Question: The formation of diamonds requires tremendous pressure that is generated

Choices:
A. in deep ocean trenches.
B. high in the mountains.
C. in dry environments.
D. deep below the crust.

Prompt:
Question: The formation of diamonds requires tremendous pressure that is generated
A. in deep ocean trenches.
B. high in the mountains.
C. in dry environments.
D. deep below the crust.
Answer:

Answer: 3

Question: The formation of diamonds requires tremendous pressure that is generated

Choices:
A. high in the mountains.
B. deep below the crust.
C. in dry environments.
D. in deep ocean trenches.

Prompt:
Question: The formation of diamonds requires tremendous pressure that is generated
A. high in the mountains.
B. deep below the crust.
C. in dry environments.
D. in deep ocean trenches.
Answer:

Answer: 1

Question: The formation of diamonds requires tremendous pressure that is generated

Choices:
1. in deep ocean trenches.
2. high in the mountains.
3. in dry environments.
4. deep below the crust.

Prompt:
Question: The formation of diamonds requires tremendous pressure that is generated
1. in deep ocean trenches.
2. high in the mountains.
3. in dry environments.
4. deep below the crust.
Answer:

Answer: 3

Question: The formation of diamonds requires tremendous pressure that is generated

Choices:
V. in deep ocean trenches.
X. high in the mountains.
L. in dry environments.
G. deep below the crust.

Prompt:
Question: The formation of diamonds requires tremendous pressure that is generated
V. in deep ocean trenches.
X. high in the mountains.
L. in dry environments.
G. deep below the crust.
Answer:

Answer: 3

Question: The formation of diamonds requires tremendous pressure that is generated

Choices:
V. high in the mountains.
X. deep below the crust.
L. in dry environments.
G. in deep ocean trenches.

Prompt:
Question: The formation of diamonds requires tremendous pressure that is generated
V. high in the mountains.
X. deep below the crust.
L. in dry environments.
G. in deep ocean trenches.
Answer:

Answer: 1


Question: What characteristic helps a rabbit survive in a winter environment?

Choices:
A. size
B. strength
C. long ears
D. camouflage

Prompt:
Question: What characteristic helps a rabbit survive in a winter environment?
A. size
B. strength
C. long ears
D. camouflage
Answer:

Answer: 3

Question: What characteristic helps a rabbit survive in a winter environment?

Choices:
A. size
B. long ears
C. camouflage
D. strength

Prompt:
Question: What characteristic helps a rabbit survive in a winter environment?
A. size
B. long ears
C. camouflage
D. strength
Answer:

Answer: 2

Question: What characteristic helps a rabbit survive in a winter environment?

Choices:
1. size
2. strength
3. long ears
4. camouflage

Prompt:
Question: What characteristic helps a rabbit survive in a winter environment?
1. size
2. strength
3. long ears
4. camouflage
Answer:

Answer: 3

Question: What characteristic helps a rabbit survive in a winter environment?

Choices:
B. size
K. strength
I. long ears
N. camouflage

Prompt:
Question: What characteristic helps a rabbit survive in a winter environment?
B. size
K. strength
I. long ears
N. camouflage
Answer:

Answer: 3

Question: What characteristic helps a rabbit survive in a winter environment?

Choices:
B. size
K. long ears
I. camouflage
N. strength

Prompt:
Question: What characteristic helps a rabbit survive in a winter environment?
B. size
K. long ears
I. camouflage
N. strength
Answer:

Answer: 2


Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?

Choices:
A. beakers
B. binoculars
C. safety goggles
D. microscopes

Prompt:
Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?
A. beakers
B. binoculars
C. safety goggles
D. microscopes
Answer:

Answer: 1

Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?

Choices:
A. beakers
B. microscopes
C. safety goggles
D. binoculars

Prompt:
Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?
A. beakers
B. microscopes
C. safety goggles
D. binoculars
Answer:

Answer: 3

Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?

Choices:
1. beakers
2. binoculars
3. safety goggles
4. microscopes

Prompt:
Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?
1. beakers
2. binoculars
3. safety goggles
4. microscopes
Answer:

Answer: 1

Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?

Choices:
D. beakers
U. binoculars
I. safety goggles
B. microscopes

Prompt:
Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?
D. beakers
U. binoculars
I. safety goggles
B. microscopes
Answer:

Answer: 1

Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?

Choices:
D. beakers
U. microscopes
I. safety goggles
B. binoculars

Prompt:
Question: A science class is taking a field trip to a forest to observe and study birds. Which tool would be most helpful for observing birds?
D. beakers
U. microscopes
I. safety goggles
B. binoculars
Answer:

Answer: 3


Question: An example of an instinct is

Choices:
A. laughing at something funny.
B. dogs doing tricks when told.
C. doing your homework at the same time each day.
D. salmon returning to their birthplace to lay their eggs.

Prompt:
Question: An example of an instinct is
A. laughing at something funny.
B. dogs doing tricks when told.
C. doing your homework at the same time each day.
D. salmon returning to their birthplace to lay their eggs.
Answer:

Answer: 3

Question: An example of an instinct is

Choices:
A. dogs doing tricks when told.
B. salmon returning to their birthplace to lay their eggs.
C. doing your homework at the same time each day.
D. laughing at something funny.

Prompt:
Question: An example of an instinct is
A. dogs doing tricks when told.
B. salmon returning to their birthplace to lay their eggs.
C. doing your homework at the same time each day.
D. laughing at something funny.
Answer:

Answer: 1

Question: An example of an instinct is

Choices:
1. laughing at something funny.
2. dogs doing tricks when told.
3. doing your homework at the same time each day.
4. salmon returning to their birthplace to lay their eggs.

Prompt:
Question: An example of an instinct is
1. laughing at something funny.
2. dogs doing tricks when told.
3. doing your homework at the same time each day.
4. salmon returning to their birthplace to lay their eggs.
Answer:

Answer: 3

Question: An example of an instinct is

Choices:
M. laughing at something funny.
Z. dogs doing tricks when told.
V. doing your homework at the same time each day.
W. salmon returning to their birthplace to lay their eggs.

Prompt:
Question: An example of an instinct is
M. laughing at something funny.
Z. dogs doing tricks when told.
V. doing your homework at the same time each day.
W. salmon returning to their birthplace to lay their eggs.
Answer:

Answer: 3

Question: An example of an instinct is

Choices:
M. dogs doing tricks when told.
Z. salmon returning to their birthplace to lay their eggs.
V. doing your homework at the same time each day.
W. laughing at something funny.

Prompt:
Question: An example of an instinct is
M. dogs doing tricks when told.
Z. salmon returning to their birthplace to lay their eggs.
V. doing your homework at the same time each day.
W. laughing at something funny.
Answer:

Answer: 1


Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?

Choices:
A. a solid becoming a liquid
B. a gas becoming a solid
C. a gas becoming a liquid
D. a liquid becoming a solid

Prompt:
Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?
A. a solid becoming a liquid
B. a gas becoming a solid
C. a gas becoming a liquid
D. a liquid becoming a solid
Answer:

Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?

Choices:
A. a gas becoming a solid
B. a solid becoming a liquid
C. a liquid becoming a solid
D. a gas becoming a liquid

Prompt:
Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?
A. a gas becoming a solid
B. a solid becoming a liquid
C. a liquid becoming a solid
D. a gas becoming a liquid
Answer:

Answer: 1

Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?

Choices:
1. a solid becoming a liquid
2. a gas becoming a solid
3. a gas becoming a liquid
4. a liquid becoming a solid

Prompt:
Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?
1. a solid becoming a liquid
2. a gas becoming a solid
3. a gas becoming a liquid
4. a liquid becoming a solid
Answer:

Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?

Choices:
N. a solid becoming a liquid
Z. a gas becoming a solid
G. a gas becoming a liquid
Y. a liquid becoming a solid

Prompt:
Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?
N. a solid becoming a liquid
Z. a gas becoming a solid
G. a gas becoming a liquid
Y. a liquid becoming a solid
Answer:

Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?

Choices:
N. a gas becoming a solid
Z. a solid becoming a liquid
G. a liquid becoming a solid
Y. a gas becoming a liquid

Prompt:
Question: During which change of state do the particles of a substance move from being tightly packed together to having more freedom of movement?
N. a gas becoming a solid
Z. a solid becoming a liquid
G. a liquid becoming a solid
Y. a gas becoming a liquid
Answer:

Answer: 1


Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?

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

Prompt:
Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?
A. density
B. diameter
C. mass
D. volume
Answer:

Answer: 2

Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?

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

Prompt:
Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?
A. density
B. diameter
C. volume
D. mass
Answer:

Answer: 3

Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?

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

Prompt:
Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?
1. density
2. diameter
3. mass
4. volume
Answer:

Answer: 2

Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?

Choices:
F. density
P. diameter
A. mass
K. volume

Prompt:
Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?
F. density
P. diameter
A. mass
K. volume
Answer:

Answer: 2

Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?

Choices:
F. density
P. diameter
A. volume
K. mass

Prompt:
Question: When astronauts walked on the Moon, they used weighted boots to help them walk due to the lower gravitational pull. What difference between Earth and the Moon accounts for the difference in gravity?
F. density
P. diameter
A. volume
K. mass
Answer:

Answer: 3


Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?

Choices:
A. those with the warmest coats and best camouflage
B. the largest and strongest mice in the population
C. those with traits most adapted to the new environment
D. the youngest and fastest mice in the population

Prompt:
Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?
A. those with the warmest coats and best camouflage
B. the largest and strongest mice in the population
C. those with traits most adapted to the new environment
D. the youngest and fastest mice in the population
Answer:

Answer: 2

Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?

Choices:
A. those with traits most adapted to the new environment
B. the largest and strongest mice in the population
C. those with the warmest coats and best camouflage
D. the youngest and fastest mice in the population

Prompt:
Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?
A. those with traits most adapted to the new environment
B. the largest and strongest mice in the population
C. those with the warmest coats and best camouflage
D. the youngest and fastest mice in the population
Answer:

Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?

Choices:
1. those with the warmest coats and best camouflage
2. the largest and strongest mice in the population
3. those with traits most adapted to the new environment
4. the youngest and fastest mice in the population

Prompt:
Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?
1. those with the warmest coats and best camouflage
2. the largest and strongest mice in the population
3. those with traits most adapted to the new environment
4. the youngest and fastest mice in the population
Answer:

Answer: 2

Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?

Choices:
T. those with the warmest coats and best camouflage
Z. the largest and strongest mice in the population
F. those with traits most adapted to the new environment
I. the youngest and fastest mice in the population

Prompt:
Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?
T. those with the warmest coats and best camouflage
Z. the largest and strongest mice in the population
F. those with traits most adapted to the new environment
I. the youngest and fastest mice in the population
Answer:

Answer: 2

Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?

Choices:
T. those with traits most adapted to the new environment
Z. the largest and strongest mice in the population
F. those with the warmest coats and best camouflage
I. the youngest and fastest mice in the population

Prompt:
Question: A population of wood mice lives in a cool, moist temperate forest. Several years of hot, dry weather have affected the plants in the area. Which mice in the population are most likely to survive this change and pass their genes on to their offspring?
T. those with traits most adapted to the new environment
Z. the largest and strongest mice in the population
F. those with the warmest coats and best camouflage
I. the youngest and fastest mice in the population
Answer:


Question: Harmful ultraviolet rays from the Sun are primarily absorbed by

Choices:
A. dust.
B. ozone.
C. land masses.
D. water vapor.

Prompt:
Question: Harmful ultraviolet rays from the Sun are primarily absorbed by
A. dust.
B. ozone.
C. land masses.
D. water vapor.
Answer:

Answer: 1

Question: Harmful ultraviolet rays from the Sun are primarily absorbed by

Choices:
A. ozone.
B. land masses.
C. water vapor.
D. dust.

Prompt:
Question: Harmful ultraviolet rays from the Sun are primarily absorbed by
A. ozone.
B. land masses.
C. water vapor.
D. dust.
Answer:

Question: Harmful ultraviolet rays from the Sun are primarily absorbed by

Choices:
1. dust.
2. ozone.
3. land masses.
4. water vapor.

Prompt:
Question: Harmful ultraviolet rays from the Sun are primarily absorbed by
1. dust.
2. ozone.
3. land masses.
4. water vapor.
Answer:

Answer: 1

Question: Harmful ultraviolet rays from the Sun are primarily absorbed by

Choices:
D. dust.
Z. ozone.
T. land masses.
O. water vapor.

Prompt:
Question: Harmful ultraviolet rays from the Sun are primarily absorbed by
D. dust.
Z. ozone.
T. land masses.
O. water vapor.
Answer:

Answer: 1

Question: Harmful ultraviolet rays from the Sun are primarily absorbed by

Choices:
D. ozone.
Z. land masses.
T. water vapor.
O. dust.

Prompt:
Question: Harmful ultraviolet rays from the Sun are primarily absorbed by
D. ozone.
Z. land masses.
T. water vapor.
O. dust.
Answer:


Question: Which of these is most likely caused by the action of water, wind, and animals?

Choices:
A. mountains
B. erosion
C. earthquakes
D. volcanic eruptions

Prompt:
Question: Which of these is most likely caused by the action of water, wind, and animals?
A. mountains
B. erosion
C. earthquakes
D. volcanic eruptions
Answer:

Answer: 1

Question: Which of these is most likely caused by the action of water, wind, and animals?

Choices:
A. mountains
B. volcanic eruptions
C. earthquakes
D. erosion

Prompt:
Question: Which of these is most likely caused by the action of water, wind, and animals?
A. mountains
B. volcanic eruptions
C. earthquakes
D. erosion
Answer:

Answer: 3

Question: Which of these is most likely caused by the action of water, wind, and animals?

Choices:
1. mountains
2. erosion
3. earthquakes
4. volcanic eruptions

Prompt:
Question: Which of these is most likely caused by the action of water, wind, and animals?
1. mountains
2. erosion
3. earthquakes
4. volcanic eruptions
Answer:

Answer: 1

Question: Which of these is most likely caused by the action of water, wind, and animals?

Choices:
Y. mountains
L. erosion
E. earthquakes
K. volcanic eruptions

Prompt:
Question: Which of these is most likely caused by the action of water, wind, and animals?
Y. mountains
L. erosion
E. earthquakes
K. volcanic eruptions
Answer:

Answer: 1

Question: Which of these is most likely caused by the action of water, wind, and animals?

Choices:
Y. mountains
L. volcanic eruptions
E. earthquakes
K. erosion

Prompt:
Question: Which of these is most likely caused by the action of water, wind, and animals?
Y. mountains
L. volcanic eruptions
E. earthquakes
K. erosion
Answer:

Answer: 3


Question: The core of Earth is divided into two layers. The outer core is made of

Choices:
A. basaltic rocks.
B. silicate rocks.
C. solid iron and nickel.
D. molten iron and nickel.

Prompt:
Question: The core of Earth is divided into two layers. The outer core is made of
A. basaltic rocks.
B. silicate rocks.
C. solid iron and nickel.
D. molten iron and nickel.
Answer:

Answer: 3

Question: The core of Earth is divided into two layers. The outer core is made of

Choices:
A. silicate rocks.
B. basaltic rocks.
C. molten iron and nickel.
D. solid iron and nickel.

Prompt:
Question: The core of Earth is divided into two layers. The outer core is made of
A. silicate rocks.
B. basaltic rocks.
C. molten iron and nickel.
D. solid iron and nickel.
Answer:

Answer: 2

Question: The core of Earth is divided into two layers. The outer core is made of

Choices:
1. basaltic rocks.
2. silicate rocks.
3. solid iron and nickel.
4. molten iron and nickel.

Prompt:
Question: The core of Earth is divided into two layers. The outer core is made of
1. basaltic rocks.
2. silicate rocks.
3. solid iron and nickel.
4. molten iron and nickel.
Answer:

Answer: 3

Question: The core of Earth is divided into two layers. The outer core is made of

Choices:
H. basaltic rocks.
W. silicate rocks.
Z. solid iron and nickel.
S. molten iron and nickel.

Prompt:
Question: The core of Earth is divided into two layers. The outer core is made of
H. basaltic rocks.
W. silicate rocks.
Z. solid iron and nickel.
S. molten iron and nickel.
Answer:

Answer: 3

Question: The core of Earth is divided into two layers. The outer core is made of

Choices:
H. silicate rocks.
W. basaltic rocks.
Z. molten iron and nickel.
S. solid iron and nickel.

Prompt:
Question: The core of Earth is divided into two layers. The outer core is made of
H. silicate rocks.
W. basaltic rocks.
Z. molten iron and nickel.
S. solid iron and nickel.
Answer:

Answer: 2


Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because

Choices:
A. leaking oil from the oil platform might pollute the water
B. fishing from the oil platform might reduce the fish population
C. drilling in the ocean floor might reduce the water temperature
D. changing the ocean floor might increase the number of hurricanes

Prompt:
Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because
A. leaking oil from the oil platform might pollute the water
B. fishing from the oil platform might reduce the fish population
C. drilling in the ocean floor might reduce the water temperature
D. changing the ocean floor might increase the number of hurricanes
Answer:

Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because

Choices:
A. changing the ocean floor might increase the number of hurricanes
B. fishing from the oil platform might reduce the fish population
C. leaking oil from the oil platform might pollute the water
D. drilling in the ocean floor might reduce the water temperature

Prompt:
Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because
A. changing the ocean floor might increase the number of hurricanes
B. fishing from the oil platform might reduce the fish population
C. leaking oil from the oil platform might pollute the water
D. drilling in the ocean floor might reduce the water temperature
Answer:

Answer: 2

Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because

Choices:
1. leaking oil from the oil platform might pollute the water
2. fishing from the oil platform might reduce the fish population
3. drilling in the ocean floor might reduce the water temperature
4. changing the ocean floor might increase the number of hurricanes

Prompt:
Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because
1. leaking oil from the oil platform might pollute the water
2. fishing from the oil platform might reduce the fish population
3. drilling in the ocean floor might reduce the water temperature
4. changing the ocean floor might increase the number of hurricanes
Answer:

Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because

Choices:
V. leaking oil from the oil platform might pollute the water
Z. fishing from the oil platform might reduce the fish population
M. drilling in the ocean floor might reduce the water temperature
K. changing the ocean floor might increase the number of hurricanes

Prompt:
Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because
V. leaking oil from the oil platform might pollute the water
Z. fishing from the oil platform might reduce the fish population
M. drilling in the ocean floor might reduce the water temperature
K. changing the ocean floor might increase the number of hurricanes
Answer:

Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because

Choices:
V. changing the ocean floor might increase the number of hurricanes
Z. fishing from the oil platform might reduce the fish population
M. leaking oil from the oil platform might pollute the water
K. drilling in the ocean floor might reduce the water temperature

Prompt:
Question: Offshore oil platforms affect ocean habitats. An ocean environment is most likely damaged by an offshore oil platform because
V. changing the ocean floor might increase the number of hurricanes
Z. fishing from the oil platform might reduce the fish population
M. leaking oil from the oil platform might pollute the water
K. drilling in the ocean floor might reduce the water temperature
Answer:

Answer: 2


Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a

Choices:
A. thinner atmosphere than Earth.
B. smaller diameter than Earth.
C. stronger magnetic field than Earth.
D. lower mass than Earth.

Prompt:
Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a
A. thinner atmosphere than Earth.
B. smaller diameter than Earth.
C. stronger magnetic field than Earth.
D. lower mass than Earth.
Answer:

Answer: 3

Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a

Choices:
A. stronger magnetic field than Earth.
B. smaller diameter than Earth.
C. lower mass than Earth.
D. thinner atmosphere than Earth.

Prompt:
Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a
A. stronger magnetic field than Earth.
B. smaller diameter than Earth.
C. lower mass than Earth.
D. thinner atmosphere than Earth.
Answer:

Answer: 2

Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a

Choices:
1. thinner atmosphere than Earth.
2. smaller diameter than Earth.
3. stronger magnetic field than Earth.
4. lower mass than Earth.

Prompt:
Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a
1. thinner atmosphere than Earth.
2. smaller diameter than Earth.
3. stronger magnetic field than Earth.
4. lower mass than Earth.
Answer:

Answer: 3

Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a

Choices:
Z. thinner atmosphere than Earth.
R. smaller diameter than Earth.
M. stronger magnetic field than Earth.
L. lower mass than Earth.

Prompt:
Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a
Z. thinner atmosphere than Earth.
R. smaller diameter than Earth.
M. stronger magnetic field than Earth.
L. lower mass than Earth.
Answer:

Answer: 3

Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a

Choices:
Z. stronger magnetic field than Earth.
R. smaller diameter than Earth.
M. lower mass than Earth.
L. thinner atmosphere than Earth.

Prompt:
Question: An object such as a hammer weighs less on the Moon than on Earth. This is because the Moon has a
Z. stronger magnetic field than Earth.
R. smaller diameter than Earth.
M. lower mass than Earth.
L. thinner atmosphere than Earth.
Answer:

Answer: 2


Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?

Choices:
A. every day
B. every week
C. every month
D. every year

Prompt:
Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?
A. every day
B. every week
C. every month
D. every year
Answer:

Answer: 3

Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?

Choices:
A. every week
B. every month
C. every year
D. every day

Prompt:
Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?
A. every week
B. every month
C. every year
D. every day
Answer:

Answer: 2

Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?

Choices:
1. every day
2. every week
3. every month
4. every year

Prompt:
Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?
1. every day
2. every week
3. every month
4. every year
Answer:

Answer: 3

Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?

Choices:
S. every day
F. every week
N. every month
P. every year

Prompt:
Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?
S. every day
F. every week
N. every month
P. every year
Answer:

Answer: 3

Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?

Choices:
S. every week
F. every month
N. every year
P. every day

Prompt:
Question: A scientist plans a project to determine the effect of rain on the formation of caves. An area of rock has been chosen as the site for the investigation. How often should the scientist measure the changes in the rock?
S. every week
F. every month
N. every year
P. every day
Answer:

Answer: 2


Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?

Choices:
A. siltstone
B. sandstone
C. marble
D. shale

Prompt:
Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?
A. siltstone
B. sandstone
C. marble
D. shale
Answer:

Answer: 2

Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?

Choices:
A. shale
B. sandstone
C. siltstone
D. marble

Prompt:
Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?
A. shale
B. sandstone
C. siltstone
D. marble
Answer:

Answer: 3

Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?

Choices:
1. siltstone
2. sandstone
3. marble
4. shale

Prompt:
Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?
1. siltstone
2. sandstone
3. marble
4. shale
Answer:

Answer: 2

Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?

Choices:
D. siltstone
F. sandstone
I. marble
T. shale

Prompt:
Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?
D. siltstone
F. sandstone
I. marble
T. shale
Answer:

Answer: 2

Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?

Choices:
D. shale
F. sandstone
I. siltstone
T. marble

Prompt:
Question: Which type of rock is formed from limestone that has been compacted, heated, and recrystallized?
D. shale
F. sandstone
I. siltstone
T. marble
Answer:

Answer: 3


Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?

Choices:
A. Her skin exchanges oxygen and carbon dioxide.
B. Her skin produces red blood cells.
C. Her skin releases hormones.
D. Her skin discharges water.

Prompt:
Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?
A. Her skin exchanges oxygen and carbon dioxide.
B. Her skin produces red blood cells.
C. Her skin releases hormones.
D. Her skin discharges water.
Answer:

Answer: 3

Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?

Choices:
A. Her skin discharges water.
B. Her skin releases hormones.
C. Her skin produces red blood cells.
D. Her skin exchanges oxygen and carbon dioxide.

Prompt:
Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?
A. Her skin discharges water.
B. Her skin releases hormones.
C. Her skin produces red blood cells.
D. Her skin exchanges oxygen and carbon dioxide.
Answer:

Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?

Choices:
1. Her skin exchanges oxygen and carbon dioxide.
2. Her skin produces red blood cells.
3. Her skin releases hormones.
4. Her skin discharges water.

Prompt:
Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?
1. Her skin exchanges oxygen and carbon dioxide.
2. Her skin produces red blood cells.
3. Her skin releases hormones.
4. Her skin discharges water.
Answer:

Answer: 3

Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?

Choices:
J. Her skin exchanges oxygen and carbon dioxide.
B. Her skin produces red blood cells.
K. Her skin releases hormones.
A. Her skin discharges water.

Prompt:
Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?
J. Her skin exchanges oxygen and carbon dioxide.
B. Her skin produces red blood cells.
K. Her skin releases hormones.
A. Her skin discharges water.
Answer:

Answer: 3

Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?

Choices:
J. Her skin discharges water.
B. Her skin releases hormones.
K. Her skin produces red blood cells.
A. Her skin exchanges oxygen and carbon dioxide.

Prompt:
Question: Isabel goes jogging for two miles on a sunny afternoon. At the end of her run, she is warmer. As Isabel jogs, which function does the skin perform to help stabilize her body temperature?
J. Her skin discharges water.
B. Her skin releases hormones.
K. Her skin produces red blood cells.
A. Her skin exchanges oxygen and carbon dioxide.
Answer:


Question: Which cell can survive without the help of other cells?

Choices:
A. leaf cell
B. yeast cell
C. onion cell
D. muscle cell

Prompt:
Question: Which cell can survive without the help of other cells?
A. leaf cell
B. yeast cell
C. onion cell
D. muscle cell
Answer:

Answer: 1

Question: Which cell can survive without the help of other cells?

Choices:
A. onion cell
B. muscle cell
C. yeast cell
D. leaf cell

Prompt:
Question: Which cell can survive without the help of other cells?
A. onion cell
B. muscle cell
C. yeast cell
D. leaf cell
Answer:

Answer: 2

Question: Which cell can survive without the help of other cells?

Choices:
1. leaf cell
2. yeast cell
3. onion cell
4. muscle cell

Prompt:
Question: Which cell can survive without the help of other cells?
1. leaf cell
2. yeast cell
3. onion cell
4. muscle cell
Answer:

Answer: 1

Question: Which cell can survive without the help of other cells?

Choices:
A. leaf cell
V. yeast cell
Q. onion cell
R. muscle cell

Prompt:
Question: Which cell can survive without the help of other cells?
A. leaf cell
V. yeast cell
Q. onion cell
R. muscle cell
Answer:

Answer: 1

Question: Which cell can survive without the help of other cells?

Choices:
A. onion cell
V. muscle cell
Q. yeast cell
R. leaf cell

Prompt:
Question: Which cell can survive without the help of other cells?
A. onion cell
V. muscle cell
Q. yeast cell
R. leaf cell
Answer:

Answer: 2


Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup

Choices:
A. has a higher specific heat than the metal cup
B. is a better conductor of heat than the metal cup
C. has a specific heat that is similar to that of the metal cup

Prompt:
Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup
A. has a higher specific heat than the metal cup
B. is a better conductor of heat than the metal cup
C. has a specific heat that is similar to that of the metal cup
Answer:

Answer: 1

Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup

Choices:
A. has a specific heat that is similar to that of the metal cup
B. has a higher specific heat than the metal cup
C. is a better conductor of heat than the metal cup

Prompt:
Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup
A. has a specific heat that is similar to that of the metal cup
B. has a higher specific heat than the metal cup
C. is a better conductor of heat than the metal cup
Answer:

Answer: 2

Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup

Choices:
1. has a higher specific heat than the metal cup
2. is a better conductor of heat than the metal cup
3. has a specific heat that is similar to that of the metal cup

Prompt:
Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup
1. has a higher specific heat than the metal cup
2. is a better conductor of heat than the metal cup
3. has a specific heat that is similar to that of the metal cup
Answer:

Answer: 1

Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup

Choices:
J. has a higher specific heat than the metal cup
T. is a better conductor of heat than the metal cup
O. has a specific heat that is similar to that of the metal cup

Prompt:
Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup
J. has a higher specific heat than the metal cup
T. is a better conductor of heat than the metal cup
O. has a specific heat that is similar to that of the metal cup
Answer:

Answer: 1

Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup

Choices:
J. has a specific heat that is similar to that of the metal cup
T. has a higher specific heat than the metal cup
O. is a better conductor of heat than the metal cup

Prompt:
Question: Two students make hot chocolate. One student pours the hot chocolate into a foam cup. The other student pours the hot chocolate into a metal cup. The metal cup becomes too hot to touch, but the foam cup can be held comfortably. The best explanation for this difference in temperature is that the foam cup-- A heats up much faster than the metal cup
J. has a specific heat that is similar to that of the metal cup
T. has a higher specific heat than the metal cup
O. is a better conductor of heat than the metal cup
Answer:

Answer: 2


Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?

Choices:
A. sticky tongues
B. bright tongues
C. thick tongues
D. short tongues

Prompt:
Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?
A. sticky tongues
B. bright tongues
C. thick tongues
D. short tongues
Answer:

Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?

Choices:
A. bright tongues
B. short tongues
C. sticky tongues
D. thick tongues

Prompt:
Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?
A. bright tongues
B. short tongues
C. sticky tongues
D. thick tongues
Answer:

Answer: 2

Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?

Choices:
1. sticky tongues
2. bright tongues
3. thick tongues
4. short tongues

Prompt:
Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?
1. sticky tongues
2. bright tongues
3. thick tongues
4. short tongues
Answer:

Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?

Choices:
D. sticky tongues
W. bright tongues
Z. thick tongues
I. short tongues

Prompt:
Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?
D. sticky tongues
W. bright tongues
Z. thick tongues
I. short tongues
Answer:

Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?

Choices:
D. bright tongues
W. short tongues
Z. sticky tongues
I. thick tongues

Prompt:
Question: Frogs and salamanders compete with each other for insects. Both frogs and salamanders catch flying insects with their tongues. Which feature would most likely help both animals compete for flying insects?
D. bright tongues
W. short tongues
Z. sticky tongues
I. thick tongues
Answer:

Answer: 2


Question: Which interaction benefits both organisms?

Choices:
A. a flea living on a dog
B. a bee pollinating a flower
C. a tapeworm living inside an animal
D. a mosquito biting a person

Prompt:
Question: Which interaction benefits both organisms?
A. a flea living on a dog
B. a bee pollinating a flower
C. a tapeworm living inside an animal
D. a mosquito biting a person
Answer:

Answer: 1

Question: Which interaction benefits both organisms?

Choices:
A. a mosquito biting a person
B. a tapeworm living inside an animal
C. a bee pollinating a flower
D. a flea living on a dog

Prompt:
Question: Which interaction benefits both organisms?
A. a mosquito biting a person
B. a tapeworm living inside an animal
C. a bee pollinating a flower
D. a flea living on a dog
Answer:

Answer: 2

Question: Which interaction benefits both organisms?

Choices:
1. a flea living on a dog
2. a bee pollinating a flower
3. a tapeworm living inside an animal
4. a mosquito biting a person

Prompt:
Question: Which interaction benefits both organisms?
1. a flea living on a dog
2. a bee pollinating a flower
3. a tapeworm living inside an animal
4. a mosquito biting a person
Answer:

Answer: 1

Question: Which interaction benefits both organisms?

Choices:
B. a flea living on a dog
R. a bee pollinating a flower
V. a tapeworm living inside an animal
G. a mosquito biting a person

Prompt:
Question: Which interaction benefits both organisms?
B. a flea living on a dog
R. a bee pollinating a flower
V. a tapeworm living inside an animal
G. a mosquito biting a person
Answer:

Answer: 1

Question: Which interaction benefits both organisms?

Choices:
B. a mosquito biting a person
R. a tapeworm living inside an animal
V. a bee pollinating a flower
G. a flea living on a dog

Prompt:
Question: Which interaction benefits both organisms?
B. a mosquito biting a person
R. a tapeworm living inside an animal
V. a bee pollinating a flower
G. a flea living on a dog
Answer:

Answer: 2


Question: Which type of rock is formed when limestone is subjected to heat and pressure?

Choices:
A. sandstone
B. basalt
C. marble
D. granite

Prompt:
Question: Which type of rock is formed when limestone is subjected to heat and pressure?
A. sandstone
B. basalt
C. marble
D. granite
Answer:

Answer: 2

Question: Which type of rock is formed when limestone is subjected to heat and pressure?

Choices:
A. granite
B. sandstone
C. basalt
D. marble

Prompt:
Question: Which type of rock is formed when limestone is subjected to heat and pressure?
A. granite
B. sandstone
C. basalt
D. marble
Answer:

Answer: 3

Question: Which type of rock is formed when limestone is subjected to heat and pressure?

Choices:
1. sandstone
2. basalt
3. marble
4. granite

Prompt:
Question: Which type of rock is formed when limestone is subjected to heat and pressure?
1. sandstone
2. basalt
3. marble
4. granite
Answer:

Answer: 2

Question: Which type of rock is formed when limestone is subjected to heat and pressure?

Choices:
G. sandstone
P. basalt
W. marble
D. granite

Prompt:
Question: Which type of rock is formed when limestone is subjected to heat and pressure?
G. sandstone
P. basalt
W. marble
D. granite
Answer:

Answer: 2

Question: Which type of rock is formed when limestone is subjected to heat and pressure?

Choices:
G. granite
P. sandstone
W. basalt
D. marble

Prompt:
Question: Which type of rock is formed when limestone is subjected to heat and pressure?
G. granite
P. sandstone
W. basalt
D. marble
Answer:

Answer: 3


Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?

Choices:
A. hail
B. rain
C. sleet
D. snow

Prompt:
Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?
A. hail
B. rain
C. sleet
D. snow
Answer:

Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?

Choices:
A. rain
B. snow
C. sleet
D. hail

Prompt:
Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?
A. rain
B. snow
C. sleet
D. hail
Answer:

Answer: 3

Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?

Choices:
1. hail
2. rain
3. sleet
4. snow

Prompt:
Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?
1. hail
2. rain
3. sleet
4. snow
Answer:

Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?

Choices:
Z. hail
E. rain
P. sleet
R. snow

Prompt:
Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?
Z. hail
E. rain
P. sleet
R. snow
Answer:

Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?

Choices:
Z. rain
E. snow
P. sleet
R. hail

Prompt:
Question: Jenny measures the outside temperature as 16 degrees Celsius (°C), 61 degrees Fahrenheit (°F). She observes precipitation falling from the clouds in a solid form. What type of precipitation is Jenny most likely observing?
Z. rain
E. snow
P. sleet
R. hail
Answer:

Answer: 3


Question: A change in the environment that causes a response is known as a

Choices:
A. stimulus
B. habit
C. reflex
D. source

Prompt:
Question: A change in the environment that causes a response is known as a
A. stimulus
B. habit
C. reflex
D. source
Answer:

Question: A change in the environment that causes a response is known as a

Choices:
A. habit
B. stimulus
C. source
D. reflex

Prompt:
Question: A change in the environment that causes a response is known as a
A. habit
B. stimulus
C. source
D. reflex
Answer:

Answer: 1

Question: A change in the environment that causes a response is known as a

Choices:
1. stimulus
2. habit
3. reflex
4. source

Prompt:
Question: A change in the environment that causes a response is known as a
1. stimulus
2. habit
3. reflex
4. source
Answer:

Question: A change in the environment that causes a response is known as a

Choices:
N. stimulus
W. habit
S. reflex
Z. source

Prompt:
Question: A change in the environment that causes a response is known as a
N. stimulus
W. habit
S. reflex
Z. source
Answer:

Question: A change in the environment that causes a response is known as a

Choices:
N. habit
W. stimulus
S. source
Z. reflex

Prompt:
Question: A change in the environment that causes a response is known as a
N. habit
W. stimulus
S. source
Z. reflex
Answer:

Answer: 1


Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?

Choices:
A. a molecule
B. an atom
C. a proton
D. an electron

Prompt:
Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?
A. a molecule
B. an atom
C. a proton
D. an electron
Answer:

Answer: 1

Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?

Choices:
A. a proton
B. a molecule
C. an atom
D. an electron

Prompt:
Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?
A. a proton
B. a molecule
C. an atom
D. an electron
Answer:

Answer: 2

Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?

Choices:
1. a molecule
2. an atom
3. a proton
4. an electron

Prompt:
Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?
1. a molecule
2. an atom
3. a proton
4. an electron
Answer:

Answer: 1

Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?

Choices:
U. a molecule
E. an atom
V. a proton
B. an electron

Prompt:
Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?
U. a molecule
E. an atom
V. a proton
B. an electron
Answer:

Answer: 1

Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?

Choices:
U. a proton
E. a molecule
V. an atom
B. an electron

Prompt:
Question: Aluminum is an element. Which of the following best describes the smallest particle of aluminum that retains all the properties of aluminum?
U. a proton
E. a molecule
V. an atom
B. an electron
Answer:

Answer: 2


Question: What advantage do sea stars gain from having radial symmetry?

Choices:
A. They reproduce at a faster rate.
B. They digest food more efficiently.
C. They move quickly along the ground.
D. They sense predators and potential food from all directions.

Prompt:
Question: What advantage do sea stars gain from having radial symmetry?
A. They reproduce at a faster rate.
B. They digest food more efficiently.
C. They move quickly along the ground.
D. They sense predators and potential food from all directions.
Answer:

Answer: 3

Question: What advantage do sea stars gain from having radial symmetry?

Choices:
A. They reproduce at a faster rate.
B. They sense predators and potential food from all directions.
C. They move quickly along the ground.
D. They digest food more efficiently.

Prompt:
Question: What advantage do sea stars gain from having radial symmetry?
A. They reproduce at a faster rate.
B. They sense predators and potential food from all directions.
C. They move quickly along the ground.
D. They digest food more efficiently.
Answer:

Answer: 1

Question: What advantage do sea stars gain from having radial symmetry?

Choices:
1. They reproduce at a faster rate.
2. They digest food more efficiently.
3. They move quickly along the ground.
4. They sense predators and potential food from all directions.

Prompt:
Question: What advantage do sea stars gain from having radial symmetry?
1. They reproduce at a faster rate.
2. They digest food more efficiently.
3. They move quickly along the ground.
4. They sense predators and potential food from all directions.
Answer:

Answer: 3

Question: What advantage do sea stars gain from having radial symmetry?

Choices:
Q. They reproduce at a faster rate.
K. They digest food more efficiently.
R. They move quickly along the ground.
W. They sense predators and potential food from all directions.

Prompt:
Question: What advantage do sea stars gain from having radial symmetry?
Q. They reproduce at a faster rate.
K. They digest food more efficiently.
R. They move quickly along the ground.
W. They sense predators and potential food from all directions.
Answer:

Answer: 3

Question: What advantage do sea stars gain from having radial symmetry?

Choices:
Q. They reproduce at a faster rate.
K. They sense predators and potential food from all directions.
R. They move quickly along the ground.
W. They digest food more efficiently.

Prompt:
Question: What advantage do sea stars gain from having radial symmetry?
Q. They reproduce at a faster rate.
K. They sense predators and potential food from all directions.
R. They move quickly along the ground.
W. They digest food more efficiently.
Answer:

Answer: 1


Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?

Choices:
A. color
B. texture
C. mass
D. shape

Prompt:
Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?
A. color
B. texture
C. mass
D. shape
Answer:

Answer: 3

Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?

Choices:
A. texture
B. mass
C. shape
D. color

Prompt:
Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?
A. texture
B. mass
C. shape
D. color
Answer:

Answer: 2

Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?

Choices:
1. color
2. texture
3. mass
4. shape

Prompt:
Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?
1. color
2. texture
3. mass
4. shape
Answer:

Answer: 3

Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?

Choices:
Z. color
P. texture
D. mass
O. shape

Prompt:
Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?
Z. color
P. texture
D. mass
O. shape
Answer:

Answer: 3

Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?

Choices:
Z. texture
P. mass
D. shape
O. color

Prompt:
Question: A student has a ball of clay that sinks when placed in a pan of water. Which property should he change to make the clay float?
Z. texture
P. mass
D. shape
O. color
Answer:

Answer: 2


Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?

Choices:
A. earthworms
B. grasses
C. hawks
D. mushrooms

Prompt:
Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?
A. earthworms
B. grasses
C. hawks
D. mushrooms
Answer:

Answer: 2

Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?

Choices:
A. hawks
B. mushrooms
C. earthworms
D. grasses

Prompt:
Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?
A. hawks
B. mushrooms
C. earthworms
D. grasses
Answer:

Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?

Choices:
1. earthworms
2. grasses
3. hawks
4. mushrooms

Prompt:
Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?
1. earthworms
2. grasses
3. hawks
4. mushrooms
Answer:

Answer: 2

Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?

Choices:
W. earthworms
F. grasses
P. hawks
M. mushrooms

Prompt:
Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?
W. earthworms
F. grasses
P. hawks
M. mushrooms
Answer:

Answer: 2

Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?

Choices:
W. hawks
F. mushrooms
P. earthworms
M. grasses

Prompt:
Question: The population of which of the following 26 organisms would most likely decline if small animals like rats, rabbits, and snakes were eliminated from an ecosystem?
W. hawks
F. mushrooms
P. earthworms
M. grasses
Answer:


Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?

Choices:
A. to determine if water and oil can be separated
B. to learn more about how to protect wildlife during an oil spill
C. to improve the chances of obtaining accurate oil cleanup results
D. to increase the total amount of oil removed from each container

Prompt:
Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?
A. to determine if water and oil can be separated
B. to learn more about how to protect wildlife during an oil spill
C. to improve the chances of obtaining accurate oil cleanup results
D. to increase the total amount of oil removed from each container
Answer:

Answer: 2

Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?

Choices:
A. to increase the total amount of oil removed from each container
B. to learn more about how to protect wildlife during an oil spill
C. to determine if water and oil can be separated
D. to improve the chances of obtaining accurate oil cleanup results

Prompt:
Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?
A. to increase the total amount of oil removed from each container
B. to learn more about how to protect wildlife during an oil spill
C. to determine if water and oil can be separated
D. to improve the chances of obtaining accurate oil cleanup results
Answer:

Answer: 3

Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?

Choices:
1. to determine if water and oil can be separated
2. to learn more about how to protect wildlife during an oil spill
3. to improve the chances of obtaining accurate oil cleanup results
4. to increase the total amount of oil removed from each container

Prompt:
Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?
1. to determine if water and oil can be separated
2. to learn more about how to protect wildlife during an oil spill
3. to improve the chances of obtaining accurate oil cleanup results
4. to increase the total amount of oil removed from each container
Answer:

Answer: 2

Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?

Choices:
H. to determine if water and oil can be separated
W. to learn more about how to protect wildlife during an oil spill
T. to improve the chances of obtaining accurate oil cleanup results
Q. to increase the total amount of oil removed from each container

Prompt:
Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?
H. to determine if water and oil can be separated
W. to learn more about how to protect wildlife during an oil spill
T. to improve the chances of obtaining accurate oil cleanup results
Q. to increase the total amount of oil removed from each container
Answer:

Answer: 2

Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?

Choices:
H. to increase the total amount of oil removed from each container
W. to learn more about how to protect wildlife during an oil spill
T. to determine if water and oil can be separated
Q. to improve the chances of obtaining accurate oil cleanup results

Prompt:
Question: During a lab investigation, students were asked to determine the best way to clean up an oil spill using different materials. Investigation Materials • filter paper • foam sponge • metal wire screen • thin sock filled with hair The students tested the materials by placing each material into separate buckets containing oil and water. They recorded their observations on which material absorbed the most oil. Why would the students' teacher ask them to repeat their tests?
H. to increase the total amount of oil removed from each container
W. to learn more about how to protect wildlife during an oil spill
T. to determine if water and oil can be separated
Q. to improve the chances of obtaining accurate oil cleanup results
Answer:

Answer: 3


Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by

Choices:
A. erosion.
B. weathering.
C. conservation of soil.
D. deposition of sediment.

Prompt:
Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by
A. erosion.
B. weathering.
C. conservation of soil.
D. deposition of sediment.
Answer:

Answer: 3

Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by

Choices:
A. erosion.
B. conservation of soil.
C. deposition of sediment.
D. weathering.

Prompt:
Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by
A. erosion.
B. conservation of soil.
C. deposition of sediment.
D. weathering.
Answer:

Answer: 2

Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by

Choices:
1. erosion.
2. weathering.
3. conservation of soil.
4. deposition of sediment.

Prompt:
Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by
1. erosion.
2. weathering.
3. conservation of soil.
4. deposition of sediment.
Answer:

Answer: 3

Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by

Choices:
K. erosion.
X. weathering.
E. conservation of soil.
J. deposition of sediment.

Prompt:
Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by
K. erosion.
X. weathering.
E. conservation of soil.
J. deposition of sediment.
Answer:

Answer: 3

Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by

Choices:
K. erosion.
X. conservation of soil.
E. deposition of sediment.
J. weathering.

Prompt:
Question: A delta can be seen from the air at the mouth of the Mississippi River. This delta was formed by
K. erosion.
X. conservation of soil.
E. deposition of sediment.
J. weathering.
Answer:

Answer: 2


Question: The nose, mouth, and diaphragm are parts of which body system?

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

Prompt:
Question: The nose, mouth, and diaphragm are parts of which body system?
A. digestive
B. muscular
C. circulatory
D. respiratory
Answer:

Answer: 3

Question: The nose, mouth, and diaphragm are parts of which body system?

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

Prompt:
Question: The nose, mouth, and diaphragm are parts of which body system?
A. circulatory
B. muscular
C. respiratory
D. digestive
Answer:

Answer: 2

Question: The nose, mouth, and diaphragm are parts of which body system?

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

Prompt:
Question: The nose, mouth, and diaphragm are parts of which body system?
1. digestive
2. muscular
3. circulatory
4. respiratory
Answer:

Answer: 3

Question: The nose, mouth, and diaphragm are parts of which body system?

Choices:
M. digestive
O. muscular
X. circulatory
I. respiratory

Prompt:
Question: The nose, mouth, and diaphragm are parts of which body system?
M. digestive
O. muscular
X. circulatory
I. respiratory
Answer:

Answer: 3

Question: The nose, mouth, and diaphragm are parts of which body system?

Choices:
M. circulatory
O. muscular
X. respiratory
I. digestive

Prompt:
Question: The nose, mouth, and diaphragm are parts of which body system?
M. circulatory
O. muscular
X. respiratory
I. digestive
Answer:

Answer: 2


Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?

Choices:
A. classifying
B. predicting
C. measuring
D. experimenting

Prompt:
Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?
A. classifying
B. predicting
C. measuring
D. experimenting
Answer:

Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?

Choices:
A. experimenting
B. predicting
C. measuring
D. classifying

Prompt:
Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?
A. experimenting
B. predicting
C. measuring
D. classifying
Answer:

Answer: 3

Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?

Choices:
1. classifying
2. predicting
3. measuring
4. experimenting

Prompt:
Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?
1. classifying
2. predicting
3. measuring
4. experimenting
Answer:

Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?

Choices:
F. classifying
H. predicting
R. measuring
Q. experimenting

Prompt:
Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?
F. classifying
H. predicting
R. measuring
Q. experimenting
Answer:

Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?

Choices:
F. experimenting
H. predicting
R. measuring
Q. classifying

Prompt:
Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?
F. experimenting
H. predicting
R. measuring
Q. classifying
Answer:

Answer: 3


Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be

Choices:
A. digested.
B. recycled.
C. protected.
D. excreted.

Prompt:
Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be
A. digested.
B. recycled.
C. protected.
D. excreted.
Answer:

Answer: 3

Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be

Choices:
A. recycled.
B. excreted.
C. protected.
D. digested.

Prompt:
Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be
A. recycled.
B. excreted.
C. protected.
D. digested.
Answer:

Answer: 1

Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be

Choices:
1. digested.
2. recycled.
3. protected.
4. excreted.

Prompt:
Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be
1. digested.
2. recycled.
3. protected.
4. excreted.
Answer:

Answer: 3

Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be

Choices:
O. digested.
F. recycled.
Y. protected.
Q. excreted.

Prompt:
Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be
O. digested.
F. recycled.
Y. protected.
Q. excreted.
Answer:

Answer: 3

Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be

Choices:
O. recycled.
F. excreted.
Y. protected.
Q. digested.

Prompt:
Question: The thin, semi-permeable membrane that encloses a cell allows nutrients to enter and wastes to be
O. recycled.
F. excreted.
Y. protected.
Q. digested.
Answer:

Answer: 1


Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?

Choices:
A. Much the same
B. Deeper and faster
C. Slower and wider
D. Straighter

Prompt:
Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?
A. Much the same
B. Deeper and faster
C. Slower and wider
D. Straighter
Answer:

Answer: 2

Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?

Choices:
A. Much the same
B. Deeper and faster
C. Straighter
D. Slower and wider

Prompt:
Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?
A. Much the same
B. Deeper and faster
C. Straighter
D. Slower and wider
Answer:

Answer: 3

Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?

Choices:
1. Much the same
2. Deeper and faster
3. Slower and wider
4. Straighter

Prompt:
Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?
1. Much the same
2. Deeper and faster
3. Slower and wider
4. Straighter
Answer:

Answer: 2

Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?

Choices:
H. Much the same
C. Deeper and faster
D. Slower and wider
Q. Straighter

Prompt:
Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?
H. Much the same
C. Deeper and faster
D. Slower and wider
Q. Straighter
Answer:

Answer: 2

Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?

Choices:
H. Much the same
C. Deeper and faster
D. Straighter
Q. Slower and wider

Prompt:
Question: A small, fast-moving river in is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain?
H. Much the same
C. Deeper and faster
D. Straighter
Q. Slower and wider
Answer:

Answer: 3


Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?

Choices:
A. Mars is much farther from the Sun than Earth.
B. The atmosphere on Mars has an extremely low density.
C. The atmosphere on Mars lacks global circulation.
D. Mars has more glacial activity than Earth.

Prompt:
Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?
A. Mars is much farther from the Sun than Earth.
B. The atmosphere on Mars has an extremely low density.
C. The atmosphere on Mars lacks global circulation.
D. Mars has more glacial activity than Earth.
Answer:

Answer: 1

Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?

Choices:
A. Mars has more glacial activity than Earth.
B. Mars is much farther from the Sun than Earth.
C. The atmosphere on Mars has an extremely low density.
D. The atmosphere on Mars lacks global circulation.

Prompt:
Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?
A. Mars has more glacial activity than Earth.
B. Mars is much farther from the Sun than Earth.
C. The atmosphere on Mars has an extremely low density.
D. The atmosphere on Mars lacks global circulation.
Answer:

Answer: 2

Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?

Choices:
1. Mars is much farther from the Sun than Earth.
2. The atmosphere on Mars has an extremely low density.
3. The atmosphere on Mars lacks global circulation.
4. Mars has more glacial activity than Earth.

Prompt:
Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?
1. Mars is much farther from the Sun than Earth.
2. The atmosphere on Mars has an extremely low density.
3. The atmosphere on Mars lacks global circulation.
4. Mars has more glacial activity than Earth.
Answer:

Answer: 1

Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?

Choices:
P. Mars is much farther from the Sun than Earth.
N. The atmosphere on Mars has an extremely low density.
B. The atmosphere on Mars lacks global circulation.
H. Mars has more glacial activity than Earth.

Prompt:
Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?
P. Mars is much farther from the Sun than Earth.
N. The atmosphere on Mars has an extremely low density.
B. The atmosphere on Mars lacks global circulation.
H. Mars has more glacial activity than Earth.
Answer:

Answer: 1

Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?

Choices:
P. Mars has more glacial activity than Earth.
N. Mars is much farther from the Sun than Earth.
B. The atmosphere on Mars has an extremely low density.
H. The atmosphere on Mars lacks global circulation.

Prompt:
Question: The atmosphere of Mars is almost entirely composed of a greenhouse gas. Compared with Earth, which factor accounts for the low, nighttime surface temperatures on Mars?
P. Mars has more glacial activity than Earth.
N. Mars is much farther from the Sun than Earth.
B. The atmosphere on Mars has an extremely low density.
H. The atmosphere on Mars lacks global circulation.
Answer:

Answer: 2


Question: Asexually produced offspring are genetically

Choices:
A. identical to the parent
B. different from the parent
C. different from each other
D. formed by two parents

Prompt:
Question: Asexually produced offspring are genetically
A. identical to the parent
B. different from the parent
C. different from each other
D. formed by two parents
Answer:

Question: Asexually produced offspring are genetically

Choices:
A. different from the parent
B. different from each other
C. identical to the parent
D. formed by two parents

Prompt:
Question: Asexually produced offspring are genetically
A. different from the parent
B. different from each other
C. identical to the parent
D. formed by two parents
Answer:

Answer: 2

Question: Asexually produced offspring are genetically

Choices:
1. identical to the parent
2. different from the parent
3. different from each other
4. formed by two parents

Prompt:
Question: Asexually produced offspring are genetically
1. identical to the parent
2. different from the parent
3. different from each other
4. formed by two parents
Answer:

Question: Asexually produced offspring are genetically

Choices:
U. identical to the parent
T. different from the parent
K. different from each other
H. formed by two parents

Prompt:
Question: Asexually produced offspring are genetically
U. identical to the parent
T. different from the parent
K. different from each other
H. formed by two parents
Answer:

Question: Asexually produced offspring are genetically

Choices:
U. different from the parent
T. different from each other
K. identical to the parent
H. formed by two parents

Prompt:
Question: Asexually produced offspring are genetically
U. different from the parent
T. different from each other
K. identical to the parent
H. formed by two parents
Answer:

Answer: 2


Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?

Choices:
A. How Baking Soda Reacts With Vinegar
B. How Rust Can Be Scraped off of Metal
C. How Metals Respond to Electrical Currents
D. How Elements Can Change Phase When Heated

Prompt:
Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?
A. How Baking Soda Reacts With Vinegar
B. How Rust Can Be Scraped off of Metal
C. How Metals Respond to Electrical Currents
D. How Elements Can Change Phase When Heated
Answer:

Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?

Choices:
A. How Metals Respond to Electrical Currents
B. How Elements Can Change Phase When Heated
C. How Rust Can Be Scraped off of Metal
D. How Baking Soda Reacts With Vinegar

Prompt:
Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?
A. How Metals Respond to Electrical Currents
B. How Elements Can Change Phase When Heated
C. How Rust Can Be Scraped off of Metal
D. How Baking Soda Reacts With Vinegar
Answer:

Answer: 3

Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?

Choices:
1. How Baking Soda Reacts With Vinegar
2. How Rust Can Be Scraped off of Metal
3. How Metals Respond to Electrical Currents
4. How Elements Can Change Phase When Heated

Prompt:
Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?
1. How Baking Soda Reacts With Vinegar
2. How Rust Can Be Scraped off of Metal
3. How Metals Respond to Electrical Currents
4. How Elements Can Change Phase When Heated
Answer:

Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?

Choices:
A. How Baking Soda Reacts With Vinegar
C. How Rust Can Be Scraped off of Metal
W. How Metals Respond to Electrical Currents
F. How Elements Can Change Phase When Heated

Prompt:
Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?
A. How Baking Soda Reacts With Vinegar
C. How Rust Can Be Scraped off of Metal
W. How Metals Respond to Electrical Currents
F. How Elements Can Change Phase When Heated
Answer:

Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?

Choices:
A. How Metals Respond to Electrical Currents
C. How Elements Can Change Phase When Heated
W. How Rust Can Be Scraped off of Metal
F. How Baking Soda Reacts With Vinegar

Prompt:
Question: A teacher asks her students to examine titles of four scientific articles. Which titled article is specifically about a chemical change?
A. How Metals Respond to Electrical Currents
C. How Elements Can Change Phase When Heated
W. How Rust Can Be Scraped off of Metal
F. How Baking Soda Reacts With Vinegar
Answer:

Answer: 3


Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?

Choices:
A. helium
B. nitrogen
C. oxygen
D. uranium

Prompt:
Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?
A. helium
B. nitrogen
C. oxygen
D. uranium
Answer:

Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?

Choices:
A. uranium
B. helium
C. nitrogen
D. oxygen

Prompt:
Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?
A. uranium
B. helium
C. nitrogen
D. oxygen
Answer:

Answer: 1

Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?

Choices:
1. helium
2. nitrogen
3. oxygen
4. uranium

Prompt:
Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?
1. helium
2. nitrogen
3. oxygen
4. uranium
Answer:

Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?

Choices:
Y. helium
C. nitrogen
L. oxygen
P. uranium

Prompt:
Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?
Y. helium
C. nitrogen
L. oxygen
P. uranium
Answer:

Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?

Choices:
Y. uranium
C. helium
L. nitrogen
P. oxygen

Prompt:
Question: Nuclear fusion is the source of energy for stars. Besides hydrogen, which other element is most likely also common in stars?
Y. uranium
C. helium
L. nitrogen
P. oxygen
Answer:

Answer: 1


Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?

Choices:
A. Organic matter recycles from dead organisms.
B. Commercial fertilizers are applied by humans.
C. Solar radiation reaches the ground surface.
D. Rainwater drips off of living organisms.

Prompt:
Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?
A. Organic matter recycles from dead organisms.
B. Commercial fertilizers are applied by humans.
C. Solar radiation reaches the ground surface.
D. Rainwater drips off of living organisms.
Answer:

Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?

Choices:
A. Commercial fertilizers are applied by humans.
B. Solar radiation reaches the ground surface.
C. Rainwater drips off of living organisms.
D. Organic matter recycles from dead organisms.

Prompt:
Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?
A. Commercial fertilizers are applied by humans.
B. Solar radiation reaches the ground surface.
C. Rainwater drips off of living organisms.
D. Organic matter recycles from dead organisms.
Answer:

Answer: 3

Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?

Choices:
1. Organic matter recycles from dead organisms.
2. Commercial fertilizers are applied by humans.
3. Solar radiation reaches the ground surface.
4. Rainwater drips off of living organisms.

Prompt:
Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?
1. Organic matter recycles from dead organisms.
2. Commercial fertilizers are applied by humans.
3. Solar radiation reaches the ground surface.
4. Rainwater drips off of living organisms.
Answer:

Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?

Choices:
P. Organic matter recycles from dead organisms.
Z. Commercial fertilizers are applied by humans.
D. Solar radiation reaches the ground surface.
R. Rainwater drips off of living organisms.

Prompt:
Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?
P. Organic matter recycles from dead organisms.
Z. Commercial fertilizers are applied by humans.
D. Solar radiation reaches the ground surface.
R. Rainwater drips off of living organisms.
Answer:

Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?

Choices:
P. Commercial fertilizers are applied by humans.
Z. Solar radiation reaches the ground surface.
D. Rainwater drips off of living organisms.
R. Organic matter recycles from dead organisms.

Prompt:
Question: Plants in a forest need to obtain nutrients from the soil to survive. How do most of the nutrients get back in the soil once the forest plants have used them for growth?
P. Commercial fertilizers are applied by humans.
Z. Solar radiation reaches the ground surface.
D. Rainwater drips off of living organisms.
R. Organic matter recycles from dead organisms.
Answer:

Answer: 3