Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?

Choices:
A. They break down dead organisms to return nutrients to the soil.
B. They produce their own food for survival.
C. They play a role in preventing weathering and erosion.
D. They provide most of the energy to consumers.

Prompt:
Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?
A. They break down dead organisms to return nutrients to the soil.
B. They produce their own food for survival.
C. They play a role in preventing weathering and erosion.
D. They provide most of the energy to consumers.
Answer:

Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?

Choices:
A. They play a role in preventing weathering and erosion.
B. They produce their own food for survival.
C. They break down dead organisms to return nutrients to the soil.
D. They provide most of the energy to consumers.

Prompt:
Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?
A. They play a role in preventing weathering and erosion.
B. They produce their own food for survival.
C. They break down dead organisms to return nutrients to the soil.
D. They provide most of the energy to consumers.
Answer:

Answer: 2

Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?

Choices:
1. They break down dead organisms to return nutrients to the soil.
2. They produce their own food for survival.
3. They play a role in preventing weathering and erosion.
4. They provide most of the energy to consumers.

Prompt:
Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?
1. They break down dead organisms to return nutrients to the soil.
2. They produce their own food for survival.
3. They play a role in preventing weathering and erosion.
4. They provide most of the energy to consumers.
Answer:

Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?

Choices:
L. They break down dead organisms to return nutrients to the soil.
N. They produce their own food for survival.
Y. They play a role in preventing weathering and erosion.
E. They provide most of the energy to consumers.

Prompt:
Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?
L. They break down dead organisms to return nutrients to the soil.
N. They produce their own food for survival.
Y. They play a role in preventing weathering and erosion.
E. They provide most of the energy to consumers.
Answer:

Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?

Choices:
L. They play a role in preventing weathering and erosion.
N. They produce their own food for survival.
Y. They break down dead organisms to return nutrients to the soil.
E. They provide most of the energy to consumers.

Prompt:
Question: An ecosystem is a community of organisms interacting with their physical environment. Why are decomposers an important part of ecosystems?
L. They play a role in preventing weathering and erosion.
N. They produce their own food for survival.
Y. They break down dead organisms to return nutrients to the soil.
E. They provide most of the energy to consumers.
Answer:

Answer: 2


Question: Which term identifies a group of cells that work together to perform a similar function?

Choices:
A. molecule
B. organ
C. organism
D. tissue

Prompt:
Question: Which term identifies a group of cells that work together to perform a similar function?
A. molecule
B. organ
C. organism
D. tissue
Answer:

Answer: 3

Question: Which term identifies a group of cells that work together to perform a similar function?

Choices:
A. molecule
B. tissue
C. organ
D. organism

Prompt:
Question: Which term identifies a group of cells that work together to perform a similar function?
A. molecule
B. tissue
C. organ
D. organism
Answer:

Answer: 1

Question: Which term identifies a group of cells that work together to perform a similar function?

Choices:
1. molecule
2. organ
3. organism
4. tissue

Prompt:
Question: Which term identifies a group of cells that work together to perform a similar function?
1. molecule
2. organ
3. organism
4. tissue
Answer:

Answer: 3

Question: Which term identifies a group of cells that work together to perform a similar function?

Choices:
C. molecule
R. organ
P. organism
F. tissue

Prompt:
Question: Which term identifies a group of cells that work together to perform a similar function?
C. molecule
R. organ
P. organism
F. tissue
Answer:

Answer: 3

Question: Which term identifies a group of cells that work together to perform a similar function?

Choices:
C. molecule
R. tissue
P. organ
F. organism

Prompt:
Question: Which term identifies a group of cells that work together to perform a similar function?
C. molecule
R. tissue
P. organ
F. organism
Answer:

Answer: 1


Question: Which of these statements is not considered part of the Big Bang Theory?

Choices:
A. The universe is expanding.
B. The universe never changes.
C. The universe began in a hot, dense state.
D. The universe began at a single point and time.

Prompt:
Question: Which of these statements is not considered part of the Big Bang Theory?
A. The universe is expanding.
B. The universe never changes.
C. The universe began in a hot, dense state.
D. The universe began at a single point and time.
Answer:

Answer: 1

Question: Which of these statements is not considered part of the Big Bang Theory?

Choices:
A. The universe never changes.
B. The universe began at a single point and time.
C. The universe is expanding.
D. The universe began in a hot, dense state.

Prompt:
Question: Which of these statements is not considered part of the Big Bang Theory?
A. The universe never changes.
B. The universe began at a single point and time.
C. The universe is expanding.
D. The universe began in a hot, dense state.
Answer:

Question: Which of these statements is not considered part of the Big Bang Theory?

Choices:
1. The universe is expanding.
2. The universe never changes.
3. The universe began in a hot, dense state.
4. The universe began at a single point and time.

Prompt:
Question: Which of these statements is not considered part of the Big Bang Theory?
1. The universe is expanding.
2. The universe never changes.
3. The universe began in a hot, dense state.
4. The universe began at a single point and time.
Answer:

Answer: 1

Question: Which of these statements is not considered part of the Big Bang Theory?

Choices:
L. The universe is expanding.
I. The universe never changes.
R. The universe began in a hot, dense state.
S. The universe began at a single point and time.

Prompt:
Question: Which of these statements is not considered part of the Big Bang Theory?
L. The universe is expanding.
I. The universe never changes.
R. The universe began in a hot, dense state.
S. The universe began at a single point and time.
Answer:

Answer: 1

Question: Which of these statements is not considered part of the Big Bang Theory?

Choices:
L. The universe never changes.
I. The universe began at a single point and time.
R. The universe is expanding.
S. The universe began in a hot, dense state.

Prompt:
Question: Which of these statements is not considered part of the Big Bang Theory?
L. The universe never changes.
I. The universe began at a single point and time.
R. The universe is expanding.
S. The universe began in a hot, dense state.
Answer:


Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?

Choices:
A. ATP is produced and carbon dioxide (CO2) is released.
B. ATP is consumed and carbon dioxide (CO2) is released.
C. ATP is produced and carbon dioxide (CO2) is absorbed.
D. ATP is consumed and carbon dioxide (CO2) is absorbed.

Prompt:
Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?
A. ATP is produced and carbon dioxide (CO2) is released.
B. ATP is consumed and carbon dioxide (CO2) is released.
C. ATP is produced and carbon dioxide (CO2) is absorbed.
D. ATP is consumed and carbon dioxide (CO2) is absorbed.
Answer:

Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?

Choices:
A. ATP is produced and carbon dioxide (CO2) is absorbed.
B. ATP is produced and carbon dioxide (CO2) is released.
C. ATP is consumed and carbon dioxide (CO2) is released.
D. ATP is consumed and carbon dioxide (CO2) is absorbed.

Prompt:
Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?
A. ATP is produced and carbon dioxide (CO2) is absorbed.
B. ATP is produced and carbon dioxide (CO2) is released.
C. ATP is consumed and carbon dioxide (CO2) is released.
D. ATP is consumed and carbon dioxide (CO2) is absorbed.
Answer:

Answer: 1

Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?

Choices:
1. ATP is produced and carbon dioxide (CO2) is released.
2. ATP is consumed and carbon dioxide (CO2) is released.
3. ATP is produced and carbon dioxide (CO2) is absorbed.
4. ATP is consumed and carbon dioxide (CO2) is absorbed.

Prompt:
Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?
1. ATP is produced and carbon dioxide (CO2) is released.
2. ATP is consumed and carbon dioxide (CO2) is released.
3. ATP is produced and carbon dioxide (CO2) is absorbed.
4. ATP is consumed and carbon dioxide (CO2) is absorbed.
Answer:

Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?

Choices:
M. ATP is produced and carbon dioxide (CO2) is released.
K. ATP is consumed and carbon dioxide (CO2) is released.
N. ATP is produced and carbon dioxide (CO2) is absorbed.
H. ATP is consumed and carbon dioxide (CO2) is absorbed.

Prompt:
Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?
M. ATP is produced and carbon dioxide (CO2) is released.
K. ATP is consumed and carbon dioxide (CO2) is released.
N. ATP is produced and carbon dioxide (CO2) is absorbed.
H. ATP is consumed and carbon dioxide (CO2) is absorbed.
Answer:

Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?

Choices:
M. ATP is produced and carbon dioxide (CO2) is absorbed.
K. ATP is produced and carbon dioxide (CO2) is released.
N. ATP is consumed and carbon dioxide (CO2) is released.
H. ATP is consumed and carbon dioxide (CO2) is absorbed.

Prompt:
Question: Cells in the body use oxygen (O2) for cellular respiration. Which is the result of cellular respiration?
M. ATP is produced and carbon dioxide (CO2) is absorbed.
K. ATP is produced and carbon dioxide (CO2) is released.
N. ATP is consumed and carbon dioxide (CO2) is released.
H. ATP is consumed and carbon dioxide (CO2) is absorbed.
Answer:

Answer: 1


Question: Which geologic process is absent from the Gulf Coast states?

Choices:
A. beach development
B. subduction zones
C. weathering
D. erosion

Prompt:
Question: Which geologic process is absent from the Gulf Coast states?
A. beach development
B. subduction zones
C. weathering
D. erosion
Answer:

Answer: 1

Question: Which geologic process is absent from the Gulf Coast states?

Choices:
A. subduction zones
B. beach development
C. weathering
D. erosion

Prompt:
Question: Which geologic process is absent from the Gulf Coast states?
A. subduction zones
B. beach development
C. weathering
D. erosion
Answer:

Question: Which geologic process is absent from the Gulf Coast states?

Choices:
1. beach development
2. subduction zones
3. weathering
4. erosion

Prompt:
Question: Which geologic process is absent from the Gulf Coast states?
1. beach development
2. subduction zones
3. weathering
4. erosion
Answer:

Answer: 1

Question: Which geologic process is absent from the Gulf Coast states?

Choices:
R. beach development
O. subduction zones
U. weathering
C. erosion

Prompt:
Question: Which geologic process is absent from the Gulf Coast states?
R. beach development
O. subduction zones
U. weathering
C. erosion
Answer:

Answer: 1

Question: Which geologic process is absent from the Gulf Coast states?

Choices:
R. subduction zones
O. beach development
U. weathering
C. erosion

Prompt:
Question: Which geologic process is absent from the Gulf Coast states?
R. subduction zones
O. beach development
U. weathering
C. erosion
Answer:


Question: The human body gets the energy it needs for growth and repair directly from

Choices:
A. soil
B. food
C. sunlight
D. water

Prompt:
Question: The human body gets the energy it needs for growth and repair directly from
A. soil
B. food
C. sunlight
D. water
Answer:

Answer: 1

Question: The human body gets the energy it needs for growth and repair directly from

Choices:
A. sunlight
B. water
C. soil
D. food

Prompt:
Question: The human body gets the energy it needs for growth and repair directly from
A. sunlight
B. water
C. soil
D. food
Answer:

Answer: 3

Question: The human body gets the energy it needs for growth and repair directly from

Choices:
1. soil
2. food
3. sunlight
4. water

Prompt:
Question: The human body gets the energy it needs for growth and repair directly from
1. soil
2. food
3. sunlight
4. water
Answer:

Answer: 1

Question: The human body gets the energy it needs for growth and repair directly from

Choices:
V. soil
Y. food
P. sunlight
D. water

Prompt:
Question: The human body gets the energy it needs for growth and repair directly from
V. soil
Y. food
P. sunlight
D. water
Answer:

Answer: 1

Question: The human body gets the energy it needs for growth and repair directly from

Choices:
V. sunlight
Y. water
P. soil
D. food

Prompt:
Question: The human body gets the energy it needs for growth and repair directly from
V. sunlight
Y. water
P. soil
D. food
Answer:

Answer: 3


Question: In what type of rock would a geologist most likely find evidence of ancient life?

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

Prompt:
Question: In what type of rock would a geologist most likely find evidence of ancient life?
A. sedimentary
B. foliated
C. metamorphic
D. volcanic
Answer:

Question: In what type of rock would a geologist most likely find evidence of ancient life?

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

Prompt:
Question: In what type of rock would a geologist most likely find evidence of ancient life?
A. volcanic
B. sedimentary
C. metamorphic
D. foliated
Answer:

Answer: 1

Question: In what type of rock would a geologist most likely find evidence of ancient life?

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

Prompt:
Question: In what type of rock would a geologist most likely find evidence of ancient life?
1. sedimentary
2. foliated
3. metamorphic
4. volcanic
Answer:

Question: In what type of rock would a geologist most likely find evidence of ancient life?

Choices:
B. sedimentary
E. foliated
W. metamorphic
L. volcanic

Prompt:
Question: In what type of rock would a geologist most likely find evidence of ancient life?
B. sedimentary
E. foliated
W. metamorphic
L. volcanic
Answer:

Question: In what type of rock would a geologist most likely find evidence of ancient life?

Choices:
B. volcanic
E. sedimentary
W. metamorphic
L. foliated

Prompt:
Question: In what type of rock would a geologist most likely find evidence of ancient life?
B. volcanic
E. sedimentary
W. metamorphic
L. foliated
Answer:

Answer: 1


Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?

Choices:
A. The mass of the golf ball
B. The weight of the golf ball
C. The mass and size of the golf ball
D. The weight and size of the golf ball

Prompt:
Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?
A. The mass of the golf ball
B. The weight of the golf ball
C. The mass and size of the golf ball
D. The weight and size of the golf ball
Answer:

Answer: 1

Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?

Choices:
A. The weight of the golf ball
B. The mass and size of the golf ball
C. The mass of the golf ball
D. The weight and size of the golf ball

Prompt:
Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?
A. The weight of the golf ball
B. The mass and size of the golf ball
C. The mass of the golf ball
D. The weight and size of the golf ball
Answer:

Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?

Choices:
1. The mass of the golf ball
2. The weight of the golf ball
3. The mass and size of the golf ball
4. The weight and size of the golf ball

Prompt:
Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?
1. The mass of the golf ball
2. The weight of the golf ball
3. The mass and size of the golf ball
4. The weight and size of the golf ball
Answer:

Answer: 1

Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?

Choices:
H. The mass of the golf ball
Q. The weight of the golf ball
R. The mass and size of the golf ball
M. The weight and size of the golf ball

Prompt:
Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?
H. The mass of the golf ball
Q. The weight of the golf ball
R. The mass and size of the golf ball
M. The weight and size of the golf ball
Answer:

Answer: 1

Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?

Choices:
H. The weight of the golf ball
Q. The mass and size of the golf ball
R. The mass of the golf ball
M. The weight and size of the golf ball

Prompt:
Question: During the Apollo 14 moon landing, astronauts played golf on the moon. Which of the following would be less on the moon than on Earth?
H. The weight of the golf ball
Q. The mass and size of the golf ball
R. The mass of the golf ball
M. The weight and size of the golf ball
Answer:


Question: Evaporation, condensation, and precipitation are all processes which occur in the

Choices:
A. water cycle.
B. energy cycle.
C. carbon cycle.
D. nitrogen cycle.

Prompt:
Question: Evaporation, condensation, and precipitation are all processes which occur in the
A. water cycle.
B. energy cycle.
C. carbon cycle.
D. nitrogen cycle.
Answer:

Question: Evaporation, condensation, and precipitation are all processes which occur in the

Choices:
A. nitrogen cycle.
B. energy cycle.
C. carbon cycle.
D. water cycle.

Prompt:
Question: Evaporation, condensation, and precipitation are all processes which occur in the
A. nitrogen cycle.
B. energy cycle.
C. carbon cycle.
D. water cycle.
Answer:

Answer: 3

Question: Evaporation, condensation, and precipitation are all processes which occur in the

Choices:
1. water cycle.
2. energy cycle.
3. carbon cycle.
4. nitrogen cycle.

Prompt:
Question: Evaporation, condensation, and precipitation are all processes which occur in the
1. water cycle.
2. energy cycle.
3. carbon cycle.
4. nitrogen cycle.
Answer:

Question: Evaporation, condensation, and precipitation are all processes which occur in the

Choices:
I. water cycle.
S. energy cycle.
U. carbon cycle.
Q. nitrogen cycle.

Prompt:
Question: Evaporation, condensation, and precipitation are all processes which occur in the
I. water cycle.
S. energy cycle.
U. carbon cycle.
Q. nitrogen cycle.
Answer:

Question: Evaporation, condensation, and precipitation are all processes which occur in the

Choices:
I. nitrogen cycle.
S. energy cycle.
U. carbon cycle.
Q. water cycle.

Prompt:
Question: Evaporation, condensation, and precipitation are all processes which occur in the
I. nitrogen cycle.
S. energy cycle.
U. carbon cycle.
Q. water cycle.
Answer:

Answer: 3


Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?

Choices:
A. anemometer
B. barometer
C. rain gauge
D. thermometer

Prompt:
Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?
A. anemometer
B. barometer
C. rain gauge
D. thermometer
Answer:

Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?

Choices:
A. rain gauge
B. anemometer
C. thermometer
D. barometer

Prompt:
Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?
A. rain gauge
B. anemometer
C. thermometer
D. barometer
Answer:

Answer: 1

Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?

Choices:
1. anemometer
2. barometer
3. rain gauge
4. thermometer

Prompt:
Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?
1. anemometer
2. barometer
3. rain gauge
4. thermometer
Answer:

Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?

Choices:
H. anemometer
Y. barometer
C. rain gauge
R. thermometer

Prompt:
Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?
H. anemometer
Y. barometer
C. rain gauge
R. thermometer
Answer:

Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?

Choices:
H. rain gauge
Y. anemometer
C. thermometer
R. barometer

Prompt:
Question: Directions Read the information about wind erosion then answer the question. Wind can cause erosion that changes the surface of the Earth. Wind erosion can have negative effects on the environment by removing soil and polluting the air during dust storms. Walter wanted to find out if faster wind speeds increased the amount of wind erosion. Which instrument should he use to measure wind speed?
H. rain gauge
Y. anemometer
C. thermometer
R. barometer
Answer:

Answer: 1


Question: Where does oxygen-rich blood go after leaving the lungs?

Choices:
A. the brain.
B. the heart.
C. the kidney.
D. the stomach.

Prompt:
Question: Where does oxygen-rich blood go after leaving the lungs?
A. the brain.
B. the heart.
C. the kidney.
D. the stomach.
Answer:

Answer: 1

Question: Where does oxygen-rich blood go after leaving the lungs?

Choices:
A. the brain.
B. the kidney.
C. the heart.
D. the stomach.

Prompt:
Question: Where does oxygen-rich blood go after leaving the lungs?
A. the brain.
B. the kidney.
C. the heart.
D. the stomach.
Answer:

Answer: 2

Question: Where does oxygen-rich blood go after leaving the lungs?

Choices:
1. the brain.
2. the heart.
3. the kidney.
4. the stomach.

Prompt:
Question: Where does oxygen-rich blood go after leaving the lungs?
1. the brain.
2. the heart.
3. the kidney.
4. the stomach.
Answer:

Answer: 1

Question: Where does oxygen-rich blood go after leaving the lungs?

Choices:
P. the brain.
U. the heart.
Y. the kidney.
Z. the stomach.

Prompt:
Question: Where does oxygen-rich blood go after leaving the lungs?
P. the brain.
U. the heart.
Y. the kidney.
Z. the stomach.
Answer:

Answer: 1

Question: Where does oxygen-rich blood go after leaving the lungs?

Choices:
P. the brain.
U. the kidney.
Y. the heart.
Z. the stomach.

Prompt:
Question: Where does oxygen-rich blood go after leaving the lungs?
P. the brain.
U. the kidney.
Y. the heart.
Z. the stomach.
Answer:

Answer: 2


Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?

Choices:
A. Will the food ripen?
B. Will the food stay fresh?
C. Will the food harm humans?
D. Will the food harm bugs in the home?

Prompt:
Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?
A. Will the food ripen?
B. Will the food stay fresh?
C. Will the food harm humans?
D. Will the food harm bugs in the home?
Answer:

Answer: 2

Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?

Choices:
A. Will the food harm humans?
B. Will the food stay fresh?
C. Will the food ripen?
D. Will the food harm bugs in the home?

Prompt:
Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?
A. Will the food harm humans?
B. Will the food stay fresh?
C. Will the food ripen?
D. Will the food harm bugs in the home?
Answer:

Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?

Choices:
1. Will the food ripen?
2. Will the food stay fresh?
3. Will the food harm humans?
4. Will the food harm bugs in the home?

Prompt:
Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?
1. Will the food ripen?
2. Will the food stay fresh?
3. Will the food harm humans?
4. Will the food harm bugs in the home?
Answer:

Answer: 2

Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?

Choices:
X. Will the food ripen?
B. Will the food stay fresh?
L. Will the food harm humans?
E. Will the food harm bugs in the home?

Prompt:
Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?
X. Will the food ripen?
B. Will the food stay fresh?
L. Will the food harm humans?
E. Will the food harm bugs in the home?
Answer:

Answer: 2

Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?

Choices:
X. Will the food harm humans?
B. Will the food stay fresh?
L. Will the food ripen?
E. Will the food harm bugs in the home?

Prompt:
Question: Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops. What might be a concern about using pesticides on the crops?
X. Will the food harm humans?
B. Will the food stay fresh?
L. Will the food ripen?
E. Will the food harm bugs in the home?
Answer:


Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?

Choices:
A. There will be less water in the lake.
B. More plants will grow in the lake.
C. More frogs will live in the lake.
D. There will be fewer insects in the lake.

Prompt:
Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?
A. There will be less water in the lake.
B. More plants will grow in the lake.
C. More frogs will live in the lake.
D. There will be fewer insects in the lake.
Answer:

Answer: 3

Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?

Choices:
A. There will be less water in the lake.
B. There will be fewer insects in the lake.
C. More frogs will live in the lake.
D. More plants will grow in the lake.

Prompt:
Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?
A. There will be less water in the lake.
B. There will be fewer insects in the lake.
C. More frogs will live in the lake.
D. More plants will grow in the lake.
Answer:

Answer: 1

Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?

Choices:
1. There will be less water in the lake.
2. More plants will grow in the lake.
3. More frogs will live in the lake.
4. There will be fewer insects in the lake.

Prompt:
Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?
1. There will be less water in the lake.
2. More plants will grow in the lake.
3. More frogs will live in the lake.
4. There will be fewer insects in the lake.
Answer:

Answer: 3

Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?

Choices:
M. There will be less water in the lake.
Z. More plants will grow in the lake.
B. More frogs will live in the lake.
C. There will be fewer insects in the lake.

Prompt:
Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?
M. There will be less water in the lake.
Z. More plants will grow in the lake.
B. More frogs will live in the lake.
C. There will be fewer insects in the lake.
Answer:

Answer: 3

Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?

Choices:
M. There will be less water in the lake.
Z. There will be fewer insects in the lake.
B. More frogs will live in the lake.
C. More plants will grow in the lake.

Prompt:
Question: The number of fish in a lake suddenly increases. How will the increase most likely affect the lake?
M. There will be less water in the lake.
Z. There will be fewer insects in the lake.
B. More frogs will live in the lake.
C. More plants will grow in the lake.
Answer:

Answer: 1


Question: Which statement correctly describes a relationship between two human body systems?

Choices:
A. The digestive system absorbs nutrients which are transported by the nervous system.
B. The digestive system absorbs nutrients which are transported by the circulatory system.
C. The circulatory system exchanges gases which are transported by the nervous system.
D. The circulatory system exchanges gases which are transported by the digestive system.

Prompt:
Question: Which statement correctly describes a relationship between two human body systems?
A. The digestive system absorbs nutrients which are transported by the nervous system.
B. The digestive system absorbs nutrients which are transported by the circulatory system.
C. The circulatory system exchanges gases which are transported by the nervous system.
D. The circulatory system exchanges gases which are transported by the digestive system.
Answer:

Answer: 1

Question: Which statement correctly describes a relationship between two human body systems?

Choices:
A. The digestive system absorbs nutrients which are transported by the circulatory system.
B. The digestive system absorbs nutrients which are transported by the nervous system.
C. The circulatory system exchanges gases which are transported by the digestive system.
D. The circulatory system exchanges gases which are transported by the nervous system.

Prompt:
Question: Which statement correctly describes a relationship between two human body systems?
A. The digestive system absorbs nutrients which are transported by the circulatory system.
B. The digestive system absorbs nutrients which are transported by the nervous system.
C. The circulatory system exchanges gases which are transported by the digestive system.
D. The circulatory system exchanges gases which are transported by the nervous system.
Answer:

Question: Which statement correctly describes a relationship between two human body systems?

Choices:
1. The digestive system absorbs nutrients which are transported by the nervous system.
2. The digestive system absorbs nutrients which are transported by the circulatory system.
3. The circulatory system exchanges gases which are transported by the nervous system.
4. The circulatory system exchanges gases which are transported by the digestive system.

Prompt:
Question: Which statement correctly describes a relationship between two human body systems?
1. The digestive system absorbs nutrients which are transported by the nervous system.
2. The digestive system absorbs nutrients which are transported by the circulatory system.
3. The circulatory system exchanges gases which are transported by the nervous system.
4. The circulatory system exchanges gases which are transported by the digestive system.
Answer:

Answer: 1

Question: Which statement correctly describes a relationship between two human body systems?

Choices:
O. The digestive system absorbs nutrients which are transported by the nervous system.
L. The digestive system absorbs nutrients which are transported by the circulatory system.
I. The circulatory system exchanges gases which are transported by the nervous system.
D. The circulatory system exchanges gases which are transported by the digestive system.

Prompt:
Question: Which statement correctly describes a relationship between two human body systems?
O. The digestive system absorbs nutrients which are transported by the nervous system.
L. The digestive system absorbs nutrients which are transported by the circulatory system.
I. The circulatory system exchanges gases which are transported by the nervous system.
D. The circulatory system exchanges gases which are transported by the digestive system.
Answer:

Answer: 1

Question: Which statement correctly describes a relationship between two human body systems?

Choices:
O. The digestive system absorbs nutrients which are transported by the circulatory system.
L. The digestive system absorbs nutrients which are transported by the nervous system.
I. The circulatory system exchanges gases which are transported by the digestive system.
D. The circulatory system exchanges gases which are transported by the nervous system.

Prompt:
Question: Which statement correctly describes a relationship between two human body systems?
O. The digestive system absorbs nutrients which are transported by the circulatory system.
L. The digestive system absorbs nutrients which are transported by the nervous system.
I. The circulatory system exchanges gases which are transported by the digestive system.
D. The circulatory system exchanges gases which are transported by the nervous system.
Answer:


Question: Which statement best explains Earth's day and night cycle?

Choices:
A. Earth rotates once each day on its axis.
B. Earth revolves around the Sun each year.
C. The Sun is closest to Earth during the day.
D. The tilt of Earth changes throughout the year.

Prompt:
Question: Which statement best explains Earth's day and night cycle?
A. Earth rotates once each day on its axis.
B. Earth revolves around the Sun each year.
C. The Sun is closest to Earth during the day.
D. The tilt of Earth changes throughout the year.
Answer:

Question: Which statement best explains Earth's day and night cycle?

Choices:
A. The tilt of Earth changes throughout the year.
B. The Sun is closest to Earth during the day.
C. Earth rotates once each day on its axis.
D. Earth revolves around the Sun each year.

Prompt:
Question: Which statement best explains Earth's day and night cycle?
A. The tilt of Earth changes throughout the year.
B. The Sun is closest to Earth during the day.
C. Earth rotates once each day on its axis.
D. Earth revolves around the Sun each year.
Answer:

Answer: 2

Question: Which statement best explains Earth's day and night cycle?

Choices:
1. Earth rotates once each day on its axis.
2. Earth revolves around the Sun each year.
3. The Sun is closest to Earth during the day.
4. The tilt of Earth changes throughout the year.

Prompt:
Question: Which statement best explains Earth's day and night cycle?
1. Earth rotates once each day on its axis.
2. Earth revolves around the Sun each year.
3. The Sun is closest to Earth during the day.
4. The tilt of Earth changes throughout the year.
Answer:

Question: Which statement best explains Earth's day and night cycle?

Choices:
H. Earth rotates once each day on its axis.
A. Earth revolves around the Sun each year.
I. The Sun is closest to Earth during the day.
W. The tilt of Earth changes throughout the year.

Prompt:
Question: Which statement best explains Earth's day and night cycle?
H. Earth rotates once each day on its axis.
A. Earth revolves around the Sun each year.
I. The Sun is closest to Earth during the day.
W. The tilt of Earth changes throughout the year.
Answer:

Question: Which statement best explains Earth's day and night cycle?

Choices:
H. The tilt of Earth changes throughout the year.
A. The Sun is closest to Earth during the day.
I. Earth rotates once each day on its axis.
W. Earth revolves around the Sun each year.

Prompt:
Question: Which statement best explains Earth's day and night cycle?
H. The tilt of Earth changes throughout the year.
A. The Sun is closest to Earth during the day.
I. Earth rotates once each day on its axis.
W. Earth revolves around the Sun each year.
Answer:

Answer: 2


Question: What is the first thing a student should do if an accident happens during a science experiment?

Choices:
A. report to the teacher
B. clean the laboratory station
C. locate the nearest exit
D. put on safety goggles

Prompt:
Question: What is the first thing a student should do if an accident happens during a science experiment?
A. report to the teacher
B. clean the laboratory station
C. locate the nearest exit
D. put on safety goggles
Answer:

Question: What is the first thing a student should do if an accident happens during a science experiment?

Choices:
A. put on safety goggles
B. clean the laboratory station
C. locate the nearest exit
D. report to the teacher

Prompt:
Question: What is the first thing a student should do if an accident happens during a science experiment?
A. put on safety goggles
B. clean the laboratory station
C. locate the nearest exit
D. report to the teacher
Answer:

Answer: 3

Question: What is the first thing a student should do if an accident happens during a science experiment?

Choices:
1. report to the teacher
2. clean the laboratory station
3. locate the nearest exit
4. put on safety goggles

Prompt:
Question: What is the first thing a student should do if an accident happens during a science experiment?
1. report to the teacher
2. clean the laboratory station
3. locate the nearest exit
4. put on safety goggles
Answer:

Question: What is the first thing a student should do if an accident happens during a science experiment?

Choices:
V. report to the teacher
K. clean the laboratory station
U. locate the nearest exit
T. put on safety goggles

Prompt:
Question: What is the first thing a student should do if an accident happens during a science experiment?
V. report to the teacher
K. clean the laboratory station
U. locate the nearest exit
T. put on safety goggles
Answer:

Question: What is the first thing a student should do if an accident happens during a science experiment?

Choices:
V. put on safety goggles
K. clean the laboratory station
U. locate the nearest exit
T. report to the teacher

Prompt:
Question: What is the first thing a student should do if an accident happens during a science experiment?
V. put on safety goggles
K. clean the laboratory station
U. locate the nearest exit
T. report to the teacher
Answer:

Answer: 3


Question: Which of the following helps keep the Moon in its orbit?

Choices:
A. friction
B. gravity
C. longitude
D. latitude

Prompt:
Question: Which of the following helps keep the Moon in its orbit?
A. friction
B. gravity
C. longitude
D. latitude
Answer:

Answer: 1

Question: Which of the following helps keep the Moon in its orbit?

Choices:
A. longitude
B. latitude
C. friction
D. gravity

Prompt:
Question: Which of the following helps keep the Moon in its orbit?
A. longitude
B. latitude
C. friction
D. gravity
Answer:

Answer: 3

Question: Which of the following helps keep the Moon in its orbit?

Choices:
1. friction
2. gravity
3. longitude
4. latitude

Prompt:
Question: Which of the following helps keep the Moon in its orbit?
1. friction
2. gravity
3. longitude
4. latitude
Answer:

Answer: 1

Question: Which of the following helps keep the Moon in its orbit?

Choices:
I. friction
H. gravity
M. longitude
X. latitude

Prompt:
Question: Which of the following helps keep the Moon in its orbit?
I. friction
H. gravity
M. longitude
X. latitude
Answer:

Answer: 1

Question: Which of the following helps keep the Moon in its orbit?

Choices:
I. longitude
H. latitude
M. friction
X. gravity

Prompt:
Question: Which of the following helps keep the Moon in its orbit?
I. longitude
H. latitude
M. friction
X. gravity
Answer:

Answer: 3


Question: Which process allows green plants to control the amount of water stored in their leaves?

Choices:
A. photosynthesis
B. condensation
C. respiration
D. transpiration

Prompt:
Question: Which process allows green plants to control the amount of water stored in their leaves?
A. photosynthesis
B. condensation
C. respiration
D. transpiration
Answer:

Answer: 3

Question: Which process allows green plants to control the amount of water stored in their leaves?

Choices:
A. transpiration
B. condensation
C. respiration
D. photosynthesis

Prompt:
Question: Which process allows green plants to control the amount of water stored in their leaves?
A. transpiration
B. condensation
C. respiration
D. photosynthesis
Answer:

Question: Which process allows green plants to control the amount of water stored in their leaves?

Choices:
1. photosynthesis
2. condensation
3. respiration
4. transpiration

Prompt:
Question: Which process allows green plants to control the amount of water stored in their leaves?
1. photosynthesis
2. condensation
3. respiration
4. transpiration
Answer:

Answer: 3

Question: Which process allows green plants to control the amount of water stored in their leaves?

Choices:
R. photosynthesis
J. condensation
B. respiration
L. transpiration

Prompt:
Question: Which process allows green plants to control the amount of water stored in their leaves?
R. photosynthesis
J. condensation
B. respiration
L. transpiration
Answer:

Answer: 3

Question: Which process allows green plants to control the amount of water stored in their leaves?

Choices:
R. transpiration
J. condensation
B. respiration
L. photosynthesis

Prompt:
Question: Which process allows green plants to control the amount of water stored in their leaves?
R. transpiration
J. condensation
B. respiration
L. photosynthesis
Answer:


Question: What is a job of white blood cells?

Choices:
A. transport oxygen
B. remove waste
C. fight disease
D. enable reproduction

Prompt:
Question: What is a job of white blood cells?
A. transport oxygen
B. remove waste
C. fight disease
D. enable reproduction
Answer:

Answer: 2

Question: What is a job of white blood cells?

Choices:
A. enable reproduction
B. remove waste
C. transport oxygen
D. fight disease

Prompt:
Question: What is a job of white blood cells?
A. enable reproduction
B. remove waste
C. transport oxygen
D. fight disease
Answer:

Answer: 3

Question: What is a job of white blood cells?

Choices:
1. transport oxygen
2. remove waste
3. fight disease
4. enable reproduction

Prompt:
Question: What is a job of white blood cells?
1. transport oxygen
2. remove waste
3. fight disease
4. enable reproduction
Answer:

Answer: 2

Question: What is a job of white blood cells?

Choices:
N. transport oxygen
Z. remove waste
B. fight disease
O. enable reproduction

Prompt:
Question: What is a job of white blood cells?
N. transport oxygen
Z. remove waste
B. fight disease
O. enable reproduction
Answer:

Answer: 2

Question: What is a job of white blood cells?

Choices:
N. enable reproduction
Z. remove waste
B. transport oxygen
O. fight disease

Prompt:
Question: What is a job of white blood cells?
N. enable reproduction
Z. remove waste
B. transport oxygen
O. fight disease
Answer:

Answer: 3


Question: Which is an example of kinetic energy?

Choices:
A. a book sitting on a shelf
B. a ball rolling down a hill
C. a runner about to start a race
D. a window getting hot from the sun

Prompt:
Question: Which is an example of kinetic energy?
A. a book sitting on a shelf
B. a ball rolling down a hill
C. a runner about to start a race
D. a window getting hot from the sun
Answer:

Answer: 1

Question: Which is an example of kinetic energy?

Choices:
A. a runner about to start a race
B. a book sitting on a shelf
C. a ball rolling down a hill
D. a window getting hot from the sun

Prompt:
Question: Which is an example of kinetic energy?
A. a runner about to start a race
B. a book sitting on a shelf
C. a ball rolling down a hill
D. a window getting hot from the sun
Answer:

Answer: 2

Question: Which is an example of kinetic energy?

Choices:
1. a book sitting on a shelf
2. a ball rolling down a hill
3. a runner about to start a race
4. a window getting hot from the sun

Prompt:
Question: Which is an example of kinetic energy?
1. a book sitting on a shelf
2. a ball rolling down a hill
3. a runner about to start a race
4. a window getting hot from the sun
Answer:

Answer: 1

Question: Which is an example of kinetic energy?

Choices:
N. a book sitting on a shelf
Q. a ball rolling down a hill
E. a runner about to start a race
Z. a window getting hot from the sun

Prompt:
Question: Which is an example of kinetic energy?
N. a book sitting on a shelf
Q. a ball rolling down a hill
E. a runner about to start a race
Z. a window getting hot from the sun
Answer:

Answer: 1

Question: Which is an example of kinetic energy?

Choices:
N. a runner about to start a race
Q. a book sitting on a shelf
E. a ball rolling down a hill
Z. a window getting hot from the sun

Prompt:
Question: Which is an example of kinetic energy?
N. a runner about to start a race
Q. a book sitting on a shelf
E. a ball rolling down a hill
Z. a window getting hot from the sun
Answer:

Answer: 2


Question: A new mutation that occurs in which type of cell can be passed on to offspring?

Choices:
A. blood cell
B. nerve cell
C. brain cell
D. egg cell

Prompt:
Question: A new mutation that occurs in which type of cell can be passed on to offspring?
A. blood cell
B. nerve cell
C. brain cell
D. egg cell
Answer:

Answer: 3

Question: A new mutation that occurs in which type of cell can be passed on to offspring?

Choices:
A. blood cell
B. egg cell
C. brain cell
D. nerve cell

Prompt:
Question: A new mutation that occurs in which type of cell can be passed on to offspring?
A. blood cell
B. egg cell
C. brain cell
D. nerve cell
Answer:

Answer: 1

Question: A new mutation that occurs in which type of cell can be passed on to offspring?

Choices:
1. blood cell
2. nerve cell
3. brain cell
4. egg cell

Prompt:
Question: A new mutation that occurs in which type of cell can be passed on to offspring?
1. blood cell
2. nerve cell
3. brain cell
4. egg cell
Answer:

Answer: 3

Question: A new mutation that occurs in which type of cell can be passed on to offspring?

Choices:
P. blood cell
N. nerve cell
M. brain cell
J. egg cell

Prompt:
Question: A new mutation that occurs in which type of cell can be passed on to offspring?
P. blood cell
N. nerve cell
M. brain cell
J. egg cell
Answer:

Answer: 3

Question: A new mutation that occurs in which type of cell can be passed on to offspring?

Choices:
P. blood cell
N. egg cell
M. brain cell
J. nerve cell

Prompt:
Question: A new mutation that occurs in which type of cell can be passed on to offspring?
P. blood cell
N. egg cell
M. brain cell
J. nerve cell
Answer:

Answer: 1


Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of

Choices:
A. a feedback loop.
B. an acquired trait.
C. a balanced ecosystem.
D. a symbiotic relationship.

Prompt:
Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of
A. a feedback loop.
B. an acquired trait.
C. a balanced ecosystem.
D. a symbiotic relationship.
Answer:

Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of

Choices:
A. an acquired trait.
B. a feedback loop.
C. a symbiotic relationship.
D. a balanced ecosystem.

Prompt:
Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of
A. an acquired trait.
B. a feedback loop.
C. a symbiotic relationship.
D. a balanced ecosystem.
Answer:

Answer: 1

Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of

Choices:
1. a feedback loop.
2. an acquired trait.
3. a balanced ecosystem.
4. a symbiotic relationship.

Prompt:
Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of
1. a feedback loop.
2. an acquired trait.
3. a balanced ecosystem.
4. a symbiotic relationship.
Answer:

Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of

Choices:
C. a feedback loop.
S. an acquired trait.
D. a balanced ecosystem.
B. a symbiotic relationship.

Prompt:
Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of
C. a feedback loop.
S. an acquired trait.
D. a balanced ecosystem.
B. a symbiotic relationship.
Answer:

Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of

Choices:
C. an acquired trait.
S. a feedback loop.
D. a symbiotic relationship.
B. a balanced ecosystem.

Prompt:
Question: When too much salt is detected in the bloodstream, the brain secretes a hormone that helps the body retain water by reducing the amount of urine produced. This is an example of
C. an acquired trait.
S. a feedback loop.
D. a symbiotic relationship.
B. a balanced ecosystem.
Answer:

Answer: 1


Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?

Choices:
A. pouring unused chemicals down the sink
B. mixing leftover chemicals in one container
C. wearing safety goggles when working with chemicals
D. returning unused chemicals to the original container

Prompt:
Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?
A. pouring unused chemicals down the sink
B. mixing leftover chemicals in one container
C. wearing safety goggles when working with chemicals
D. returning unused chemicals to the original container
Answer:

Answer: 2

Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?

Choices:
A. wearing safety goggles when working with chemicals
B. pouring unused chemicals down the sink
C. returning unused chemicals to the original container
D. mixing leftover chemicals in one container

Prompt:
Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?
A. wearing safety goggles when working with chemicals
B. pouring unused chemicals down the sink
C. returning unused chemicals to the original container
D. mixing leftover chemicals in one container
Answer:

Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?

Choices:
1. pouring unused chemicals down the sink
2. mixing leftover chemicals in one container
3. wearing safety goggles when working with chemicals
4. returning unused chemicals to the original container

Prompt:
Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?
1. pouring unused chemicals down the sink
2. mixing leftover chemicals in one container
3. wearing safety goggles when working with chemicals
4. returning unused chemicals to the original container
Answer:

Answer: 2

Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?

Choices:
M. pouring unused chemicals down the sink
R. mixing leftover chemicals in one container
X. wearing safety goggles when working with chemicals
E. returning unused chemicals to the original container

Prompt:
Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?
M. pouring unused chemicals down the sink
R. mixing leftover chemicals in one container
X. wearing safety goggles when working with chemicals
E. returning unused chemicals to the original container
Answer:

Answer: 2

Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?

Choices:
M. wearing safety goggles when working with chemicals
R. pouring unused chemicals down the sink
X. returning unused chemicals to the original container
E. mixing leftover chemicals in one container

Prompt:
Question: Which of these is a safe practice in a laboratory investigation when working with chemicals?
M. wearing safety goggles when working with chemicals
R. pouring unused chemicals down the sink
X. returning unused chemicals to the original container
E. mixing leftover chemicals in one container
Answer:


Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?

Choices:
A. increase in the population of prey
B. introduction of a competing species
C. decrease in the population of predators
D. increase in genetic diversity of the species

Prompt:
Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?
A. increase in the population of prey
B. introduction of a competing species
C. decrease in the population of predators
D. increase in genetic diversity of the species
Answer:

Answer: 1

Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?

Choices:
A. decrease in the population of predators
B. increase in the population of prey
C. increase in genetic diversity of the species
D. introduction of a competing species

Prompt:
Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?
A. decrease in the population of predators
B. increase in the population of prey
C. increase in genetic diversity of the species
D. introduction of a competing species
Answer:

Answer: 3

Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?

Choices:
1. increase in the population of prey
2. introduction of a competing species
3. decrease in the population of predators
4. increase in genetic diversity of the species

Prompt:
Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?
1. increase in the population of prey
2. introduction of a competing species
3. decrease in the population of predators
4. increase in genetic diversity of the species
Answer:

Answer: 1

Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?

Choices:
T. increase in the population of prey
Y. introduction of a competing species
B. decrease in the population of predators
W. increase in genetic diversity of the species

Prompt:
Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?
T. increase in the population of prey
Y. introduction of a competing species
B. decrease in the population of predators
W. increase in genetic diversity of the species
Answer:

Answer: 1

Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?

Choices:
T. decrease in the population of predators
Y. increase in the population of prey
B. increase in genetic diversity of the species
W. introduction of a competing species

Prompt:
Question: Which change in the environment would have a negative effect on the survival of a species in an ecosystem?
T. decrease in the population of predators
Y. increase in the population of prey
B. increase in genetic diversity of the species
W. introduction of a competing species
Answer:

Answer: 3


Question: An element is identified by

Choices:
A. its number of protons.
B. the atomic mass.
C. the type of charge.
D. its number of isotopes.

Prompt:
Question: An element is identified by
A. its number of protons.
B. the atomic mass.
C. the type of charge.
D. its number of isotopes.
Answer:

Question: An element is identified by

Choices:
A. the type of charge.
B. the atomic mass.
C. its number of isotopes.
D. its number of protons.

Prompt:
Question: An element is identified by
A. the type of charge.
B. the atomic mass.
C. its number of isotopes.
D. its number of protons.
Answer:

Answer: 3

Question: An element is identified by

Choices:
1. its number of protons.
2. the atomic mass.
3. the type of charge.
4. its number of isotopes.

Prompt:
Question: An element is identified by
1. its number of protons.
2. the atomic mass.
3. the type of charge.
4. its number of isotopes.
Answer:

Question: An element is identified by

Choices:
Y. its number of protons.
D. the atomic mass.
B. the type of charge.
T. its number of isotopes.

Prompt:
Question: An element is identified by
Y. its number of protons.
D. the atomic mass.
B. the type of charge.
T. its number of isotopes.
Answer:

Question: An element is identified by

Choices:
Y. the type of charge.
D. the atomic mass.
B. its number of isotopes.
T. its number of protons.

Prompt:
Question: An element is identified by
Y. the type of charge.
D. the atomic mass.
B. its number of isotopes.
T. its number of protons.
Answer:

Answer: 3


Question: Which of these dissolve in water?

Choices:
A. Sand grains
B. Sugar cubes
C. Plastic straws
D. Wooden spoons

Prompt:
Question: Which of these dissolve in water?
A. Sand grains
B. Sugar cubes
C. Plastic straws
D. Wooden spoons
Answer:

Answer: 1

Question: Which of these dissolve in water?

Choices:
A. Plastic straws
B. Wooden spoons
C. Sugar cubes
D. Sand grains

Prompt:
Question: Which of these dissolve in water?
A. Plastic straws
B. Wooden spoons
C. Sugar cubes
D. Sand grains
Answer:

Answer: 2

Question: Which of these dissolve in water?

Choices:
1. Sand grains
2. Sugar cubes
3. Plastic straws
4. Wooden spoons

Prompt:
Question: Which of these dissolve in water?
1. Sand grains
2. Sugar cubes
3. Plastic straws
4. Wooden spoons
Answer:

Answer: 1

Question: Which of these dissolve in water?

Choices:
V. Sand grains
T. Sugar cubes
O. Plastic straws
A. Wooden spoons

Prompt:
Question: Which of these dissolve in water?
V. Sand grains
T. Sugar cubes
O. Plastic straws
A. Wooden spoons
Answer:

Answer: 1

Question: Which of these dissolve in water?

Choices:
V. Plastic straws
T. Wooden spoons
O. Sugar cubes
A. Sand grains

Prompt:
Question: Which of these dissolve in water?
V. Plastic straws
T. Wooden spoons
O. Sugar cubes
A. Sand grains
Answer:

Answer: 2


Question: What is the main function of a plant stem?

Choices:
A. to collect pollen from other plants to make seeds
B. to absorb water and plant nutrients from the soil
C. to carry food and water to the rest of the plant
D. to make food for the plant

Prompt:
Question: What is the main function of a plant stem?
A. to collect pollen from other plants to make seeds
B. to absorb water and plant nutrients from the soil
C. to carry food and water to the rest of the plant
D. to make food for the plant
Answer:

Answer: 2

Question: What is the main function of a plant stem?

Choices:
A. to carry food and water to the rest of the plant
B. to make food for the plant
C. to absorb water and plant nutrients from the soil
D. to collect pollen from other plants to make seeds

Prompt:
Question: What is the main function of a plant stem?
A. to carry food and water to the rest of the plant
B. to make food for the plant
C. to absorb water and plant nutrients from the soil
D. to collect pollen from other plants to make seeds
Answer:

Question: What is the main function of a plant stem?

Choices:
1. to collect pollen from other plants to make seeds
2. to absorb water and plant nutrients from the soil
3. to carry food and water to the rest of the plant
4. to make food for the plant

Prompt:
Question: What is the main function of a plant stem?
1. to collect pollen from other plants to make seeds
2. to absorb water and plant nutrients from the soil
3. to carry food and water to the rest of the plant
4. to make food for the plant
Answer:

Answer: 2

Question: What is the main function of a plant stem?

Choices:
G. to collect pollen from other plants to make seeds
Z. to absorb water and plant nutrients from the soil
K. to carry food and water to the rest of the plant
A. to make food for the plant

Prompt:
Question: What is the main function of a plant stem?
G. to collect pollen from other plants to make seeds
Z. to absorb water and plant nutrients from the soil
K. to carry food and water to the rest of the plant
A. to make food for the plant
Answer:

Answer: 2

Question: What is the main function of a plant stem?

Choices:
G. to carry food and water to the rest of the plant
Z. to make food for the plant
K. to absorb water and plant nutrients from the soil
A. to collect pollen from other plants to make seeds

Prompt:
Question: What is the main function of a plant stem?
G. to carry food and water to the rest of the plant
Z. to make food for the plant
K. to absorb water and plant nutrients from the soil
A. to collect pollen from other plants to make seeds
Answer:


Question: Naturally occurring variations within a species are mainly the result of mutations and

Choices:
A. sexual reproduction
B. dynamic equilibrium
C. metabolism
D. camouflage

Prompt:
Question: Naturally occurring variations within a species are mainly the result of mutations and
A. sexual reproduction
B. dynamic equilibrium
C. metabolism
D. camouflage
Answer:

Question: Naturally occurring variations within a species are mainly the result of mutations and

Choices:
A. camouflage
B. dynamic equilibrium
C. sexual reproduction
D. metabolism

Prompt:
Question: Naturally occurring variations within a species are mainly the result of mutations and
A. camouflage
B. dynamic equilibrium
C. sexual reproduction
D. metabolism
Answer:

Answer: 2

Question: Naturally occurring variations within a species are mainly the result of mutations and

Choices:
1. sexual reproduction
2. dynamic equilibrium
3. metabolism
4. camouflage

Prompt:
Question: Naturally occurring variations within a species are mainly the result of mutations and
1. sexual reproduction
2. dynamic equilibrium
3. metabolism
4. camouflage
Answer:

Question: Naturally occurring variations within a species are mainly the result of mutations and

Choices:
B. sexual reproduction
X. dynamic equilibrium
P. metabolism
R. camouflage

Prompt:
Question: Naturally occurring variations within a species are mainly the result of mutations and
B. sexual reproduction
X. dynamic equilibrium
P. metabolism
R. camouflage
Answer:

Question: Naturally occurring variations within a species are mainly the result of mutations and

Choices:
B. camouflage
X. dynamic equilibrium
P. sexual reproduction
R. metabolism

Prompt:
Question: Naturally occurring variations within a species are mainly the result of mutations and
B. camouflage
X. dynamic equilibrium
P. sexual reproduction
R. metabolism
Answer:

Answer: 2


Question: As a sample of water turns to ice,

Choices:
A. new molecules are formed.
B. the mass of the sample is increased.
C. the arrangement of the molecules changes.
D. energy is absorbed by the molecules.

Prompt:
Question: As a sample of water turns to ice,
A. new molecules are formed.
B. the mass of the sample is increased.
C. the arrangement of the molecules changes.
D. energy is absorbed by the molecules.
Answer:

Answer: 2

Question: As a sample of water turns to ice,

Choices:
A. new molecules are formed.
B. the arrangement of the molecules changes.
C. the mass of the sample is increased.
D. energy is absorbed by the molecules.

Prompt:
Question: As a sample of water turns to ice,
A. new molecules are formed.
B. the arrangement of the molecules changes.
C. the mass of the sample is increased.
D. energy is absorbed by the molecules.
Answer:

Answer: 1

Question: As a sample of water turns to ice,

Choices:
1. new molecules are formed.
2. the mass of the sample is increased.
3. the arrangement of the molecules changes.
4. energy is absorbed by the molecules.

Prompt:
Question: As a sample of water turns to ice,
1. new molecules are formed.
2. the mass of the sample is increased.
3. the arrangement of the molecules changes.
4. energy is absorbed by the molecules.
Answer:

Answer: 2

Question: As a sample of water turns to ice,

Choices:
H. new molecules are formed.
A. the mass of the sample is increased.
M. the arrangement of the molecules changes.
C. energy is absorbed by the molecules.

Prompt:
Question: As a sample of water turns to ice,
H. new molecules are formed.
A. the mass of the sample is increased.
M. the arrangement of the molecules changes.
C. energy is absorbed by the molecules.
Answer:

Answer: 2

Question: As a sample of water turns to ice,

Choices:
H. new molecules are formed.
A. the arrangement of the molecules changes.
M. the mass of the sample is increased.
C. energy is absorbed by the molecules.

Prompt:
Question: As a sample of water turns to ice,
H. new molecules are formed.
A. the arrangement of the molecules changes.
M. the mass of the sample is increased.
C. energy is absorbed by the molecules.
Answer:

Answer: 1


Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?

Choices:
A. The ice changes to a liquid and back to a solid.
B. The ice changes to a liquid then to a gas.
C. The ice changes to a gas and back to a solid.
D. The ice changes to a gas then to a liquid.

Prompt:
Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?
A. The ice changes to a liquid and back to a solid.
B. The ice changes to a liquid then to a gas.
C. The ice changes to a gas and back to a solid.
D. The ice changes to a gas then to a liquid.
Answer:

Answer: 1

Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?

Choices:
A. The ice changes to a gas then to a liquid.
B. The ice changes to a gas and back to a solid.
C. The ice changes to a liquid then to a gas.
D. The ice changes to a liquid and back to a solid.

Prompt:
Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?
A. The ice changes to a gas then to a liquid.
B. The ice changes to a gas and back to a solid.
C. The ice changes to a liquid then to a gas.
D. The ice changes to a liquid and back to a solid.
Answer:

Answer: 2

Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?

Choices:
1. The ice changes to a liquid and back to a solid.
2. The ice changes to a liquid then to a gas.
3. The ice changes to a gas and back to a solid.
4. The ice changes to a gas then to a liquid.

Prompt:
Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?
1. The ice changes to a liquid and back to a solid.
2. The ice changes to a liquid then to a gas.
3. The ice changes to a gas and back to a solid.
4. The ice changes to a gas then to a liquid.
Answer:

Answer: 1

Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?

Choices:
U. The ice changes to a liquid and back to a solid.
Q. The ice changes to a liquid then to a gas.
W. The ice changes to a gas and back to a solid.
S. The ice changes to a gas then to a liquid.

Prompt:
Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?
U. The ice changes to a liquid and back to a solid.
Q. The ice changes to a liquid then to a gas.
W. The ice changes to a gas and back to a solid.
S. The ice changes to a gas then to a liquid.
Answer:

Answer: 1

Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?

Choices:
U. The ice changes to a gas then to a liquid.
Q. The ice changes to a gas and back to a solid.
W. The ice changes to a liquid then to a gas.
S. The ice changes to a liquid and back to a solid.

Prompt:
Question: An ice cube is placed in a pan. The pan is placed over an open flame. Which change will most likely happen over time?
U. The ice changes to a gas then to a liquid.
Q. The ice changes to a gas and back to a solid.
W. The ice changes to a liquid then to a gas.
S. The ice changes to a liquid and back to a solid.
Answer:

Answer: 2


Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?

Choices:
A. conclusion
B. result
C. hypothesis
D. variable

Prompt:
Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?
A. conclusion
B. result
C. hypothesis
D. variable
Answer:

Answer: 2

Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?

Choices:
A. hypothesis
B. result
C. variable
D. conclusion

Prompt:
Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?
A. hypothesis
B. result
C. variable
D. conclusion
Answer:

Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?

Choices:
1. conclusion
2. result
3. hypothesis
4. variable

Prompt:
Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?
1. conclusion
2. result
3. hypothesis
4. variable
Answer:

Answer: 2

Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?

Choices:
Y. conclusion
C. result
S. hypothesis
E. variable

Prompt:
Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?
Y. conclusion
C. result
S. hypothesis
E. variable
Answer:

Answer: 2

Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?

Choices:
Y. hypothesis
C. result
S. variable
E. conclusion

Prompt:
Question: Byron is investigating how temperature affects mold growth on bread. Before starting his procedure, Byron states in his journal that he thinks wet bread placed in the refrigerator will grow the most mold. Which term best describes Byron's statement?
Y. hypothesis
C. result
S. variable
E. conclusion
Answer:


Question: The telephone was invented in Boston by

Choices:
A. Alexander Graham Bell.
B. Samuel F. B. Morse.
C. Henry Ford.
D. Thomas Alva Edison.

Prompt:
Question: The telephone was invented in Boston by
A. Alexander Graham Bell.
B. Samuel F. B. Morse.
C. Henry Ford.
D. Thomas Alva Edison.
Answer:

Question: The telephone was invented in Boston by

Choices:
A. Thomas Alva Edison.
B. Henry Ford.
C. Samuel F. B. Morse.
D. Alexander Graham Bell.

Prompt:
Question: The telephone was invented in Boston by
A. Thomas Alva Edison.
B. Henry Ford.
C. Samuel F. B. Morse.
D. Alexander Graham Bell.
Answer:

Answer: 3

Question: The telephone was invented in Boston by

Choices:
1. Alexander Graham Bell.
2. Samuel F. B. Morse.
3. Henry Ford.
4. Thomas Alva Edison.

Prompt:
Question: The telephone was invented in Boston by
1. Alexander Graham Bell.
2. Samuel F. B. Morse.
3. Henry Ford.
4. Thomas Alva Edison.
Answer:

Question: The telephone was invented in Boston by

Choices:
C. Alexander Graham Bell.
N. Samuel F. B. Morse.
W. Henry Ford.
H. Thomas Alva Edison.

Prompt:
Question: The telephone was invented in Boston by
C. Alexander Graham Bell.
N. Samuel F. B. Morse.
W. Henry Ford.
H. Thomas Alva Edison.
Answer:

Question: The telephone was invented in Boston by

Choices:
C. Thomas Alva Edison.
N. Henry Ford.
W. Samuel F. B. Morse.
H. Alexander Graham Bell.

Prompt:
Question: The telephone was invented in Boston by
C. Thomas Alva Edison.
N. Henry Ford.
W. Samuel F. B. Morse.
H. Alexander Graham Bell.
Answer:

Answer: 3


Question: Which characteristic can an amoeba change that a paramecium cannot change?

Choices:
A. sex
B. shape
C. color
D. position

Prompt:
Question: Which characteristic can an amoeba change that a paramecium cannot change?
A. sex
B. shape
C. color
D. position
Answer:

Answer: 1

Question: Which characteristic can an amoeba change that a paramecium cannot change?

Choices:
A. color
B. position
C. shape
D. sex

Prompt:
Question: Which characteristic can an amoeba change that a paramecium cannot change?
A. color
B. position
C. shape
D. sex
Answer:

Answer: 2

Question: Which characteristic can an amoeba change that a paramecium cannot change?

Choices:
1. sex
2. shape
3. color
4. position

Prompt:
Question: Which characteristic can an amoeba change that a paramecium cannot change?
1. sex
2. shape
3. color
4. position
Answer:

Answer: 1

Question: Which characteristic can an amoeba change that a paramecium cannot change?

Choices:
F. sex
O. shape
P. color
R. position

Prompt:
Question: Which characteristic can an amoeba change that a paramecium cannot change?
F. sex
O. shape
P. color
R. position
Answer:

Answer: 1

Question: Which characteristic can an amoeba change that a paramecium cannot change?

Choices:
F. color
O. position
P. shape
R. sex

Prompt:
Question: Which characteristic can an amoeba change that a paramecium cannot change?
F. color
O. position
P. shape
R. sex
Answer:

Answer: 2


Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?

Choices:
A. The metal spoon chemically reacted with the cook's hand.
B. The metal spoon conducted electricity to the cook's hand.
C. The metal spoon conducted heat to the cook's hand.
D. The metal spoon insulated the cook's hand.

Prompt:
Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?
A. The metal spoon chemically reacted with the cook's hand.
B. The metal spoon conducted electricity to the cook's hand.
C. The metal spoon conducted heat to the cook's hand.
D. The metal spoon insulated the cook's hand.
Answer:

Answer: 2

Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?

Choices:
A. The metal spoon conducted electricity to the cook's hand.
B. The metal spoon conducted heat to the cook's hand.
C. The metal spoon chemically reacted with the cook's hand.
D. The metal spoon insulated the cook's hand.

Prompt:
Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?
A. The metal spoon conducted electricity to the cook's hand.
B. The metal spoon conducted heat to the cook's hand.
C. The metal spoon chemically reacted with the cook's hand.
D. The metal spoon insulated the cook's hand.
Answer:

Answer: 1

Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?

Choices:
1. The metal spoon chemically reacted with the cook's hand.
2. The metal spoon conducted electricity to the cook's hand.
3. The metal spoon conducted heat to the cook's hand.
4. The metal spoon insulated the cook's hand.

Prompt:
Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?
1. The metal spoon chemically reacted with the cook's hand.
2. The metal spoon conducted electricity to the cook's hand.
3. The metal spoon conducted heat to the cook's hand.
4. The metal spoon insulated the cook's hand.
Answer:

Answer: 2

Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?

Choices:
K. The metal spoon chemically reacted with the cook's hand.
J. The metal spoon conducted electricity to the cook's hand.
N. The metal spoon conducted heat to the cook's hand.
Z. The metal spoon insulated the cook's hand.

Prompt:
Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?
K. The metal spoon chemically reacted with the cook's hand.
J. The metal spoon conducted electricity to the cook's hand.
N. The metal spoon conducted heat to the cook's hand.
Z. The metal spoon insulated the cook's hand.
Answer:

Answer: 2

Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?

Choices:
K. The metal spoon conducted electricity to the cook's hand.
J. The metal spoon conducted heat to the cook's hand.
N. The metal spoon chemically reacted with the cook's hand.
Z. The metal spoon insulated the cook's hand.

Prompt:
Question: A metal spoon was left in a pot of boiling soup. The cook burned a finger by touching the spoon. Why did the finger get burned?
K. The metal spoon conducted electricity to the cook's hand.
J. The metal spoon conducted heat to the cook's hand.
N. The metal spoon chemically reacted with the cook's hand.
Z. The metal spoon insulated the cook's hand.
Answer:

Answer: 1


Question: Light rays are focused by the lens of a camera through the process of

Choices:
A. reflection.
B. refraction.
C. dispersion.
D. diffraction.

Prompt:
Question: Light rays are focused by the lens of a camera through the process of
A. reflection.
B. refraction.
C. dispersion.
D. diffraction.
Answer:

Answer: 1

Question: Light rays are focused by the lens of a camera through the process of

Choices:
A. dispersion.
B. diffraction.
C. refraction.
D. reflection.

Prompt:
Question: Light rays are focused by the lens of a camera through the process of
A. dispersion.
B. diffraction.
C. refraction.
D. reflection.
Answer:

Answer: 2

Question: Light rays are focused by the lens of a camera through the process of

Choices:
1. reflection.
2. refraction.
3. dispersion.
4. diffraction.

Prompt:
Question: Light rays are focused by the lens of a camera through the process of
1. reflection.
2. refraction.
3. dispersion.
4. diffraction.
Answer:

Answer: 1

Question: Light rays are focused by the lens of a camera through the process of

Choices:
Y. reflection.
W. refraction.
H. dispersion.
L. diffraction.

Prompt:
Question: Light rays are focused by the lens of a camera through the process of
Y. reflection.
W. refraction.
H. dispersion.
L. diffraction.
Answer:

Answer: 1

Question: Light rays are focused by the lens of a camera through the process of

Choices:
Y. dispersion.
W. diffraction.
H. refraction.
L. reflection.

Prompt:
Question: Light rays are focused by the lens of a camera through the process of
Y. dispersion.
W. diffraction.
H. refraction.
L. reflection.
Answer:

Answer: 2


Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?

Choices:
A. hot spots on ocean floors
B. seismic activity along plate boundaries
C. sediment buildup on continental slope
D. marine fossils found on land masses

Prompt:
Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?
A. hot spots on ocean floors
B. seismic activity along plate boundaries
C. sediment buildup on continental slope
D. marine fossils found on land masses
Answer:

Answer: 3

Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?

Choices:
A. marine fossils found on land masses
B. hot spots on ocean floors
C. sediment buildup on continental slope
D. seismic activity along plate boundaries

Prompt:
Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?
A. marine fossils found on land masses
B. hot spots on ocean floors
C. sediment buildup on continental slope
D. seismic activity along plate boundaries
Answer:

Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?

Choices:
1. hot spots on ocean floors
2. seismic activity along plate boundaries
3. sediment buildup on continental slope
4. marine fossils found on land masses

Prompt:
Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?
1. hot spots on ocean floors
2. seismic activity along plate boundaries
3. sediment buildup on continental slope
4. marine fossils found on land masses
Answer:

Answer: 3

Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?

Choices:
P. hot spots on ocean floors
O. seismic activity along plate boundaries
T. sediment buildup on continental slope
U. marine fossils found on land masses

Prompt:
Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?
P. hot spots on ocean floors
O. seismic activity along plate boundaries
T. sediment buildup on continental slope
U. marine fossils found on land masses
Answer:

Answer: 3

Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?

Choices:
P. marine fossils found on land masses
O. hot spots on ocean floors
T. sediment buildup on continental slope
U. seismic activity along plate boundaries

Prompt:
Question: Which of these provides the best evidence that the distribution of Earth's oceans has changed over time?
P. marine fossils found on land masses
O. hot spots on ocean floors
T. sediment buildup on continental slope
U. seismic activity along plate boundaries
Answer:


Question: Which change would have the greatest negative impact on the survival of an owl species?

Choices:
A. an increase in primary consumer population
B. an decrease in acid rain
C. an decrease in size of habitat
D. an increase in producers

Prompt:
Question: Which change would have the greatest negative impact on the survival of an owl species?
A. an increase in primary consumer population
B. an decrease in acid rain
C. an decrease in size of habitat
D. an increase in producers
Answer:

Answer: 2

Question: Which change would have the greatest negative impact on the survival of an owl species?

Choices:
A. an increase in producers
B. an increase in primary consumer population
C. an decrease in acid rain
D. an decrease in size of habitat

Prompt:
Question: Which change would have the greatest negative impact on the survival of an owl species?
A. an increase in producers
B. an increase in primary consumer population
C. an decrease in acid rain
D. an decrease in size of habitat
Answer:

Answer: 3

Question: Which change would have the greatest negative impact on the survival of an owl species?

Choices:
1. an increase in primary consumer population
2. an decrease in acid rain
3. an decrease in size of habitat
4. an increase in producers

Prompt:
Question: Which change would have the greatest negative impact on the survival of an owl species?
1. an increase in primary consumer population
2. an decrease in acid rain
3. an decrease in size of habitat
4. an increase in producers
Answer:

Answer: 2

Question: Which change would have the greatest negative impact on the survival of an owl species?

Choices:
G. an increase in primary consumer population
A. an decrease in acid rain
L. an decrease in size of habitat
D. an increase in producers

Prompt:
Question: Which change would have the greatest negative impact on the survival of an owl species?
G. an increase in primary consumer population
A. an decrease in acid rain
L. an decrease in size of habitat
D. an increase in producers
Answer:

Answer: 2

Question: Which change would have the greatest negative impact on the survival of an owl species?

Choices:
G. an increase in producers
A. an increase in primary consumer population
L. an decrease in acid rain
D. an decrease in size of habitat

Prompt:
Question: Which change would have the greatest negative impact on the survival of an owl species?
G. an increase in producers
A. an increase in primary consumer population
L. an decrease in acid rain
D. an decrease in size of habitat
Answer:

Answer: 3


Question: Which organ removes cell waste from the blood?

Choices:
A. the large intestine
B. the small intestine
C. the kidney
D. the heart

Prompt:
Question: Which organ removes cell waste from the blood?
A. the large intestine
B. the small intestine
C. the kidney
D. the heart
Answer:

Answer: 2

Question: Which organ removes cell waste from the blood?

Choices:
A. the small intestine
B. the kidney
C. the large intestine
D. the heart

Prompt:
Question: Which organ removes cell waste from the blood?
A. the small intestine
B. the kidney
C. the large intestine
D. the heart
Answer:

Answer: 1

Question: Which organ removes cell waste from the blood?

Choices:
1. the large intestine
2. the small intestine
3. the kidney
4. the heart

Prompt:
Question: Which organ removes cell waste from the blood?
1. the large intestine
2. the small intestine
3. the kidney
4. the heart
Answer:

Answer: 2

Question: Which organ removes cell waste from the blood?

Choices:
D. the large intestine
X. the small intestine
E. the kidney
S. the heart

Prompt:
Question: Which organ removes cell waste from the blood?
D. the large intestine
X. the small intestine
E. the kidney
S. the heart
Answer:

Answer: 2

Question: Which organ removes cell waste from the blood?

Choices:
D. the small intestine
X. the kidney
E. the large intestine
S. the heart

Prompt:
Question: Which organ removes cell waste from the blood?
D. the small intestine
X. the kidney
E. the large intestine
S. the heart
Answer:

Answer: 1


Question: According to the Big Bang Theory, how is the universe changing?

Choices:
A. It is contracting.
B. It is expanding.
C. Only the rim is expanding.
D. Only the center is contracting.

Prompt:
Question: According to the Big Bang Theory, how is the universe changing?
A. It is contracting.
B. It is expanding.
C. Only the rim is expanding.
D. Only the center is contracting.
Answer:

Answer: 1

Question: According to the Big Bang Theory, how is the universe changing?

Choices:
A. Only the rim is expanding.
B. Only the center is contracting.
C. It is contracting.
D. It is expanding.

Prompt:
Question: According to the Big Bang Theory, how is the universe changing?
A. Only the rim is expanding.
B. Only the center is contracting.
C. It is contracting.
D. It is expanding.
Answer:

Answer: 3

Question: According to the Big Bang Theory, how is the universe changing?

Choices:
1. It is contracting.
2. It is expanding.
3. Only the rim is expanding.
4. Only the center is contracting.

Prompt:
Question: According to the Big Bang Theory, how is the universe changing?
1. It is contracting.
2. It is expanding.
3. Only the rim is expanding.
4. Only the center is contracting.
Answer:

Answer: 1

Question: According to the Big Bang Theory, how is the universe changing?

Choices:
I. It is contracting.
H. It is expanding.
Q. Only the rim is expanding.
R. Only the center is contracting.

Prompt:
Question: According to the Big Bang Theory, how is the universe changing?
I. It is contracting.
H. It is expanding.
Q. Only the rim is expanding.
R. Only the center is contracting.
Answer:

Answer: 1

Question: According to the Big Bang Theory, how is the universe changing?

Choices:
I. Only the rim is expanding.
H. Only the center is contracting.
Q. It is contracting.
R. It is expanding.

Prompt:
Question: According to the Big Bang Theory, how is the universe changing?
I. Only the rim is expanding.
H. Only the center is contracting.
Q. It is contracting.
R. It is expanding.
Answer:

Answer: 3


Question: Light enters the human eye through the

Choices:
A. retina.
B. pupil.
C. iris.
D. lens.

Prompt:
Question: Light enters the human eye through the
A. retina.
B. pupil.
C. iris.
D. lens.
Answer:

Answer: 1

Question: Light enters the human eye through the

Choices:
A. lens.
B. iris.
C. retina.
D. pupil.

Prompt:
Question: Light enters the human eye through the
A. lens.
B. iris.
C. retina.
D. pupil.
Answer:

Answer: 3

Question: Light enters the human eye through the

Choices:
1. retina.
2. pupil.
3. iris.
4. lens.

Prompt:
Question: Light enters the human eye through the
1. retina.
2. pupil.
3. iris.
4. lens.
Answer:

Answer: 1

Question: Light enters the human eye through the

Choices:
Z. retina.
F. pupil.
A. iris.
K. lens.

Prompt:
Question: Light enters the human eye through the
Z. retina.
F. pupil.
A. iris.
K. lens.
Answer:

Answer: 1

Question: Light enters the human eye through the

Choices:
Z. lens.
F. iris.
A. retina.
K. pupil.

Prompt:
Question: Light enters the human eye through the
Z. lens.
F. iris.
A. retina.
K. pupil.
Answer:

Answer: 3


Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?

Choices:
A. growth
B. development
C. reproduction
D. death

Prompt:
Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?
A. growth
B. development
C. reproduction
D. death
Answer:

Answer: 2

Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?

Choices:
A. reproduction
B. growth
C. development
D. death

Prompt:
Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?
A. reproduction
B. growth
C. development
D. death
Answer:

Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?

Choices:
1. growth
2. development
3. reproduction
4. death

Prompt:
Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?
1. growth
2. development
3. reproduction
4. death
Answer:

Answer: 2

Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?

Choices:
O. growth
V. development
C. reproduction
E. death

Prompt:
Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?
O. growth
V. development
C. reproduction
E. death
Answer:

Answer: 2

Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?

Choices:
O. reproduction
V. growth
C. development
E. death

Prompt:
Question: The stages in the life cycle of an organism are shown below. birth -> growth -> development -> reproduction -> death In which life cycle stage will a new organism be made?
O. reproduction
V. growth
C. development
E. death
Answer:


Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?

Choices:
A. instinctive
B. learned
C. planned
D. social

Prompt:
Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?
A. instinctive
B. learned
C. planned
D. social
Answer:

Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?

Choices:
A. social
B. instinctive
C. learned
D. planned

Prompt:
Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?
A. social
B. instinctive
C. learned
D. planned
Answer:

Answer: 1

Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?

Choices:
1. instinctive
2. learned
3. planned
4. social

Prompt:
Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?
1. instinctive
2. learned
3. planned
4. social
Answer:

Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?

Choices:
N. instinctive
Z. learned
S. planned
D. social

Prompt:
Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?
N. instinctive
Z. learned
S. planned
D. social
Answer:

Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?

Choices:
N. social
Z. instinctive
S. learned
D. planned

Prompt:
Question: Baby chicks peck their way out of their shells when they hatch. This activity is an example of which of the following types of behavior?
N. social
Z. instinctive
S. learned
D. planned
Answer:

Answer: 1