Question: What would be the best way to determine the role of squirrels in a forest ecosystem?

Choices:
A. measure the length and mass of several squirrels
B. determine the genes that control squirrel traits
C. make field observations of squirrels in their natural habitat
D. read articles about the energy and nutrient requirements of squirrels

Prompt:
Question: What would be the best way to determine the role of squirrels in a forest ecosystem?
A. measure the length and mass of several squirrels
B. determine the genes that control squirrel traits
C. make field observations of squirrels in their natural habitat
D. read articles about the energy and nutrient requirements of squirrels
Answer:

Answer: 2

Question: What would be the best way to determine the role of squirrels in a forest ecosystem?

Choices:
A. determine the genes that control squirrel traits
B. make field observations of squirrels in their natural habitat
C. measure the length and mass of several squirrels
D. read articles about the energy and nutrient requirements of squirrels

Prompt:
Question: What would be the best way to determine the role of squirrels in a forest ecosystem?
A. determine the genes that control squirrel traits
B. make field observations of squirrels in their natural habitat
C. measure the length and mass of several squirrels
D. read articles about the energy and nutrient requirements of squirrels
Answer:

Answer: 1

Question: What would be the best way to determine the role of squirrels in a forest ecosystem?

Choices:
1. measure the length and mass of several squirrels
2. determine the genes that control squirrel traits
3. make field observations of squirrels in their natural habitat
4. read articles about the energy and nutrient requirements of squirrels

Prompt:
Question: What would be the best way to determine the role of squirrels in a forest ecosystem?
1. measure the length and mass of several squirrels
2. determine the genes that control squirrel traits
3. make field observations of squirrels in their natural habitat
4. read articles about the energy and nutrient requirements of squirrels
Answer:

Answer: 2

Question: What would be the best way to determine the role of squirrels in a forest ecosystem?

Choices:
O. measure the length and mass of several squirrels
I. determine the genes that control squirrel traits
B. make field observations of squirrels in their natural habitat
G. read articles about the energy and nutrient requirements of squirrels

Prompt:
Question: What would be the best way to determine the role of squirrels in a forest ecosystem?
O. measure the length and mass of several squirrels
I. determine the genes that control squirrel traits
B. make field observations of squirrels in their natural habitat
G. read articles about the energy and nutrient requirements of squirrels
Answer:

Answer: 2

Question: What would be the best way to determine the role of squirrels in a forest ecosystem?

Choices:
O. determine the genes that control squirrel traits
I. make field observations of squirrels in their natural habitat
B. measure the length and mass of several squirrels
G. read articles about the energy and nutrient requirements of squirrels

Prompt:
Question: What would be the best way to determine the role of squirrels in a forest ecosystem?
O. determine the genes that control squirrel traits
I. make field observations of squirrels in their natural habitat
B. measure the length and mass of several squirrels
G. read articles about the energy and nutrient requirements of squirrels
Answer:

Answer: 1


Question: Which of the following systems breaks food into nutrients that can be used by the body?

Choices:
A. circulatory
B. digestive
C. respiratory
D. reproductive

Prompt:
Question: Which of the following systems breaks food into nutrients that can be used by the body?
A. circulatory
B. digestive
C. respiratory
D. reproductive
Answer:

Answer: 1

Question: Which of the following systems breaks food into nutrients that can be used by the body?

Choices:
A. reproductive
B. circulatory
C. digestive
D. respiratory

Prompt:
Question: Which of the following systems breaks food into nutrients that can be used by the body?
A. reproductive
B. circulatory
C. digestive
D. respiratory
Answer:

Answer: 2

Question: Which of the following systems breaks food into nutrients that can be used by the body?

Choices:
1. circulatory
2. digestive
3. respiratory
4. reproductive

Prompt:
Question: Which of the following systems breaks food into nutrients that can be used by the body?
1. circulatory
2. digestive
3. respiratory
4. reproductive
Answer:

Answer: 1

Question: Which of the following systems breaks food into nutrients that can be used by the body?

Choices:
H. circulatory
P. digestive
K. respiratory
D. reproductive

Prompt:
Question: Which of the following systems breaks food into nutrients that can be used by the body?
H. circulatory
P. digestive
K. respiratory
D. reproductive
Answer:

Answer: 1

Question: Which of the following systems breaks food into nutrients that can be used by the body?

Choices:
H. reproductive
P. circulatory
K. digestive
D. respiratory

Prompt:
Question: Which of the following systems breaks food into nutrients that can be used by the body?
H. reproductive
P. circulatory
K. digestive
D. respiratory
Answer:

Answer: 2


Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.

Choices:
A. heaviest
B. smoothest
C. sharpest
D. hardest

Prompt:
Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.
A. heaviest
B. smoothest
C. sharpest
D. hardest
Answer:

Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.

Choices:
A. smoothest
B. sharpest
C. hardest
D. heaviest

Prompt:
Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.
A. smoothest
B. sharpest
C. hardest
D. heaviest
Answer:

Answer: 3

Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.

Choices:
1. heaviest
2. smoothest
3. sharpest
4. hardest

Prompt:
Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.
1. heaviest
2. smoothest
3. sharpest
4. hardest
Answer:

Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.

Choices:
V. heaviest
K. smoothest
N. sharpest
F. hardest

Prompt:
Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.
V. heaviest
K. smoothest
N. sharpest
F. hardest
Answer:

Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.

Choices:
V. smoothest
K. sharpest
N. hardest
F. heaviest

Prompt:
Question: Barry collected four different rocks. The rock with the GREATEST mass will feel the ___.
V. smoothest
K. sharpest
N. hardest
F. heaviest
Answer:

Answer: 3


Question: Which of the following is not an inherited trait of humans?

Choices:
A. eye color
B. hair color
C. favorite food
D. height

Prompt:
Question: Which of the following is not an inherited trait of humans?
A. eye color
B. hair color
C. favorite food
D. height
Answer:

Answer: 2

Question: Which of the following is not an inherited trait of humans?

Choices:
A. favorite food
B. height
C. eye color
D. hair color

Prompt:
Question: Which of the following is not an inherited trait of humans?
A. favorite food
B. height
C. eye color
D. hair color
Answer:

Question: Which of the following is not an inherited trait of humans?

Choices:
1. eye color
2. hair color
3. favorite food
4. height

Prompt:
Question: Which of the following is not an inherited trait of humans?
1. eye color
2. hair color
3. favorite food
4. height
Answer:

Answer: 2

Question: Which of the following is not an inherited trait of humans?

Choices:
G. eye color
M. hair color
Q. favorite food
A. height

Prompt:
Question: Which of the following is not an inherited trait of humans?
G. eye color
M. hair color
Q. favorite food
A. height
Answer:

Answer: 2

Question: Which of the following is not an inherited trait of humans?

Choices:
G. favorite food
M. height
Q. eye color
A. hair color

Prompt:
Question: Which of the following is not an inherited trait of humans?
G. favorite food
M. height
Q. eye color
A. hair color
Answer:


Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as

Choices:
A. a phase change.
B. a cellular change.
C. a physical change.
D. a chemical change.

Prompt:
Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as
A. a phase change.
B. a cellular change.
C. a physical change.
D. a chemical change.
Answer:

Answer: 3

Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as

Choices:
A. a chemical change.
B. a phase change.
C. a cellular change.
D. a physical change.

Prompt:
Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as
A. a chemical change.
B. a phase change.
C. a cellular change.
D. a physical change.
Answer:

Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as

Choices:
1. a phase change.
2. a cellular change.
3. a physical change.
4. a chemical change.

Prompt:
Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as
1. a phase change.
2. a cellular change.
3. a physical change.
4. a chemical change.
Answer:

Answer: 3

Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as

Choices:
B. a phase change.
N. a cellular change.
J. a physical change.
M. a chemical change.

Prompt:
Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as
B. a phase change.
N. a cellular change.
J. a physical change.
M. a chemical change.
Answer:

Answer: 3

Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as

Choices:
B. a chemical change.
N. a phase change.
J. a cellular change.
M. a physical change.

Prompt:
Question: When a person chews, saliva from the mouth mixes with starches in food. These starches begin to turn into sugars. Changing starches into sugars is best described as
B. a chemical change.
N. a phase change.
J. a cellular change.
M. a physical change.
Answer:


Question: Which of these renewable resources results in an increase in pollution when used to produce energy?

Choices:
A. water
B. wind
C. biomass
D. geothermal

Prompt:
Question: Which of these renewable resources results in an increase in pollution when used to produce energy?
A. water
B. wind
C. biomass
D. geothermal
Answer:

Answer: 2

Question: Which of these renewable resources results in an increase in pollution when used to produce energy?

Choices:
A. geothermal
B. water
C. wind
D. biomass

Prompt:
Question: Which of these renewable resources results in an increase in pollution when used to produce energy?
A. geothermal
B. water
C. wind
D. biomass
Answer:

Answer: 3

Question: Which of these renewable resources results in an increase in pollution when used to produce energy?

Choices:
1. water
2. wind
3. biomass
4. geothermal

Prompt:
Question: Which of these renewable resources results in an increase in pollution when used to produce energy?
1. water
2. wind
3. biomass
4. geothermal
Answer:

Answer: 2

Question: Which of these renewable resources results in an increase in pollution when used to produce energy?

Choices:
Y. water
I. wind
F. biomass
L. geothermal

Prompt:
Question: Which of these renewable resources results in an increase in pollution when used to produce energy?
Y. water
I. wind
F. biomass
L. geothermal
Answer:

Answer: 2

Question: Which of these renewable resources results in an increase in pollution when used to produce energy?

Choices:
Y. geothermal
I. water
F. wind
L. biomass

Prompt:
Question: Which of these renewable resources results in an increase in pollution when used to produce energy?
Y. geothermal
I. water
F. wind
L. biomass
Answer:

Answer: 3


Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?

Choices:
A. The granite becomes a new rock type.
B. The granite forms an active volcano.
C. The granite becomes part of a deep fault.
D. The granite forms a tall mountain.

Prompt:
Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?
A. The granite becomes a new rock type.
B. The granite forms an active volcano.
C. The granite becomes part of a deep fault.
D. The granite forms a tall mountain.
Answer:

Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?

Choices:
A. The granite becomes part of a deep fault.
B. The granite becomes a new rock type.
C. The granite forms a tall mountain.
D. The granite forms an active volcano.

Prompt:
Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?
A. The granite becomes part of a deep fault.
B. The granite becomes a new rock type.
C. The granite forms a tall mountain.
D. The granite forms an active volcano.
Answer:

Answer: 1

Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?

Choices:
1. The granite becomes a new rock type.
2. The granite forms an active volcano.
3. The granite becomes part of a deep fault.
4. The granite forms a tall mountain.

Prompt:
Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?
1. The granite becomes a new rock type.
2. The granite forms an active volcano.
3. The granite becomes part of a deep fault.
4. The granite forms a tall mountain.
Answer:

Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?

Choices:
L. The granite becomes a new rock type.
Z. The granite forms an active volcano.
F. The granite becomes part of a deep fault.
N. The granite forms a tall mountain.

Prompt:
Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?
L. The granite becomes a new rock type.
Z. The granite forms an active volcano.
F. The granite becomes part of a deep fault.
N. The granite forms a tall mountain.
Answer:

Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?

Choices:
L. The granite becomes part of a deep fault.
Z. The granite becomes a new rock type.
F. The granite forms a tall mountain.
N. The granite forms an active volcano.

Prompt:
Question: Granite is an igneous rock. Which of these describes what usually happens to granite after it is weathered, broken into small particles, buried deep underground, and compacted?
L. The granite becomes part of a deep fault.
Z. The granite becomes a new rock type.
F. The granite forms a tall mountain.
N. The granite forms an active volcano.
Answer:

Answer: 1


Question: The features below are all present on Earth. Which feature could also be found on the Moon?

Choices:
A. crater
B. clouds
C. electrical storms
D. nitrogen based atmosphere

Prompt:
Question: The features below are all present on Earth. Which feature could also be found on the Moon?
A. crater
B. clouds
C. electrical storms
D. nitrogen based atmosphere
Answer:

Question: The features below are all present on Earth. Which feature could also be found on the Moon?

Choices:
A. electrical storms
B. clouds
C. nitrogen based atmosphere
D. crater

Prompt:
Question: The features below are all present on Earth. Which feature could also be found on the Moon?
A. electrical storms
B. clouds
C. nitrogen based atmosphere
D. crater
Answer:

Answer: 3

Question: The features below are all present on Earth. Which feature could also be found on the Moon?

Choices:
1. crater
2. clouds
3. electrical storms
4. nitrogen based atmosphere

Prompt:
Question: The features below are all present on Earth. Which feature could also be found on the Moon?
1. crater
2. clouds
3. electrical storms
4. nitrogen based atmosphere
Answer:

Question: The features below are all present on Earth. Which feature could also be found on the Moon?

Choices:
S. crater
P. clouds
K. electrical storms
A. nitrogen based atmosphere

Prompt:
Question: The features below are all present on Earth. Which feature could also be found on the Moon?
S. crater
P. clouds
K. electrical storms
A. nitrogen based atmosphere
Answer:

Question: The features below are all present on Earth. Which feature could also be found on the Moon?

Choices:
S. electrical storms
P. clouds
K. nitrogen based atmosphere
A. crater

Prompt:
Question: The features below are all present on Earth. Which feature could also be found on the Moon?
S. electrical storms
P. clouds
K. nitrogen based atmosphere
A. crater
Answer:

Answer: 3


Question: What is the highest temperature that water can reach in a pot on a stove?

Choices:
A. 50°C
B. 90°C
C. 100°C
D. 212°C

Prompt:
Question: What is the highest temperature that water can reach in a pot on a stove?
A. 50°C
B. 90°C
C. 100°C
D. 212°C
Answer:

Answer: 2

Question: What is the highest temperature that water can reach in a pot on a stove?

Choices:
A. 212°C
B. 100°C
C. 50°C
D. 90°C

Prompt:
Question: What is the highest temperature that water can reach in a pot on a stove?
A. 212°C
B. 100°C
C. 50°C
D. 90°C
Answer:

Answer: 1

Question: What is the highest temperature that water can reach in a pot on a stove?

Choices:
1. 50°C
2. 90°C
3. 100°C
4. 212°C

Prompt:
Question: What is the highest temperature that water can reach in a pot on a stove?
1. 50°C
2. 90°C
3. 100°C
4. 212°C
Answer:

Answer: 2

Question: What is the highest temperature that water can reach in a pot on a stove?

Choices:
A. 50°C
U. 90°C
G. 100°C
M. 212°C

Prompt:
Question: What is the highest temperature that water can reach in a pot on a stove?
A. 50°C
U. 90°C
G. 100°C
M. 212°C
Answer:

Answer: 2

Question: What is the highest temperature that water can reach in a pot on a stove?

Choices:
A. 212°C
U. 100°C
G. 50°C
M. 90°C

Prompt:
Question: What is the highest temperature that water can reach in a pot on a stove?
A. 212°C
U. 100°C
G. 50°C
M. 90°C
Answer:

Answer: 1


Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?

Choices:
A. a black hole
B. a galaxy
C. a nebula
D. a solar system

Prompt:
Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?
A. a black hole
B. a galaxy
C. a nebula
D. a solar system
Answer:

Answer: 1

Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?

Choices:
A. a nebula
B. a black hole
C. a galaxy
D. a solar system

Prompt:
Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?
A. a nebula
B. a black hole
C. a galaxy
D. a solar system
Answer:

Answer: 2

Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?

Choices:
1. a black hole
2. a galaxy
3. a nebula
4. a solar system

Prompt:
Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?
1. a black hole
2. a galaxy
3. a nebula
4. a solar system
Answer:

Answer: 1

Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?

Choices:
S. a black hole
E. a galaxy
M. a nebula
U. a solar system

Prompt:
Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?
S. a black hole
E. a galaxy
M. a nebula
U. a solar system
Answer:

Answer: 1

Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?

Choices:
S. a nebula
E. a black hole
M. a galaxy
U. a solar system

Prompt:
Question: In 2004 the Hubble space telescope captured images of distant star clusters, each containing about a million stars. These star clusters were most likely part of which structure?
S. a nebula
E. a black hole
M. a galaxy
U. a solar system
Answer:

Answer: 2


Question: Where is most of the mass of the atom located?

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

Prompt:
Question: Where is most of the mass of the atom located?
A. in the protons
B. in the nucleus
C. in the neutrons
D. in the electrons
Answer:

Answer: 1

Question: Where is most of the mass of the atom located?

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

Prompt:
Question: Where is most of the mass of the atom located?
A. in the protons
B. in the electrons
C. in the nucleus
D. in the neutrons
Answer:

Answer: 2

Question: Where is most of the mass of the atom located?

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

Prompt:
Question: Where is most of the mass of the atom located?
1. in the protons
2. in the nucleus
3. in the neutrons
4. in the electrons
Answer:

Answer: 1

Question: Where is most of the mass of the atom located?

Choices:
E. in the protons
F. in the nucleus
Y. in the neutrons
H. in the electrons

Prompt:
Question: Where is most of the mass of the atom located?
E. in the protons
F. in the nucleus
Y. in the neutrons
H. in the electrons
Answer:

Answer: 1

Question: Where is most of the mass of the atom located?

Choices:
E. in the protons
F. in the electrons
Y. in the nucleus
H. in the neutrons

Prompt:
Question: Where is most of the mass of the atom located?
E. in the protons
F. in the electrons
Y. in the nucleus
H. in the neutrons
Answer:

Answer: 2


Question: Which situation is the best example of ecological succession?

Choices:
A. An organism survives a difficult winter.
B. The populations in an area remain the same.
C. One species replaces another species in an ecosystem.
D. Each of several species uses the same amount of resources.

Prompt:
Question: Which situation is the best example of ecological succession?
A. An organism survives a difficult winter.
B. The populations in an area remain the same.
C. One species replaces another species in an ecosystem.
D. Each of several species uses the same amount of resources.
Answer:

Answer: 2

Question: Which situation is the best example of ecological succession?

Choices:
A. One species replaces another species in an ecosystem.
B. The populations in an area remain the same.
C. An organism survives a difficult winter.
D. Each of several species uses the same amount of resources.

Prompt:
Question: Which situation is the best example of ecological succession?
A. One species replaces another species in an ecosystem.
B. The populations in an area remain the same.
C. An organism survives a difficult winter.
D. Each of several species uses the same amount of resources.
Answer:

Question: Which situation is the best example of ecological succession?

Choices:
1. An organism survives a difficult winter.
2. The populations in an area remain the same.
3. One species replaces another species in an ecosystem.
4. Each of several species uses the same amount of resources.

Prompt:
Question: Which situation is the best example of ecological succession?
1. An organism survives a difficult winter.
2. The populations in an area remain the same.
3. One species replaces another species in an ecosystem.
4. Each of several species uses the same amount of resources.
Answer:

Answer: 2

Question: Which situation is the best example of ecological succession?

Choices:
H. An organism survives a difficult winter.
K. The populations in an area remain the same.
A. One species replaces another species in an ecosystem.
Z. Each of several species uses the same amount of resources.

Prompt:
Question: Which situation is the best example of ecological succession?
H. An organism survives a difficult winter.
K. The populations in an area remain the same.
A. One species replaces another species in an ecosystem.
Z. Each of several species uses the same amount of resources.
Answer:

Answer: 2

Question: Which situation is the best example of ecological succession?

Choices:
H. One species replaces another species in an ecosystem.
K. The populations in an area remain the same.
A. An organism survives a difficult winter.
Z. Each of several species uses the same amount of resources.

Prompt:
Question: Which situation is the best example of ecological succession?
H. One species replaces another species in an ecosystem.
K. The populations in an area remain the same.
A. An organism survives a difficult winter.
Z. Each of several species uses the same amount of resources.
Answer:


Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the

Choices:
A. height of both trees.
B. number of leaves on the trees.
C. size of the root systems of the trees.
D. shape of the leaves.

Prompt:
Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the
A. height of both trees.
B. number of leaves on the trees.
C. size of the root systems of the trees.
D. shape of the leaves.
Answer:

Answer: 3

Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the

Choices:
A. size of the root systems of the trees.
B. height of both trees.
C. shape of the leaves.
D. number of leaves on the trees.

Prompt:
Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the
A. size of the root systems of the trees.
B. height of both trees.
C. shape of the leaves.
D. number of leaves on the trees.
Answer:

Answer: 2

Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the

Choices:
1. height of both trees.
2. number of leaves on the trees.
3. size of the root systems of the trees.
4. shape of the leaves.

Prompt:
Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the
1. height of both trees.
2. number of leaves on the trees.
3. size of the root systems of the trees.
4. shape of the leaves.
Answer:

Answer: 3

Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the

Choices:
V. height of both trees.
M. number of leaves on the trees.
L. size of the root systems of the trees.
Z. shape of the leaves.

Prompt:
Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the
V. height of both trees.
M. number of leaves on the trees.
L. size of the root systems of the trees.
Z. shape of the leaves.
Answer:

Answer: 3

Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the

Choices:
V. size of the root systems of the trees.
M. height of both trees.
L. shape of the leaves.
Z. number of leaves on the trees.

Prompt:
Question: The BEST way to tell the DIFFERENCE between an oak and a maple tree is to compare the
V. size of the root systems of the trees.
M. height of both trees.
L. shape of the leaves.
Z. number of leaves on the trees.
Answer:

Answer: 2


Question: Which example describes a learned behavior in a dog?

Choices:
A. smelling the air for odors
B. barking when disturbed
C. sitting on command
D. digging in soil

Prompt:
Question: Which example describes a learned behavior in a dog?
A. smelling the air for odors
B. barking when disturbed
C. sitting on command
D. digging in soil
Answer:

Answer: 2

Question: Which example describes a learned behavior in a dog?

Choices:
A. smelling the air for odors
B. digging in soil
C. barking when disturbed
D. sitting on command

Prompt:
Question: Which example describes a learned behavior in a dog?
A. smelling the air for odors
B. digging in soil
C. barking when disturbed
D. sitting on command
Answer:

Answer: 3

Question: Which example describes a learned behavior in a dog?

Choices:
1. smelling the air for odors
2. barking when disturbed
3. sitting on command
4. digging in soil

Prompt:
Question: Which example describes a learned behavior in a dog?
1. smelling the air for odors
2. barking when disturbed
3. sitting on command
4. digging in soil
Answer:

Answer: 2

Question: Which example describes a learned behavior in a dog?

Choices:
G. smelling the air for odors
N. barking when disturbed
I. sitting on command
M. digging in soil

Prompt:
Question: Which example describes a learned behavior in a dog?
G. smelling the air for odors
N. barking when disturbed
I. sitting on command
M. digging in soil
Answer:

Answer: 2

Question: Which example describes a learned behavior in a dog?

Choices:
G. smelling the air for odors
N. digging in soil
I. barking when disturbed
M. sitting on command

Prompt:
Question: Which example describes a learned behavior in a dog?
G. smelling the air for odors
N. digging in soil
I. barking when disturbed
M. sitting on command
Answer:

Answer: 3


Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent

Choices:
A. balanced forces.
B. unbalanced forces.
C. equal and opposite reactions.
D. objects in motion.

Prompt:
Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent
A. balanced forces.
B. unbalanced forces.
C. equal and opposite reactions.
D. objects in motion.
Answer:

Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent

Choices:
A. objects in motion.
B. unbalanced forces.
C. balanced forces.
D. equal and opposite reactions.

Prompt:
Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent
A. objects in motion.
B. unbalanced forces.
C. balanced forces.
D. equal and opposite reactions.
Answer:

Answer: 2

Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent

Choices:
1. balanced forces.
2. unbalanced forces.
3. equal and opposite reactions.
4. objects in motion.

Prompt:
Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent
1. balanced forces.
2. unbalanced forces.
3. equal and opposite reactions.
4. objects in motion.
Answer:

Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent

Choices:
K. balanced forces.
N. unbalanced forces.
V. equal and opposite reactions.
C. objects in motion.

Prompt:
Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent
K. balanced forces.
N. unbalanced forces.
V. equal and opposite reactions.
C. objects in motion.
Answer:

Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent

Choices:
K. objects in motion.
N. unbalanced forces.
V. balanced forces.
C. equal and opposite reactions.

Prompt:
Question: In a lab investigation, a student notes that two metal blocks have the same mass. Based on this observation, if the two blocks were put on opposite sides of a balance, they would best represent
K. objects in motion.
N. unbalanced forces.
V. balanced forces.
C. equal and opposite reactions.
Answer:

Answer: 2


Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by

Choices:
A. an autoimmune disorder.
B. a congenital defect.
C. an environmental condition.
D. an injury from a predator.

Prompt:
Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by
A. an autoimmune disorder.
B. a congenital defect.
C. an environmental condition.
D. an injury from a predator.
Answer:

Answer: 2

Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by

Choices:
A. an environmental condition.
B. an autoimmune disorder.
C. a congenital defect.
D. an injury from a predator.

Prompt:
Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by
A. an environmental condition.
B. an autoimmune disorder.
C. a congenital defect.
D. an injury from a predator.
Answer:

Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by

Choices:
1. an autoimmune disorder.
2. a congenital defect.
3. an environmental condition.
4. an injury from a predator.

Prompt:
Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by
1. an autoimmune disorder.
2. a congenital defect.
3. an environmental condition.
4. an injury from a predator.
Answer:

Answer: 2

Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by

Choices:
W. an autoimmune disorder.
J. a congenital defect.
R. an environmental condition.
D. an injury from a predator.

Prompt:
Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by
W. an autoimmune disorder.
J. a congenital defect.
R. an environmental condition.
D. an injury from a predator.
Answer:

Answer: 2

Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by

Choices:
W. an environmental condition.
J. an autoimmune disorder.
R. a congenital defect.
D. an injury from a predator.

Prompt:
Question: A scientist was investigating why several fish caught from a local stream displayed similar mutations. He found that the water temperature of the stream was elevated since an industrial plant began discharging heated water into the stream. The scientist concluded that increased water temperature during the egg phase led to the mutation in the fish. According to this conclusion, the mutation was caused by
W. an environmental condition.
J. an autoimmune disorder.
R. a congenital defect.
D. an injury from a predator.
Answer:


Question: Solar radiation has a part in the water cycle by

Choices:
A. affecting ocean tides.
B. helping in the absorption of groundwater.
C. determining the type of clouds formed.
D. changing water to a vapor.

Prompt:
Question: Solar radiation has a part in the water cycle by
A. affecting ocean tides.
B. helping in the absorption of groundwater.
C. determining the type of clouds formed.
D. changing water to a vapor.
Answer:

Answer: 3

Question: Solar radiation has a part in the water cycle by

Choices:
A. helping in the absorption of groundwater.
B. affecting ocean tides.
C. changing water to a vapor.
D. determining the type of clouds formed.

Prompt:
Question: Solar radiation has a part in the water cycle by
A. helping in the absorption of groundwater.
B. affecting ocean tides.
C. changing water to a vapor.
D. determining the type of clouds formed.
Answer:

Answer: 2

Question: Solar radiation has a part in the water cycle by

Choices:
1. affecting ocean tides.
2. helping in the absorption of groundwater.
3. determining the type of clouds formed.
4. changing water to a vapor.

Prompt:
Question: Solar radiation has a part in the water cycle by
1. affecting ocean tides.
2. helping in the absorption of groundwater.
3. determining the type of clouds formed.
4. changing water to a vapor.
Answer:

Answer: 3

Question: Solar radiation has a part in the water cycle by

Choices:
J. affecting ocean tides.
U. helping in the absorption of groundwater.
R. determining the type of clouds formed.
G. changing water to a vapor.

Prompt:
Question: Solar radiation has a part in the water cycle by
J. affecting ocean tides.
U. helping in the absorption of groundwater.
R. determining the type of clouds formed.
G. changing water to a vapor.
Answer:

Answer: 3

Question: Solar radiation has a part in the water cycle by

Choices:
J. helping in the absorption of groundwater.
U. affecting ocean tides.
R. changing water to a vapor.
G. determining the type of clouds formed.

Prompt:
Question: Solar radiation has a part in the water cycle by
J. helping in the absorption of groundwater.
U. affecting ocean tides.
R. changing water to a vapor.
G. determining the type of clouds formed.
Answer:

Answer: 2


Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?

Choices:
A. the force of gravity
B. the force of friction
C. the force of magnetism
D. the force of the student's push

Prompt:
Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?
A. the force of gravity
B. the force of friction
C. the force of magnetism
D. the force of the student's push
Answer:

Answer: 1

Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?

Choices:
A. the force of friction
B. the force of the student's push
C. the force of magnetism
D. the force of gravity

Prompt:
Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?
A. the force of friction
B. the force of the student's push
C. the force of magnetism
D. the force of gravity
Answer:

Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?

Choices:
1. the force of gravity
2. the force of friction
3. the force of magnetism
4. the force of the student's push

Prompt:
Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?
1. the force of gravity
2. the force of friction
3. the force of magnetism
4. the force of the student's push
Answer:

Answer: 1

Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?

Choices:
A. the force of gravity
H. the force of friction
D. the force of magnetism
K. the force of the student's push

Prompt:
Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?
A. the force of gravity
H. the force of friction
D. the force of magnetism
K. the force of the student's push
Answer:

Answer: 1

Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?

Choices:
A. the force of friction
H. the force of the student's push
D. the force of magnetism
K. the force of gravity

Prompt:
Question: A student sets a block at the top of a wooden ramp. The student pushes the block. As the block slides down the ramp, it slows down and then comes to a stop. What force causes the block to slow down?
A. the force of friction
H. the force of the student's push
D. the force of magnetism
K. the force of gravity
Answer:


Question: Which of these explains how a trench can form?

Choices:
A. two oceanic plates converging
B. two continental plates converging
C. two continental plates diverging
D. two oceanic plates diverging

Prompt:
Question: Which of these explains how a trench can form?
A. two oceanic plates converging
B. two continental plates converging
C. two continental plates diverging
D. two oceanic plates diverging
Answer:

Question: Which of these explains how a trench can form?

Choices:
A. two continental plates converging
B. two continental plates diverging
C. two oceanic plates converging
D. two oceanic plates diverging

Prompt:
Question: Which of these explains how a trench can form?
A. two continental plates converging
B. two continental plates diverging
C. two oceanic plates converging
D. two oceanic plates diverging
Answer:

Answer: 2

Question: Which of these explains how a trench can form?

Choices:
1. two oceanic plates converging
2. two continental plates converging
3. two continental plates diverging
4. two oceanic plates diverging

Prompt:
Question: Which of these explains how a trench can form?
1. two oceanic plates converging
2. two continental plates converging
3. two continental plates diverging
4. two oceanic plates diverging
Answer:

Question: Which of these explains how a trench can form?

Choices:
N. two oceanic plates converging
W. two continental plates converging
C. two continental plates diverging
R. two oceanic plates diverging

Prompt:
Question: Which of these explains how a trench can form?
N. two oceanic plates converging
W. two continental plates converging
C. two continental plates diverging
R. two oceanic plates diverging
Answer:

Question: Which of these explains how a trench can form?

Choices:
N. two continental plates converging
W. two continental plates diverging
C. two oceanic plates converging
R. two oceanic plates diverging

Prompt:
Question: Which of these explains how a trench can form?
N. two continental plates converging
W. two continental plates diverging
C. two oceanic plates converging
R. two oceanic plates diverging
Answer:

Answer: 2


Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?

Choices:
A. to speed up the rate of reaction
B. to reduce the loss of energy as heat
C. to control the direction of the reaction
D. to protect the reaction from other chemicals

Prompt:
Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?
A. to speed up the rate of reaction
B. to reduce the loss of energy as heat
C. to control the direction of the reaction
D. to protect the reaction from other chemicals
Answer:

Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?

Choices:
A. to control the direction of the reaction
B. to reduce the loss of energy as heat
C. to speed up the rate of reaction
D. to protect the reaction from other chemicals

Prompt:
Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?
A. to control the direction of the reaction
B. to reduce the loss of energy as heat
C. to speed up the rate of reaction
D. to protect the reaction from other chemicals
Answer:

Answer: 2

Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?

Choices:
1. to speed up the rate of reaction
2. to reduce the loss of energy as heat
3. to control the direction of the reaction
4. to protect the reaction from other chemicals

Prompt:
Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?
1. to speed up the rate of reaction
2. to reduce the loss of energy as heat
3. to control the direction of the reaction
4. to protect the reaction from other chemicals
Answer:

Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?

Choices:
R. to speed up the rate of reaction
V. to reduce the loss of energy as heat
P. to control the direction of the reaction
Y. to protect the reaction from other chemicals

Prompt:
Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?
R. to speed up the rate of reaction
V. to reduce the loss of energy as heat
P. to control the direction of the reaction
Y. to protect the reaction from other chemicals
Answer:

Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?

Choices:
R. to control the direction of the reaction
V. to reduce the loss of energy as heat
P. to speed up the rate of reaction
Y. to protect the reaction from other chemicals

Prompt:
Question: Pepsin is an enzyme that acts in the stomach for protein digestion. Which of these is most likely the main role of pepsin in this metabolic reaction?
R. to control the direction of the reaction
V. to reduce the loss of energy as heat
P. to speed up the rate of reaction
Y. to protect the reaction from other chemicals
Answer:

Answer: 2


Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?

Choices:
A. Acid
B. Atom
C. Element
D. Compound

Prompt:
Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?
A. Acid
B. Atom
C. Element
D. Compound
Answer:

Answer: 3

Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?

Choices:
A. Acid
B. Compound
C. Atom
D. Element

Prompt:
Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?
A. Acid
B. Compound
C. Atom
D. Element
Answer:

Answer: 1

Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?

Choices:
1. Acid
2. Atom
3. Element
4. Compound

Prompt:
Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?
1. Acid
2. Atom
3. Element
4. Compound
Answer:

Answer: 3

Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?

Choices:
R. Acid
M. Atom
V. Element
C. Compound

Prompt:
Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?
R. Acid
M. Atom
V. Element
C. Compound
Answer:

Answer: 3

Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?

Choices:
R. Acid
M. Compound
V. Atom
C. Element

Prompt:
Question: Sodium chloride, commonly called "table salt," is made up of sodium and chlorine that have been combined chemically. Which term best describes sodium chloride?
R. Acid
M. Compound
V. Atom
C. Element
Answer:

Answer: 1


Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?

Choices:
A. thermal energy
B. magnetic energy
C. chemical energy
D. mechanical energy

Prompt:
Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?
A. thermal energy
B. magnetic energy
C. chemical energy
D. mechanical energy
Answer:

Answer: 3

Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?

Choices:
A. mechanical energy
B. chemical energy
C. thermal energy
D. magnetic energy

Prompt:
Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?
A. mechanical energy
B. chemical energy
C. thermal energy
D. magnetic energy
Answer:

Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?

Choices:
1. thermal energy
2. magnetic energy
3. chemical energy
4. mechanical energy

Prompt:
Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?
1. thermal energy
2. magnetic energy
3. chemical energy
4. mechanical energy
Answer:

Answer: 3

Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?

Choices:
H. thermal energy
V. magnetic energy
X. chemical energy
R. mechanical energy

Prompt:
Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?
H. thermal energy
V. magnetic energy
X. chemical energy
R. mechanical energy
Answer:

Answer: 3

Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?

Choices:
H. mechanical energy
V. chemical energy
X. thermal energy
R. magnetic energy

Prompt:
Question: Katia was listening to music on the radio. In order for the sound to be produced, the electrical energy must be converted into which type of energy?
H. mechanical energy
V. chemical energy
X. thermal energy
R. magnetic energy
Answer:


Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?

Choices:
A. There was more humidity in the air.
B. There were fewer nutrients in the soil.
C. There was more snowfall in the region.
D. There was less solar radiation in the region.

Prompt:
Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?
A. There was more humidity in the air.
B. There were fewer nutrients in the soil.
C. There was more snowfall in the region.
D. There was less solar radiation in the region.
Answer:

Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?

Choices:
A. There was less solar radiation in the region.
B. There were fewer nutrients in the soil.
C. There was more snowfall in the region.
D. There was more humidity in the air.

Prompt:
Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?
A. There was less solar radiation in the region.
B. There were fewer nutrients in the soil.
C. There was more snowfall in the region.
D. There was more humidity in the air.
Answer:

Answer: 3

Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?

Choices:
1. There was more humidity in the air.
2. There were fewer nutrients in the soil.
3. There was more snowfall in the region.
4. There was less solar radiation in the region.

Prompt:
Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?
1. There was more humidity in the air.
2. There were fewer nutrients in the soil.
3. There was more snowfall in the region.
4. There was less solar radiation in the region.
Answer:

Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?

Choices:
Y. There was more humidity in the air.
Q. There were fewer nutrients in the soil.
E. There was more snowfall in the region.
K. There was less solar radiation in the region.

Prompt:
Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?
Y. There was more humidity in the air.
Q. There were fewer nutrients in the soil.
E. There was more snowfall in the region.
K. There was less solar radiation in the region.
Answer:

Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?

Choices:
Y. There was less solar radiation in the region.
Q. There were fewer nutrients in the soil.
E. There was more snowfall in the region.
K. There was more humidity in the air.

Prompt:
Question: Studies of snail fossils in Egypt indicate that areas of Egypt that are now desert were once thriving savannahs approximately 130,000 years ago. What does the presence of these fossils indicate about the area of Egypt that was thriving 130,000 years ago?
Y. There was less solar radiation in the region.
Q. There were fewer nutrients in the soil.
E. There was more snowfall in the region.
K. There was more humidity in the air.
Answer:

Answer: 3


Question: Which statement identifies an energy source as renewable?

Choices:
A. Oil, because it is found underground.
B. Wind, because it is always available.
C. Water, because it is becoming scarce.
D. Coal, because it was formed from plants.

Prompt:
Question: Which statement identifies an energy source as renewable?
A. Oil, because it is found underground.
B. Wind, because it is always available.
C. Water, because it is becoming scarce.
D. Coal, because it was formed from plants.
Answer:

Answer: 1

Question: Which statement identifies an energy source as renewable?

Choices:
A. Water, because it is becoming scarce.
B. Oil, because it is found underground.
C. Wind, because it is always available.
D. Coal, because it was formed from plants.

Prompt:
Question: Which statement identifies an energy source as renewable?
A. Water, because it is becoming scarce.
B. Oil, because it is found underground.
C. Wind, because it is always available.
D. Coal, because it was formed from plants.
Answer:

Answer: 2

Question: Which statement identifies an energy source as renewable?

Choices:
1. Oil, because it is found underground.
2. Wind, because it is always available.
3. Water, because it is becoming scarce.
4. Coal, because it was formed from plants.

Prompt:
Question: Which statement identifies an energy source as renewable?
1. Oil, because it is found underground.
2. Wind, because it is always available.
3. Water, because it is becoming scarce.
4. Coal, because it was formed from plants.
Answer:

Answer: 1

Question: Which statement identifies an energy source as renewable?

Choices:
D. Oil, because it is found underground.
V. Wind, because it is always available.
S. Water, because it is becoming scarce.
G. Coal, because it was formed from plants.

Prompt:
Question: Which statement identifies an energy source as renewable?
D. Oil, because it is found underground.
V. Wind, because it is always available.
S. Water, because it is becoming scarce.
G. Coal, because it was formed from plants.
Answer:

Answer: 1

Question: Which statement identifies an energy source as renewable?

Choices:
D. Water, because it is becoming scarce.
V. Oil, because it is found underground.
S. Wind, because it is always available.
G. Coal, because it was formed from plants.

Prompt:
Question: Which statement identifies an energy source as renewable?
D. Water, because it is becoming scarce.
V. Oil, because it is found underground.
S. Wind, because it is always available.
G. Coal, because it was formed from plants.
Answer:

Answer: 2


Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?

Choices:
A. melting
B. boiling
C. condensation
D. evaporation

Prompt:
Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?
A. melting
B. boiling
C. condensation
D. evaporation
Answer:

Answer: 3

Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?

Choices:
A. boiling
B. evaporation
C. melting
D. condensation

Prompt:
Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?
A. boiling
B. evaporation
C. melting
D. condensation
Answer:

Answer: 1

Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?

Choices:
1. melting
2. boiling
3. condensation
4. evaporation

Prompt:
Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?
1. melting
2. boiling
3. condensation
4. evaporation
Answer:

Answer: 3

Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?

Choices:
R. melting
H. boiling
S. condensation
K. evaporation

Prompt:
Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?
R. melting
H. boiling
S. condensation
K. evaporation
Answer:

Answer: 3

Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?

Choices:
R. boiling
H. evaporation
S. melting
K. condensation

Prompt:
Question: A wet towel will dry when it is left in the Sun. Which process occurs to make this happen?
R. boiling
H. evaporation
S. melting
K. condensation
Answer:

Answer: 1


Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?

Choices:
A. Inertia decreased.
B. Gravity increased.
C. Friction increased.
D. Magnetism decreased.

Prompt:
Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?
A. Inertia decreased.
B. Gravity increased.
C. Friction increased.
D. Magnetism decreased.
Answer:

Answer: 2

Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?

Choices:
A. Friction increased.
B. Inertia decreased.
C. Gravity increased.
D. Magnetism decreased.

Prompt:
Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?
A. Friction increased.
B. Inertia decreased.
C. Gravity increased.
D. Magnetism decreased.
Answer:

Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?

Choices:
1. Inertia decreased.
2. Gravity increased.
3. Friction increased.
4. Magnetism decreased.

Prompt:
Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?
1. Inertia decreased.
2. Gravity increased.
3. Friction increased.
4. Magnetism decreased.
Answer:

Answer: 2

Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?

Choices:
N. Inertia decreased.
R. Gravity increased.
A. Friction increased.
X. Magnetism decreased.

Prompt:
Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?
N. Inertia decreased.
R. Gravity increased.
A. Friction increased.
X. Magnetism decreased.
Answer:

Answer: 2

Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?

Choices:
N. Friction increased.
R. Inertia decreased.
A. Gravity increased.
X. Magnetism decreased.

Prompt:
Question: Otto pushed a toy car across a floor. The car traveled fast across the wood, but it slowed to a stop on the carpet. Which best explains what happened when the car reached the carpet?
N. Friction increased.
R. Inertia decreased.
A. Gravity increased.
X. Magnetism decreased.
Answer:


Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?

Choices:
A. Eye color is a learned trait.
B. Eye color is an inherited trait.
C. Eye color is a trait that changes over time.
D. Eye color is a trait that happens by chance.

Prompt:
Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?
A. Eye color is a learned trait.
B. Eye color is an inherited trait.
C. Eye color is a trait that changes over time.
D. Eye color is a trait that happens by chance.
Answer:

Answer: 1

Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?

Choices:
A. Eye color is a trait that happens by chance.
B. Eye color is a learned trait.
C. Eye color is an inherited trait.
D. Eye color is a trait that changes over time.

Prompt:
Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?
A. Eye color is a trait that happens by chance.
B. Eye color is a learned trait.
C. Eye color is an inherited trait.
D. Eye color is a trait that changes over time.
Answer:

Answer: 2

Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?

Choices:
1. Eye color is a learned trait.
2. Eye color is an inherited trait.
3. Eye color is a trait that changes over time.
4. Eye color is a trait that happens by chance.

Prompt:
Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?
1. Eye color is a learned trait.
2. Eye color is an inherited trait.
3. Eye color is a trait that changes over time.
4. Eye color is a trait that happens by chance.
Answer:

Answer: 1

Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?

Choices:
C. Eye color is a learned trait.
M. Eye color is an inherited trait.
H. Eye color is a trait that changes over time.
Z. Eye color is a trait that happens by chance.

Prompt:
Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?
C. Eye color is a learned trait.
M. Eye color is an inherited trait.
H. Eye color is a trait that changes over time.
Z. Eye color is a trait that happens by chance.
Answer:

Answer: 1

Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?

Choices:
C. Eye color is a trait that happens by chance.
M. Eye color is a learned trait.
H. Eye color is an inherited trait.
Z. Eye color is a trait that changes over time.

Prompt:
Question: Eye color is a physical trait. Which statement best explains why a child has a specific eye color?
C. Eye color is a trait that happens by chance.
M. Eye color is a learned trait.
H. Eye color is an inherited trait.
Z. Eye color is a trait that changes over time.
Answer:

Answer: 2


Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?

Choices:
A. 25
B. 30
C. 55
D. 80

Prompt:
Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?
A. 25
B. 30
C. 55
D. 80
Answer:

Answer: 2

Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?

Choices:
A. 55
B. 25
C. 30
D. 80

Prompt:
Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?
A. 55
B. 25
C. 30
D. 80
Answer:

Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?

Choices:
1. 25
2. 30
3. 55
4. 80

Prompt:
Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?
1. 25
2. 30
3. 55
4. 80
Answer:

Answer: 2

Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?

Choices:
G. 25
H. 30
Q. 55
L. 80

Prompt:
Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?
G. 25
H. 30
Q. 55
L. 80
Answer:

Answer: 2

Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?

Choices:
G. 55
H. 25
Q. 30
L. 80

Prompt:
Question: Manganese has an atomic number of 25 and an atomic mass of 55 amu. How many particles are found in its nucleus?
G. 55
H. 25
Q. 30
L. 80
Answer:


Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as

Choices:
A. controlling.
B. hypothesizing.
C. observing.
D. inferring.

Prompt:
Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as
A. controlling.
B. hypothesizing.
C. observing.
D. inferring.
Answer:

Answer: 2

Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as

Choices:
A. hypothesizing.
B. observing.
C. inferring.
D. controlling.

Prompt:
Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as
A. hypothesizing.
B. observing.
C. inferring.
D. controlling.
Answer:

Answer: 1

Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as

Choices:
1. controlling.
2. hypothesizing.
3. observing.
4. inferring.

Prompt:
Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as
1. controlling.
2. hypothesizing.
3. observing.
4. inferring.
Answer:

Answer: 2

Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as

Choices:
K. controlling.
I. hypothesizing.
W. observing.
B. inferring.

Prompt:
Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as
K. controlling.
I. hypothesizing.
W. observing.
B. inferring.
Answer:

Answer: 2

Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as

Choices:
K. hypothesizing.
I. observing.
W. inferring.
B. controlling.

Prompt:
Question: Students researched monkeys at a zoo. They recorded the monkeys' traits and behaviors. This investigation activity is best described as
K. hypothesizing.
I. observing.
W. inferring.
B. controlling.
Answer:

Answer: 1


Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of

Choices:
A. camouflage
B. hibernation
C. migration
D. movement

Prompt:
Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of
A. camouflage
B. hibernation
C. migration
D. movement
Answer:

Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of

Choices:
A. hibernation
B. camouflage
C. movement
D. migration

Prompt:
Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of
A. hibernation
B. camouflage
C. movement
D. migration
Answer:

Answer: 1

Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of

Choices:
1. camouflage
2. hibernation
3. migration
4. movement

Prompt:
Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of
1. camouflage
2. hibernation
3. migration
4. movement
Answer:

Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of

Choices:
Z. camouflage
G. hibernation
O. migration
S. movement

Prompt:
Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of
Z. camouflage
G. hibernation
O. migration
S. movement
Answer:

Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of

Choices:
Z. hibernation
G. camouflage
O. movement
S. migration

Prompt:
Question: The fur of an arctic fox turns from brown to white as winter approaches. This is an example of
Z. hibernation
G. camouflage
O. movement
S. migration
Answer:

Answer: 1


Question: Which is an example of a chemical change?

Choices:
A. a rusting car fender
B. a spinning top
C. a spilled bucket of water
D. a melting popsicle

Prompt:
Question: Which is an example of a chemical change?
A. a rusting car fender
B. a spinning top
C. a spilled bucket of water
D. a melting popsicle
Answer:

Question: Which is an example of a chemical change?

Choices:
A. a spilled bucket of water
B. a rusting car fender
C. a melting popsicle
D. a spinning top

Prompt:
Question: Which is an example of a chemical change?
A. a spilled bucket of water
B. a rusting car fender
C. a melting popsicle
D. a spinning top
Answer:

Answer: 1

Question: Which is an example of a chemical change?

Choices:
1. a rusting car fender
2. a spinning top
3. a spilled bucket of water
4. a melting popsicle

Prompt:
Question: Which is an example of a chemical change?
1. a rusting car fender
2. a spinning top
3. a spilled bucket of water
4. a melting popsicle
Answer:

Question: Which is an example of a chemical change?

Choices:
A. a rusting car fender
W. a spinning top
D. a spilled bucket of water
S. a melting popsicle

Prompt:
Question: Which is an example of a chemical change?
A. a rusting car fender
W. a spinning top
D. a spilled bucket of water
S. a melting popsicle
Answer:

Question: Which is an example of a chemical change?

Choices:
A. a spilled bucket of water
W. a rusting car fender
D. a melting popsicle
S. a spinning top

Prompt:
Question: Which is an example of a chemical change?
A. a spilled bucket of water
W. a rusting car fender
D. a melting popsicle
S. a spinning top
Answer:

Answer: 1


Question: Which statement is describing climate?

Choices:
A. It snowed 12 centimeters last night.
B. Last winter was colder than normal.
C. There is a thunderstorm watch for the local area.
D. The temperature will be between 32°C and 37°C all week.

Prompt:
Question: Which statement is describing climate?
A. It snowed 12 centimeters last night.
B. Last winter was colder than normal.
C. There is a thunderstorm watch for the local area.
D. The temperature will be between 32°C and 37°C all week.
Answer:

Answer: 1

Question: Which statement is describing climate?

Choices:
A. There is a thunderstorm watch for the local area.
B. The temperature will be between 32°C and 37°C all week.
C. It snowed 12 centimeters last night.
D. Last winter was colder than normal.

Prompt:
Question: Which statement is describing climate?
A. There is a thunderstorm watch for the local area.
B. The temperature will be between 32°C and 37°C all week.
C. It snowed 12 centimeters last night.
D. Last winter was colder than normal.
Answer:

Answer: 3

Question: Which statement is describing climate?

Choices:
1. It snowed 12 centimeters last night.
2. Last winter was colder than normal.
3. There is a thunderstorm watch for the local area.
4. The temperature will be between 32°C and 37°C all week.

Prompt:
Question: Which statement is describing climate?
1. It snowed 12 centimeters last night.
2. Last winter was colder than normal.
3. There is a thunderstorm watch for the local area.
4. The temperature will be between 32°C and 37°C all week.
Answer:

Answer: 1

Question: Which statement is describing climate?

Choices:
Y. It snowed 12 centimeters last night.
W. Last winter was colder than normal.
I. There is a thunderstorm watch for the local area.
A. The temperature will be between 32°C and 37°C all week.

Prompt:
Question: Which statement is describing climate?
Y. It snowed 12 centimeters last night.
W. Last winter was colder than normal.
I. There is a thunderstorm watch for the local area.
A. The temperature will be between 32°C and 37°C all week.
Answer:

Answer: 1

Question: Which statement is describing climate?

Choices:
Y. There is a thunderstorm watch for the local area.
W. The temperature will be between 32°C and 37°C all week.
I. It snowed 12 centimeters last night.
A. Last winter was colder than normal.

Prompt:
Question: Which statement is describing climate?
Y. There is a thunderstorm watch for the local area.
W. The temperature will be between 32°C and 37°C all week.
I. It snowed 12 centimeters last night.
A. Last winter was colder than normal.
Answer:

Answer: 3


Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the

Choices:
A. types of nutrients needed to grow.
B. amount of oxygen that is released into the air.
C. color of leaves that are produced.
D. type of fruit that is produced.

Prompt:
Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the
A. types of nutrients needed to grow.
B. amount of oxygen that is released into the air.
C. color of leaves that are produced.
D. type of fruit that is produced.
Answer:

Answer: 3

Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the

Choices:
A. color of leaves that are produced.
B. type of fruit that is produced.
C. amount of oxygen that is released into the air.
D. types of nutrients needed to grow.

Prompt:
Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the
A. color of leaves that are produced.
B. type of fruit that is produced.
C. amount of oxygen that is released into the air.
D. types of nutrients needed to grow.
Answer:

Answer: 1

Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the

Choices:
1. types of nutrients needed to grow.
2. amount of oxygen that is released into the air.
3. color of leaves that are produced.
4. type of fruit that is produced.

Prompt:
Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the
1. types of nutrients needed to grow.
2. amount of oxygen that is released into the air.
3. color of leaves that are produced.
4. type of fruit that is produced.
Answer:

Answer: 3

Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the

Choices:
V. types of nutrients needed to grow.
G. amount of oxygen that is released into the air.
I. color of leaves that are produced.
A. type of fruit that is produced.

Prompt:
Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the
V. types of nutrients needed to grow.
G. amount of oxygen that is released into the air.
I. color of leaves that are produced.
A. type of fruit that is produced.
Answer:

Answer: 3

Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the

Choices:
V. color of leaves that are produced.
G. type of fruit that is produced.
I. amount of oxygen that is released into the air.
A. types of nutrients needed to grow.

Prompt:
Question: Scientists have categorized trees based on whether they keep or lose their leaves each year. Another logical way to categorize trees is based on the
V. color of leaves that are produced.
G. type of fruit that is produced.
I. amount of oxygen that is released into the air.
A. types of nutrients needed to grow.
Answer:

Answer: 1


Question: Which resource is considered nonrenewable?

Choices:
A. wind power
B. solar energy
C. moving water
D. fossil fuels

Prompt:
Question: Which resource is considered nonrenewable?
A. wind power
B. solar energy
C. moving water
D. fossil fuels
Answer:

Answer: 3

Question: Which resource is considered nonrenewable?

Choices:
A. solar energy
B. fossil fuels
C. moving water
D. wind power

Prompt:
Question: Which resource is considered nonrenewable?
A. solar energy
B. fossil fuels
C. moving water
D. wind power
Answer:

Answer: 1

Question: Which resource is considered nonrenewable?

Choices:
1. wind power
2. solar energy
3. moving water
4. fossil fuels

Prompt:
Question: Which resource is considered nonrenewable?
1. wind power
2. solar energy
3. moving water
4. fossil fuels
Answer:

Answer: 3

Question: Which resource is considered nonrenewable?

Choices:
U. wind power
A. solar energy
G. moving water
N. fossil fuels

Prompt:
Question: Which resource is considered nonrenewable?
U. wind power
A. solar energy
G. moving water
N. fossil fuels
Answer:

Answer: 3

Question: Which resource is considered nonrenewable?

Choices:
U. solar energy
A. fossil fuels
G. moving water
N. wind power

Prompt:
Question: Which resource is considered nonrenewable?
U. solar energy
A. fossil fuels
G. moving water
N. wind power
Answer:

Answer: 1


Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?

Choices:
A. Use tweezers to separate them.
B. Use a magnet to separate them.
C. Add water to the mixture.
D. Pour the mixture into a filter.

Prompt:
Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?
A. Use tweezers to separate them.
B. Use a magnet to separate them.
C. Add water to the mixture.
D. Pour the mixture into a filter.
Answer:

Answer: 1

Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?

Choices:
A. Add water to the mixture.
B. Use tweezers to separate them.
C. Use a magnet to separate them.
D. Pour the mixture into a filter.

Prompt:
Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?
A. Add water to the mixture.
B. Use tweezers to separate them.
C. Use a magnet to separate them.
D. Pour the mixture into a filter.
Answer:

Answer: 2

Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?

Choices:
1. Use tweezers to separate them.
2. Use a magnet to separate them.
3. Add water to the mixture.
4. Pour the mixture into a filter.

Prompt:
Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?
1. Use tweezers to separate them.
2. Use a magnet to separate them.
3. Add water to the mixture.
4. Pour the mixture into a filter.
Answer:

Answer: 1

Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?

Choices:
U. Use tweezers to separate them.
P. Use a magnet to separate them.
F. Add water to the mixture.
Q. Pour the mixture into a filter.

Prompt:
Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?
U. Use tweezers to separate them.
P. Use a magnet to separate them.
F. Add water to the mixture.
Q. Pour the mixture into a filter.
Answer:

Answer: 1

Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?

Choices:
U. Add water to the mixture.
P. Use tweezers to separate them.
F. Use a magnet to separate them.
Q. Pour the mixture into a filter.

Prompt:
Question: Sand and iron particles that are similar in size and color are mixed together in a beaker. What would be the best method of separating the particles?
U. Add water to the mixture.
P. Use tweezers to separate them.
F. Use a magnet to separate them.
Q. Pour the mixture into a filter.
Answer:

Answer: 2


Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?

Choices:
A. cold lake
B. desert sand
C. warm ocean
D. mountain rock

Prompt:
Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?
A. cold lake
B. desert sand
C. warm ocean
D. mountain rock
Answer:

Answer: 2

Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?

Choices:
A. cold lake
B. mountain rock
C. desert sand
D. warm ocean

Prompt:
Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?
A. cold lake
B. mountain rock
C. desert sand
D. warm ocean
Answer:

Answer: 3

Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?

Choices:
1. cold lake
2. desert sand
3. warm ocean
4. mountain rock

Prompt:
Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?
1. cold lake
2. desert sand
3. warm ocean
4. mountain rock
Answer:

Answer: 2

Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?

Choices:
S. cold lake
H. desert sand
K. warm ocean
Y. mountain rock

Prompt:
Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?
S. cold lake
H. desert sand
K. warm ocean
Y. mountain rock
Answer:

Answer: 2

Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?

Choices:
S. cold lake
H. mountain rock
K. desert sand
Y. warm ocean

Prompt:
Question: Which habitat on Earth would probably 28 add the greatest amount of water to the water cycle through evaporation?
S. cold lake
H. mountain rock
K. desert sand
Y. warm ocean
Answer:

Answer: 3


Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?

Choices:
A. pressure from a glacier
B. heat from magma
C. erosion from flowing water
D. radiation from the Sun

Prompt:
Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?
A. pressure from a glacier
B. heat from magma
C. erosion from flowing water
D. radiation from the Sun
Answer:

Answer: 1

Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?

Choices:
A. pressure from a glacier
B. radiation from the Sun
C. heat from magma
D. erosion from flowing water

Prompt:
Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?
A. pressure from a glacier
B. radiation from the Sun
C. heat from magma
D. erosion from flowing water
Answer:

Answer: 2

Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?

Choices:
1. pressure from a glacier
2. heat from magma
3. erosion from flowing water
4. radiation from the Sun

Prompt:
Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?
1. pressure from a glacier
2. heat from magma
3. erosion from flowing water
4. radiation from the Sun
Answer:

Answer: 1

Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?

Choices:
P. pressure from a glacier
F. heat from magma
J. erosion from flowing water
E. radiation from the Sun

Prompt:
Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?
P. pressure from a glacier
F. heat from magma
J. erosion from flowing water
E. radiation from the Sun
Answer:

Answer: 1

Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?

Choices:
P. pressure from a glacier
F. radiation from the Sun
J. heat from magma
E. erosion from flowing water

Prompt:
Question: Which of these actions will change a sedimentary rock, such as limestone, into a metamorphic rock, such as marble?
P. pressure from a glacier
F. radiation from the Sun
J. heat from magma
E. erosion from flowing water
Answer:

Answer: 2


Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?

Choices:
A. the metal pan
B. the air in the oven
C. the surface of the bread
D. the outside of the oven door

Prompt:
Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?
A. the metal pan
B. the air in the oven
C. the surface of the bread
D. the outside of the oven door
Answer:

Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?

Choices:
A. the outside of the oven door
B. the metal pan
C. the surface of the bread
D. the air in the oven

Prompt:
Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?
A. the outside of the oven door
B. the metal pan
C. the surface of the bread
D. the air in the oven
Answer:

Answer: 1

Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?

Choices:
1. the metal pan
2. the air in the oven
3. the surface of the bread
4. the outside of the oven door

Prompt:
Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?
1. the metal pan
2. the air in the oven
3. the surface of the bread
4. the outside of the oven door
Answer:

Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?

Choices:
X. the metal pan
Q. the air in the oven
G. the surface of the bread
C. the outside of the oven door

Prompt:
Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?
X. the metal pan
Q. the air in the oven
G. the surface of the bread
C. the outside of the oven door
Answer:

Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?

Choices:
X. the outside of the oven door
Q. the metal pan
G. the surface of the bread
C. the air in the oven

Prompt:
Question: A loaf of bread is baking in a pan in a 350° F oven. What would cause a burn to a hand the quickest because of its low specific heat?
X. the outside of the oven door
Q. the metal pan
G. the surface of the bread
C. the air in the oven
Answer:

Answer: 1


Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?

Choices:
A. The sugar reacted with water to form elements.
B. The sugar reacted with water to form a mixture.
C. The sugar dissolved in water to form a solution.
D. The sugar dissolved in water to form compounds.

Prompt:
Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?
A. The sugar reacted with water to form elements.
B. The sugar reacted with water to form a mixture.
C. The sugar dissolved in water to form a solution.
D. The sugar dissolved in water to form compounds.
Answer:

Answer: 2

Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?

Choices:
A. The sugar dissolved in water to form a solution.
B. The sugar reacted with water to form elements.
C. The sugar reacted with water to form a mixture.
D. The sugar dissolved in water to form compounds.

Prompt:
Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?
A. The sugar dissolved in water to form a solution.
B. The sugar reacted with water to form elements.
C. The sugar reacted with water to form a mixture.
D. The sugar dissolved in water to form compounds.
Answer:

Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?

Choices:
1. The sugar reacted with water to form elements.
2. The sugar reacted with water to form a mixture.
3. The sugar dissolved in water to form a solution.
4. The sugar dissolved in water to form compounds.

Prompt:
Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?
1. The sugar reacted with water to form elements.
2. The sugar reacted with water to form a mixture.
3. The sugar dissolved in water to form a solution.
4. The sugar dissolved in water to form compounds.
Answer:

Answer: 2

Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?

Choices:
T. The sugar reacted with water to form elements.
S. The sugar reacted with water to form a mixture.
Z. The sugar dissolved in water to form a solution.
A. The sugar dissolved in water to form compounds.

Prompt:
Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?
T. The sugar reacted with water to form elements.
S. The sugar reacted with water to form a mixture.
Z. The sugar dissolved in water to form a solution.
A. The sugar dissolved in water to form compounds.
Answer:

Answer: 2

Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?

Choices:
T. The sugar dissolved in water to form a solution.
S. The sugar reacted with water to form elements.
Z. The sugar reacted with water to form a mixture.
A. The sugar dissolved in water to form compounds.

Prompt:
Question: A student poured some sugar into a glass of water. After the water was stirred, no solid sugar remained in the glass. Which statement best describes what happened?
T. The sugar dissolved in water to form a solution.
S. The sugar reacted with water to form elements.
Z. The sugar reacted with water to form a mixture.
A. The sugar dissolved in water to form compounds.
Answer: