acid
Y. iron and air
D. iron and oxygen
C. iron and water

Prompt:
Question: Rust is a compound with the formula Fe_{2}O_{3}. Which elements combine to form rust?
B. iron and acid
Y. iron and air
D. iron and oxygen
C. iron and water
Answer:

Answer: 2


Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the

Choices:
A. reactants.
B. products.
C. catalysts.
D. inhibitors.

Prompt:
Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the
A. reactants.
B. products.
C. catalysts.
D. inhibitors.
Answer:

Answer: 1

Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the

Choices:
A. reactants.
B. inhibitors.
C. products.
D. catalysts.

Prompt:
Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the
A. reactants.
B. inhibitors.
C. products.
D. catalysts.
Answer:

Answer: 2

Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the

Choices:
1. reactants.
2. products.
3. catalysts.
4. inhibitors.

Prompt:
Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the
1. reactants.
2. products.
3. catalysts.
4. inhibitors.
Answer:

Answer: 1

Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the

Choices:
Y. reactants.
C. products.
A. catalysts.
I. inhibitors.

Prompt:
Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the
Y. reactants.
C. products.
A. catalysts.
I. inhibitors.
Answer:

Answer: 1

Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the

Choices:
Y. reactants.
C. inhibitors.
A. products.
I. catalysts.

Prompt:
Question: The chemical equation below shows a reaction of copper (Cu) with silver nitrate (AgNO_{3}) yielding silver (Ag) and copper(II) nitrate (Cu(NO_{3})_{2}) Cu + 2AgNO_{3} -> 2Ag + Cu(NO_{3})_{2} Silver and copper(II) nitrate are called the
Y. reactants.
C. inhibitors.
A. products.
I. catalysts.
Answer:

Answer: 2


Question: What role does the centromere play in cellular reproduction?

Choices:
A. It is the area where microtubules are formed.
B. It is the area where the nucleus is during cell division.
C. It is the area of alignment for the chromosomes.
D. It is the area of attachment for chromatids.

Prompt:
Question: What role does the centromere play in cellular reproduction?
A. It is the area where microtubules are formed.
B. It is the area where the nucleus is during cell division.
C. It is the area of alignment for the chromosomes.
D. It is the area of attachment for chromatids.
Answer:

Answer: 3

Question: What role does the centromere play in cellular reproduction?

Choices:
A. It is the area of alignment for the chromosomes.
B. It is the area where microtubules are formed.
C. It is the area of attachment for chromatids.
D. It is the area where the nucleus is during cell division.

Prompt:
Question: What role does the centromere play in cellular reproduction?
A. It is the area of alignment for the chromosomes.
B. It is the area where microtubules are formed.
C. It is the area of attachment for chromatids.
D. It is the area where the nucleus is during cell division.
Answer:

Answer: 2

Question: What role does the centromere play in cellular reproduction?

Choices:
1. It is the area where microtubules are formed.
2. It is the area where the nucleus is during cell division.
3. It is the area of alignment for the chromosomes.
4. It is the area of attachment for chromatids.

Prompt:
Question: What role does the centromere play in cellular reproduction?
1. It is the area where microtubules are formed.
2. It is the area where the nucleus is during cell division.
3. It is the area of alignment for the chromosomes.
4. It is the area of attachment for chromatids.
Answer:

Answer: 3

Question: What role does the centromere play in cellular reproduction?

Choices:
S. It is the area where microtubules are formed.
H. It is the area where the nucleus is during cell division.
O. It is the area of alignment for the chromosomes.
G. It is the area of attachment for chromatids.

Prompt:
Question: What role does the centromere play in cellular reproduction?
S. It is the area where microtubules are formed.
H. It is the area where the nucleus is during cell division.
O. It is the area of alignment for the chromosomes.
G. It is the area of attachment for chromatids.
Answer:

Answer: 3

Question: What role does the centromere play in cellular reproduction?

Choices:
S. It is the area of alignment for the chromosomes.
H. It is the area where microtubules are formed.
O. It is the area of attachment for chromatids.
G. It is the area where the nucleus is during cell division.

Prompt:
Question: What role does the centromere play in cellular reproduction?
S. It is the area of alignment for the chromosomes.
H. It is the area where microtubules are formed.
O. It is the area of attachment for chromatids.
G. It is the area where the nucleus is during cell division.
Answer:

Answer: 2


Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will

Choices:
A. melt at -47.5°C.
B. melt at -95°C.
C. boil at 95°C.
D. boil at 47.5°C.

Prompt:
Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will
A. melt at -47.5°C.
B. melt at -95°C.
C. boil at 95°C.
D. boil at 47.5°C.
Answer:

Answer: 1

Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will

Choices:
A. boil at 95°C.
B. melt at -47.5°C.
C. melt at -95°C.
D. boil at 47.5°C.

Prompt:
Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will
A. boil at 95°C.
B. melt at -47.5°C.
C. melt at -95°C.
D. boil at 47.5°C.
Answer:

Answer: 2

Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will

Choices:
1. melt at -47.5°C.
2. melt at -95°C.
3. boil at 95°C.
4. boil at 47.5°C.

Prompt:
Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will
1. melt at -47.5°C.
2. melt at -95°C.
3. boil at 95°C.
4. boil at 47.5°C.
Answer:

Answer: 1

Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will

Choices:
M. melt at -47.5°C.
P. melt at -95°C.
N. boil at 95°C.
D. boil at 47.5°C.

Prompt:
Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will
M. melt at -47.5°C.
P. melt at -95°C.
N. boil at 95°C.
D. boil at 47.5°C.
Answer:

Answer: 1

Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will

Choices:
M. boil at 95°C.
P. melt at -47.5°C.
N. melt at -95°C.
D. boil at 47.5°C.

Prompt:
Question: If 1 kg of the compound toluene melts at -95°C, then 500 g of toluene will
M. boil at 95°C.
P. melt at -47.5°C.
N. melt at -95°C.
D. boil at 47.5°C.
Answer:

Answer: 2


Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?

Choices:
A. the mass of the driver and the fuel carried by the car
B. the wind resistance between the car and the air nearby
C. the waste heat from the combustion of fuel in the engine
D. the friction between the tires and the surface of the track

Prompt:
Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?
A. the mass of the driver and the fuel carried by the car
B. the wind resistance between the car and the air nearby
C. the waste heat from the combustion of fuel in the engine
D. the friction between the tires and the surface of the track
Answer:

Answer: 2

Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?

Choices:
A. the wind resistance between the car and the air nearby
B. the waste heat from the combustion of fuel in the engine
C. the friction between the tires and the surface of the track
D. the mass of the driver and the fuel carried by the car

Prompt:
Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?
A. the wind resistance between the car and the air nearby
B. the waste heat from the combustion of fuel in the engine
C. the friction between the tires and the surface of the track
D. the mass of the driver and the fuel carried by the car
Answer:

Answer: 1

Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?

Choices:
1. the mass of the driver and the fuel carried by the car
2. the wind resistance between the car and the air nearby
3. the waste heat from the combustion of fuel in the engine
4. the friction between the tires and the surface of the track

Prompt:
Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?
1. the mass of the driver and the fuel carried by the car
2. the wind resistance between the car and the air nearby
3. the waste heat from the combustion of fuel in the engine
4. the friction between the tires and the surface of the track
Answer:

Answer: 2

Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?

Choices:
K. the mass of the driver and the fuel carried by the car
Y. the wind resistance between the car and the air nearby
X. the waste heat from the combustion of fuel in the engine
Z. the friction between the tires and the surface of the track

Prompt:
Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?
K. the mass of the driver and the fuel carried by the car
Y. the wind resistance between the car and the air nearby
X. the waste heat from the combustion of fuel in the engine
Z. the friction between the tires and the surface of the track
Answer:

Answer: 2

Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?

Choices:
K. the wind resistance between the car and the air nearby
Y. the waste heat from the combustion of fuel in the engine
X. the friction between the tires and the surface of the track
Z. the mass of the driver and the fuel carried by the car

Prompt:
Question: A calculation based on the chemical energy of gasoline shows that a car should be able to go 100 miles on a gallon of fuel. When the car was driven on a test track, the car only went 25 miles on a gallon of fuel. What accounts for most of the difference?
K. the wind resistance between the car and the air nearby
Y. the waste heat from the combustion of fuel in the engine
X. the friction between the tires and the surface of the track
Z. the mass of the driver and the fuel carried by the car
Answer:

Answer: 1


Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?

Choices:
A. pie graph
B. line graph
C. scatterplot
D. box-and-whisker plot

Prompt:
Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?
A. pie graph
B. line graph
C. scatterplot
D. box-and-whisker plot
Answer:

Answer: 1

Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?

Choices:
A. line graph
B. scatterplot
C. pie graph
D. box-and-whisker plot

Prompt:
Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?
A. line graph
B. scatterplot
C. pie graph
D. box-and-whisker plot
Answer:

Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?

Choices:
1. pie graph
2. line graph
3. scatterplot
4. box-and-whisker plot

Prompt:
Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?
1. pie graph
2. line graph
3. scatterplot
4. box-and-whisker plot
Answer:

Answer: 1

Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?

Choices:
I. pie graph
L. line graph
B. scatterplot
E. box-and-whisker plot

Prompt:
Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?
I. pie graph
L. line graph
B. scatterplot
E. box-and-whisker plot
Answer:

Answer: 1

Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?

Choices:
I. line graph
L. scatterplot
B. pie graph
E. box-and-whisker plot

Prompt:
Question: A student wants to find the relationship between the diameter of several plastic disks and the circumference of each disk. Which of these types of graphs should be constructed to determine this relationship?
I. line graph
L. scatterplot
B. pie graph
E. box-and-whisker plot
Answer:


Question: When light is bounced off a mirror, the light is

Choices:
A. reflected.
B. refracted.
C. absorbed.
D. diffracted.

Prompt:
Question: When light is bounced off a mirror, the light is
A. reflected.
B. refracted.
C. absorbed.
D. diffracted.
Answer:

Question: When light is bounced off a mirror, the light is

Choices:
A. refracted.
B. absorbed.
C. reflected.
D. diffracted.

Prompt:
Question: When light is bounced off a mirror, the light is
A. refracted.
B. absorbed.
C. reflected.
D. diffracted.
Answer:

Answer: 2

Question: When light is bounced off a mirror, the light is

Choices:
1. reflected.
2. refracted.
3. absorbed.
4. diffracted.

Prompt:
Question: When light is bounced off a mirror, the light is
1. reflected.
2. refracted.
3. absorbed.
4. diffracted.
Answer:

Question: When light is bounced off a mirror, the light is

Choices:
D. reflected.
X. refracted.
I. absorbed.
W. diffracted.

Prompt:
Question: When light is bounced off a mirror, the light is
D. reflected.
X. refracted.
I. absorbed.
W. diffracted.
Answer:

Question: When light is bounced off a mirror, the light is

Choices:
D. refracted.
X. absorbed.
I. reflected.
W. diffracted.

Prompt:
Question: When light is bounced off a mirror, the light is
D. refracted.
X. absorbed.
I. reflected.
W. diffracted.
Answer:

Answer: 2


Question: Which of the following sentences best explains what happens when puddles evaporate?

Choices:
A. The water absorbs into the ground.
B. The particles of matter move more slowly.
C. The water changes from one form to another.
D. The particles of matter move closer together.

Prompt:
Question: Which of the following sentences best explains what happens when puddles evaporate?
A. The water absorbs into the ground.
B. The particles of matter move more slowly.
C. The water changes from one form to another.
D. The particles of matter move closer together.
Answer:

Answer: 2

Question: Which of the following sentences best explains what happens when puddles evaporate?

Choices:
A. The particles of matter move more slowly.
B. The water changes from one form to another.
C. The water absorbs into the ground.
D. The particles of matter move closer together.

Prompt:
Question: Which of the following sentences best explains what happens when puddles evaporate?
A. The particles of matter move more slowly.
B. The water changes from one form to another.
C. The water absorbs into the ground.
D. The particles of matter move closer together.
Answer:

Answer: 1

Question: Which of the following sentences best explains what happens when puddles evaporate?

Choices:
1. The water absorbs into the ground.
2. The particles of matter move more slowly.
3. The water changes from one form to another.
4. The particles of matter move closer together.

Prompt:
Question: Which of the following sentences best explains what happens when puddles evaporate?
1. The water absorbs into the ground.
2. The particles of matter move more slowly.
3. The water changes from one form to another.
4. The particles of matter move closer together.
Answer:

Answer: 2

Question: Which of the following sentences best explains what happens when puddles evaporate?

Choices:
G. The water absorbs into the ground.
A. The particles of matter move more slowly.
K. The water changes from one form to another.
T. The particles of matter move closer together.

Prompt:
Question: Which of the following sentences best explains what happens when puddles evaporate?
G. The water absorbs into the ground.
A. The particles of matter move more slowly.
K. The water changes from one form to another.
T. The particles of matter move closer together.
Answer:

Answer: 2

Question: Which of the following sentences best explains what happens when puddles evaporate?

Choices:
G. The particles of matter move more slowly.
A. The water changes from one form to another.
K. The water absorbs into the ground.
T. The particles of matter move closer together.

Prompt:
Question: Which of the following sentences best explains what happens when puddles evaporate?
G. The particles of matter move more slowly.
A. The water changes from one form to another.
K. The water absorbs into the ground.
T. The particles of matter move closer together.
Answer:

Answer: 1


Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?

Choices:
A. to release gases
B. to release water
C. to absorb energy
D. to absorb nutrients

Prompt:
Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?
A. to release gases
B. to release water
C. to absorb energy
D. to absorb nutrients
Answer:

Answer: 3

Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?

Choices:
A. to release water
B. to absorb nutrients
C. to absorb energy
D. to release gases

Prompt:
Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?
A. to release water
B. to absorb nutrients
C. to absorb energy
D. to release gases
Answer:

Answer: 1

Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?

Choices:
1. to release gases
2. to release water
3. to absorb energy
4. to absorb nutrients

Prompt:
Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?
1. to release gases
2. to release water
3. to absorb energy
4. to absorb nutrients
Answer:

Answer: 3

Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?

Choices:
B. to release gases
E. to release water
U. to absorb energy
N. to absorb nutrients

Prompt:
Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?
B. to release gases
E. to release water
U. to absorb energy
N. to absorb nutrients
Answer:

Answer: 3

Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?

Choices:
B. to release water
E. to absorb nutrients
U. to absorb energy
N. to release gases

Prompt:
Question: Plants on hills keep dirt in place during a rain storm. Plant roots grow into the dirt and keep the dirt from moving. Why do roots grow into the dirt?
B. to release water
E. to absorb nutrients
U. to absorb energy
N. to release gases
Answer:

Answer: 1


Question: In animal skin tissue, cell division is responsible for

Choices:
A. growth and repair
B. sexual reproduction
C. obtaining energy
D. production of sex cells

Prompt:
Question: In animal skin tissue, cell division is responsible for
A. growth and repair
B. sexual reproduction
C. obtaining energy
D. production of sex cells
Answer:

Question: In animal skin tissue, cell division is responsible for

Choices:
A. production of sex cells
B. obtaining energy
C. sexual reproduction
D. growth and repair

Prompt:
Question: In animal skin tissue, cell division is responsible for
A. production of sex cells
B. obtaining energy
C. sexual reproduction
D. growth and repair
Answer:

Answer: 3

Question: In animal skin tissue, cell division is responsible for

Choices:
1. growth and repair
2. sexual reproduction
3. obtaining energy
4. production of sex cells

Prompt:
Question: In animal skin tissue, cell division is responsible for
1. growth and repair
2. sexual reproduction
3. obtaining energy
4. production of sex cells
Answer:

Question: In animal skin tissue, cell division is responsible for

Choices:
G. growth and repair
D. sexual reproduction
A. obtaining energy
F. production of sex cells

Prompt:
Question: In animal skin tissue, cell division is responsible for
G. growth and repair
D. sexual reproduction
A. obtaining energy
F. production of sex cells
Answer:

Question: In animal skin tissue, cell division is responsible for

Choices:
G. production of sex cells
D. obtaining energy
A. sexual reproduction
F. growth and repair

Prompt:
Question: In animal skin tissue, cell division is responsible for
G. production of sex cells
D. obtaining energy
A. sexual reproduction
F. growth and repair
Answer:

Answer: 3


Question: Which process drives most of the ATP synthesis in a chloroplast?

Choices:
A. flow of protons across an electrochemical gradient
B. flow of tRNA across an electrochemical gradient
C. exposure of ADP to electromagnetic waves
D. exposure of carbohydrates to electromagnetic waves

Prompt:
Question: Which process drives most of the ATP synthesis in a chloroplast?
A. flow of protons across an electrochemical gradient
B. flow of tRNA across an electrochemical gradient
C. exposure of ADP to electromagnetic waves
D. exposure of carbohydrates to electromagnetic waves
Answer:

Question: Which process drives most of the ATP synthesis in a chloroplast?

Choices:
A. exposure of carbohydrates to electromagnetic waves
B. exposure of ADP to electromagnetic waves
C. flow of protons across an electrochemical gradient
D. flow of tRNA across an electrochemical gradient

Prompt:
Question: Which process drives most of the ATP synthesis in a chloroplast?
A. exposure of carbohydrates to electromagnetic waves
B. exposure of ADP to electromagnetic waves
C. flow of protons across an electrochemical gradient
D. flow of tRNA across an electrochemical gradient
Answer:

Answer: 2

Question: Which process drives most of the ATP synthesis in a chloroplast?

Choices:
1. flow of protons across an electrochemical gradient
2. flow of tRNA across an electrochemical gradient
3. exposure of ADP to electromagnetic waves
4. exposure of carbohydrates to electromagnetic waves

Prompt:
Question: Which process drives most of the ATP synthesis in a chloroplast?
1. flow of protons across an electrochemical gradient
2. flow of tRNA across an electrochemical gradient
3. exposure of ADP to electromagnetic waves
4. exposure of carbohydrates to electromagnetic waves
Answer:

Question: Which process drives most of the ATP synthesis in a chloroplast?

Choices:
K. flow of protons across an electrochemical gradient
N. flow of tRNA across an electrochemical gradient
Q. exposure of ADP to electromagnetic waves
X. exposure of carbohydrates to electromagnetic waves

Prompt:
Question: Which process drives most of the ATP synthesis in a chloroplast?
K. flow of protons across an electrochemical gradient
N. flow of tRNA across an electrochemical gradient
Q. exposure of ADP to electromagnetic waves
X. exposure of carbohydrates to electromagnetic waves
Answer:

Question: Which process drives most of the ATP synthesis in a chloroplast?

Choices:
K. exposure of carbohydrates to electromagnetic waves
N. exposure of ADP to electromagnetic waves
Q. flow of protons across an electrochemical gradient
X. flow of tRNA across an electrochemical gradient

Prompt:
Question: Which process drives most of the ATP synthesis in a chloroplast?
K. exposure of carbohydrates to electromagnetic waves
N. exposure of ADP to electromagnetic waves
Q. flow of protons across an electrochemical gradient
X. flow of tRNA across an electrochemical gradient
Answer:

Answer: 2


Question: Which of the following is most consistent with the modern theory of evolution?

Choices:
A. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
B. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
C. Life on this planet came from another planet far out in space.
D. Living organisms have not changed for hundreds of millions of years.

Prompt:
Question: Which of the following is most consistent with the modern theory of evolution?
A. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
B. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
C. Life on this planet came from another planet far out in space.
D. Living organisms have not changed for hundreds of millions of years.
Answer:

Question: Which of the following is most consistent with the modern theory of evolution?

Choices:
A. Living organisms have not changed for hundreds of millions of years.
B. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
C. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
D. Life on this planet came from another planet far out in space.

Prompt:
Question: Which of the following is most consistent with the modern theory of evolution?
A. Living organisms have not changed for hundreds of millions of years.
B. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
C. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
D. Life on this planet came from another planet far out in space.
Answer:

Answer: 1

Question: Which of the following is most consistent with the modern theory of evolution?

Choices:
1. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
2. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
3. Life on this planet came from another planet far out in space.
4. Living organisms have not changed for hundreds of millions of years.

Prompt:
Question: Which of the following is most consistent with the modern theory of evolution?
1. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
2. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
3. Life on this planet came from another planet far out in space.
4. Living organisms have not changed for hundreds of millions of years.
Answer:

Question: Which of the following is most consistent with the modern theory of evolution?

Choices:
Y. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
O. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
H. Life on this planet came from another planet far out in space.
Q. Living organisms have not changed for hundreds of millions of years.

Prompt:
Question: Which of the following is most consistent with the modern theory of evolution?
Y. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
O. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
H. Life on this planet came from another planet far out in space.
Q. Living organisms have not changed for hundreds of millions of years.
Answer:

Question: Which of the following is most consistent with the modern theory of evolution?

Choices:
Y. Living organisms have not changed for hundreds of millions of years.
O. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
H. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
Q. Life on this planet came from another planet far out in space.

Prompt:
Question: Which of the following is most consistent with the modern theory of evolution?
Y. Living organisms have not changed for hundreds of millions of years.
O. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.
H. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.
Q. Life on this planet came from another planet far out in space.
Answer:

Answer: 1


Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?

Choices:
A. mixing the food coloring in water
B. testing the beaker of uncolored tap water
C. using the same amount of water in each trial
D. testing the colored water samples at different times

Prompt:
Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?
A. mixing the food coloring in water
B. testing the beaker of uncolored tap water
C. using the same amount of water in each trial
D. testing the colored water samples at different times
Answer:

Answer: 1

Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?

Choices:
A. testing the colored water samples at different times
B. using the same amount of water in each trial
C. mixing the food coloring in water
D. testing the beaker of uncolored tap water

Prompt:
Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?
A. testing the colored water samples at different times
B. using the same amount of water in each trial
C. mixing the food coloring in water
D. testing the beaker of uncolored tap water
Answer:

Answer: 3

Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?

Choices:
1. mixing the food coloring in water
2. testing the beaker of uncolored tap water
3. using the same amount of water in each trial
4. testing the colored water samples at different times

Prompt:
Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?
1. mixing the food coloring in water
2. testing the beaker of uncolored tap water
3. using the same amount of water in each trial
4. testing the colored water samples at different times
Answer:

Answer: 1

Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?

Choices:
L. mixing the food coloring in water
X. testing the beaker of uncolored tap water
O. using the same amount of water in each trial
N. testing the colored water samples at different times

Prompt:
Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?
L. mixing the food coloring in water
X. testing the beaker of uncolored tap water
O. using the same amount of water in each trial
N. testing the colored water samples at different times
Answer:

Answer: 1

Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?

Choices:
L. testing the colored water samples at different times
X. using the same amount of water in each trial
O. mixing the food coloring in water
N. testing the beaker of uncolored tap water

Prompt:
Question: Felicia investigated whether water color affected how fast the water heated in sunlight. She poured tap water into five beakers and placed food coloring in four out of the five beakers. Felicia then used a thermometer to measure the temperature of the water in each of the beakers. Which of these was used as control in her investigation?
L. testing the colored water samples at different times
X. using the same amount of water in each trial
O. mixing the food coloring in water
N. testing the beaker of uncolored tap water
Answer:

Answer: 3


Question: One process in the formation of sedimentary rocks is when rocks are

Choices:
A. compressed by moving plates.
B. heated and subjected to high pressure.
C. broken up and deposited in layers.
D. moved up along fault planes.

Prompt:
Question: One process in the formation of sedimentary rocks is when rocks are
A. compressed by moving plates.
B. heated and subjected to high pressure.
C. broken up and deposited in layers.
D. moved up along fault planes.
Answer:

Answer: 2

Question: One process in the formation of sedimentary rocks is when rocks are

Choices:
A. broken up and deposited in layers.
B. heated and subjected to high pressure.
C. moved up along fault planes.
D. compressed by moving plates.

Prompt:
Question: One process in the formation of sedimentary rocks is when rocks are
A. broken up and deposited in layers.
B. heated and subjected to high pressure.
C. moved up along fault planes.
D. compressed by moving plates.
Answer:

Question: One process in the formation of sedimentary rocks is when rocks are

Choices:
1. compressed by moving plates.
2. heated and subjected to high pressure.
3. broken up and deposited in layers.
4. moved up along fault planes.

Prompt:
Question: One process in the formation of sedimentary rocks is when rocks are
1. compressed by moving plates.
2. heated and subjected to high pressure.
3. broken up and deposited in layers.
4. moved up along fault planes.
Answer:

Answer: 2

Question: One process in the formation of sedimentary rocks is when rocks are

Choices:
K. compressed by moving plates.
V. heated and subjected to high pressure.
W. broken up and deposited in layers.
G. moved up along fault planes.

Prompt:
Question: One process in the formation of sedimentary rocks is when rocks are
K. compressed by moving plates.
V. heated and subjected to high pressure.
W. broken up and deposited in layers.
G. moved up along fault planes.
Answer:

Answer: 2

Question: One process in the formation of sedimentary rocks is when rocks are

Choices:
K. broken up and deposited in layers.
V. heated and subjected to high pressure.
W. moved up along fault planes.
G. compressed by moving plates.

Prompt:
Question: One process in the formation of sedimentary rocks is when rocks are
K. broken up and deposited in layers.
V. heated and subjected to high pressure.
W. moved up along fault planes.
G. compressed by moving plates.
Answer: