Question: Which sequence correctly shows the levels of increasing organization in the human body?

Choices:
A. tissues -> cells -> organ systems -> organs
B. cells -> tissues -> organs -> organ systems
C. organs -> organ systems -> cells -> tissues
D. organ systems -> organs -> tissues -> cells

Prompt:
Question: Which sequence correctly shows the levels of increasing organization in the human body?
A. tissues -> cells -> organ systems -> organs
B. cells -> tissues -> organs -> organ systems
C. organs -> organ systems -> cells -> tissues
D. organ systems -> organs -> tissues -> cells
Answer:

Answer: 1

Question: Which sequence correctly shows the levels of increasing organization in the human body?

Choices:
A. tissues -> cells -> organ systems -> organs
B. organ systems -> organs -> tissues -> cells
C. cells -> tissues -> organs -> organ systems
D. organs -> organ systems -> cells -> tissues

Prompt:
Question: Which sequence correctly shows the levels of increasing organization in the human body?
A. tissues -> cells -> organ systems -> organs
B. organ systems -> organs -> tissues -> cells
C. cells -> tissues -> organs -> organ systems
D. organs -> organ systems -> cells -> tissues
Answer:

Answer: 2

Question: Which sequence correctly shows the levels of increasing organization in the human body?

Choices:
1. tissues -> cells -> organ systems -> organs
2. cells -> tissues -> organs -> organ systems
3. organs -> organ systems -> cells -> tissues
4. organ systems -> organs -> tissues -> cells

Prompt:
Question: Which sequence correctly shows the levels of increasing organization in the human body?
1. tissues -> cells -> organ systems -> organs
2. cells -> tissues -> organs -> organ systems
3. organs -> organ systems -> cells -> tissues
4. organ systems -> organs -> tissues -> cells
Answer:

Answer: 1

Question: Which sequence correctly shows the levels of increasing organization in the human body?

Choices:
P. tissues -> cells -> organ systems -> organs
G. cells -> tissues -> organs -> organ systems
H. organs -> organ systems -> cells -> tissues
E. organ systems -> organs -> tissues -> cells

Prompt:
Question: Which sequence correctly shows the levels of increasing organization in the human body?
P. tissues -> cells -> organ systems -> organs
G. cells -> tissues -> organs -> organ systems
H. organs -> organ systems -> cells -> tissues
E. organ systems -> organs -> tissues -> cells
Answer:

Answer: 1

Question: Which sequence correctly shows the levels of increasing organization in the human body?

Choices:
P. tissues -> cells -> organ systems -> organs
G. organ systems -> organs -> tissues -> cells
H. cells -> tissues -> organs -> organ systems
E. organs -> organ systems -> cells -> tissues

Prompt:
Question: Which sequence correctly shows the levels of increasing organization in the human body?
P. tissues -> cells -> organ systems -> organs
G. organ systems -> organs -> tissues -> cells
H. cells -> tissues -> organs -> organ systems
E. organs -> organ systems -> cells -> tissues
Answer:

Answer: 2


Question: Which layer of the atmosphere contains the greatest amount of water vapor?

Choices:
A. thermosphere
B. mesosphere
C. stratosphere
D. troposphere

Prompt:
Question: Which layer of the atmosphere contains the greatest amount of water vapor?
A. thermosphere
B. mesosphere
C. stratosphere
D. troposphere
Answer:

Answer: 3

Question: Which layer of the atmosphere contains the greatest amount of water vapor?

Choices:
A. troposphere
B. stratosphere
C. mesosphere
D. thermosphere

Prompt:
Question: Which layer of the atmosphere contains the greatest amount of water vapor?
A. troposphere
B. stratosphere
C. mesosphere
D. thermosphere
Answer:

Question: Which layer of the atmosphere contains the greatest amount of water vapor?

Choices:
1. thermosphere
2. mesosphere
3. stratosphere
4. troposphere

Prompt:
Question: Which layer of the atmosphere contains the greatest amount of water vapor?
1. thermosphere
2. mesosphere
3. stratosphere
4. troposphere
Answer:

Answer: 3

Question: Which layer of the atmosphere contains the greatest amount of water vapor?

Choices:
C. thermosphere
J. mesosphere
W. stratosphere
X. troposphere

Prompt:
Question: Which layer of the atmosphere contains the greatest amount of water vapor?
C. thermosphere
J. mesosphere
W. stratosphere
X. troposphere
Answer:

Answer: 3

Question: Which layer of the atmosphere contains the greatest amount of water vapor?

Choices:
C. troposphere
J. stratosphere
W. mesosphere
X. thermosphere

Prompt:
Question: Which layer of the atmosphere contains the greatest amount of water vapor?
C. troposphere
J. stratosphere
W. mesosphere
X. thermosphere
Answer:


Question: What should a scientist do to help make sure the results of an experiment are unbiased?

Choices:
A. Keep the results a secret.
B. Do the math without a calculator.
C. Change all of the variables in the experiment.
D. Ask other scientists to attempt to reproduce the results.

Prompt:
Question: What should a scientist do to help make sure the results of an experiment are unbiased?
A. Keep the results a secret.
B. Do the math without a calculator.
C. Change all of the variables in the experiment.
D. Ask other scientists to attempt to reproduce the results.
Answer:

Answer: 3

Question: What should a scientist do to help make sure the results of an experiment are unbiased?

Choices:
A. Ask other scientists to attempt to reproduce the results.
B. Change all of the variables in the experiment.
C. Do the math without a calculator.
D. Keep the results a secret.

Prompt:
Question: What should a scientist do to help make sure the results of an experiment are unbiased?
A. Ask other scientists to attempt to reproduce the results.
B. Change all of the variables in the experiment.
C. Do the math without a calculator.
D. Keep the results a secret.
Answer:

Question: What should a scientist do to help make sure the results of an experiment are unbiased?

Choices:
1. Keep the results a secret.
2. Do the math without a calculator.
3. Change all of the variables in the experiment.
4. Ask other scientists to attempt to reproduce the results.

Prompt:
Question: What should a scientist do to help make sure the results of an experiment are unbiased?
1. Keep the results a secret.
2. Do the math without a calculator.
3. Change all of the variables in the experiment.
4. Ask other scientists to attempt to reproduce the results.
Answer:

Answer: 3

Question: What should a scientist do to help make sure the results of an experiment are unbiased?

Choices:
Y. Keep the results a secret.
N. Do the math without a calculator.
E. Change all of the variables in the experiment.
B. Ask other scientists to attempt to reproduce the results.

Prompt:
Question: What should a scientist do to help make sure the results of an experiment are unbiased?
Y. Keep the results a secret.
N. Do the math without a calculator.
E. Change all of the variables in the experiment.
B. Ask other scientists to attempt to reproduce the results.
Answer:

Answer: 3

Question: What should a scientist do to help make sure the results of an experiment are unbiased?

Choices:
Y. Ask other scientists to attempt to reproduce the results.
N. Change all of the variables in the experiment.
E. Do the math without a calculator.
B. Keep the results a secret.

Prompt:
Question: What should a scientist do to help make sure the results of an experiment are unbiased?
Y. Ask other scientists to attempt to reproduce the results.
N. Change all of the variables in the experiment.
E. Do the math without a calculator.
B. Keep the results a secret.
Answer:


Question: Which property of water allows it to dissolve many different substances?

Choices:
A. It is a polar molecule.
B. It contains hydrogen atoms.
C. It has a high melting point.
D. It has a low density.

Prompt:
Question: Which property of water allows it to dissolve many different substances?
A. It is a polar molecule.
B. It contains hydrogen atoms.
C. It has a high melting point.
D. It has a low density.
Answer:

Question: Which property of water allows it to dissolve many different substances?

Choices:
A. It has a low density.
B. It has a high melting point.
C. It is a polar molecule.
D. It contains hydrogen atoms.

Prompt:
Question: Which property of water allows it to dissolve many different substances?
A. It has a low density.
B. It has a high melting point.
C. It is a polar molecule.
D. It contains hydrogen atoms.
Answer:

Answer: 2

Question: Which property of water allows it to dissolve many different substances?

Choices:
1. It is a polar molecule.
2. It contains hydrogen atoms.
3. It has a high melting point.
4. It has a low density.

Prompt:
Question: Which property of water allows it to dissolve many different substances?
1. It is a polar molecule.
2. It contains hydrogen atoms.
3. It has a high melting point.
4. It has a low density.
Answer:

Question: Which property of water allows it to dissolve many different substances?

Choices:
A. It is a polar molecule.
V. It contains hydrogen atoms.
D. It has a high melting point.
R. It has a low density.

Prompt:
Question: Which property of water allows it to dissolve many different substances?
A. It is a polar molecule.
V. It contains hydrogen atoms.
D. It has a high melting point.
R. It has a low density.
Answer:

Question: Which property of water allows it to dissolve many different substances?

Choices:
A. It has a low density.
V. It has a high melting point.
D. It is a polar molecule.
R. It contains hydrogen atoms.

Prompt:
Question: Which property of water allows it to dissolve many different substances?
A. It has a low density.
V. It has a high melting point.
D. It is a polar molecule.
R. It contains hydrogen atoms.
Answer:

Answer: 2


Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?

Choices:
A. mountain ranges to the west
B. high mean elevation
C. frequent earthquakes
D. soil with a high sand content

Prompt:
Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?
A. mountain ranges to the west
B. high mean elevation
C. frequent earthquakes
D. soil with a high sand content
Answer:

Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?

Choices:
A. high mean elevation
B. mountain ranges to the west
C. frequent earthquakes
D. soil with a high sand content

Prompt:
Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?
A. high mean elevation
B. mountain ranges to the west
C. frequent earthquakes
D. soil with a high sand content
Answer:

Answer: 1

Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?

Choices:
1. mountain ranges to the west
2. high mean elevation
3. frequent earthquakes
4. soil with a high sand content

Prompt:
Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?
1. mountain ranges to the west
2. high mean elevation
3. frequent earthquakes
4. soil with a high sand content
Answer:

Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?

Choices:
R. mountain ranges to the west
X. high mean elevation
L. frequent earthquakes
B. soil with a high sand content

Prompt:
Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?
R. mountain ranges to the west
X. high mean elevation
L. frequent earthquakes
B. soil with a high sand content
Answer:

Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?

Choices:
R. high mean elevation
X. mountain ranges to the west
L. frequent earthquakes
B. soil with a high sand content

Prompt:
Question: Nevada is much drier than regions in California that are at the same latitude. Compared to these regions in California, which feature of Nevada contributes most to this dry climate?
R. high mean elevation
X. mountain ranges to the west
L. frequent earthquakes
B. soil with a high sand content
Answer:

Answer: 1


Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?

Choices:
A. The acid boiled when poured into the beaker.
B. The acid and powder formed a new product.
C. A physical reaction produced a gas mixture.
D. A reaction occurred that produced heat.

Prompt:
Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?
A. The acid boiled when poured into the beaker.
B. The acid and powder formed a new product.
C. A physical reaction produced a gas mixture.
D. A reaction occurred that produced heat.
Answer:

Answer: 1

Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?

Choices:
A. The acid and powder formed a new product.
B. The acid boiled when poured into the beaker.
C. A reaction occurred that produced heat.
D. A physical reaction produced a gas mixture.

Prompt:
Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?
A. The acid and powder formed a new product.
B. The acid boiled when poured into the beaker.
C. A reaction occurred that produced heat.
D. A physical reaction produced a gas mixture.
Answer:

Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?

Choices:
1. The acid boiled when poured into the beaker.
2. The acid and powder formed a new product.
3. A physical reaction produced a gas mixture.
4. A reaction occurred that produced heat.

Prompt:
Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?
1. The acid boiled when poured into the beaker.
2. The acid and powder formed a new product.
3. A physical reaction produced a gas mixture.
4. A reaction occurred that produced heat.
Answer:

Answer: 1

Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?

Choices:
D. The acid boiled when poured into the beaker.
C. The acid and powder formed a new product.
J. A physical reaction produced a gas mixture.
V. A reaction occurred that produced heat.

Prompt:
Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?
D. The acid boiled when poured into the beaker.
C. The acid and powder formed a new product.
J. A physical reaction produced a gas mixture.
V. A reaction occurred that produced heat.
Answer:

Answer: 1

Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?

Choices:
D. The acid and powder formed a new product.
C. The acid boiled when poured into the beaker.
J. A reaction occurred that produced heat.
V. A physical reaction produced a gas mixture.

Prompt:
Question: A chemist observed bubbling and fizzing after adding an acid solution to a white powdery substance in a beaker. Which of the following can be inferred?
D. The acid and powder formed a new product.
C. The acid boiled when poured into the beaker.
J. A reaction occurred that produced heat.
V. A physical reaction produced a gas mixture.
Answer:


Question: Which of the following is visible through a reflecting telescope?

Choices:
A. planets around other stars
B. black holes in deep space
C. moons around Jupiter
D. surface of Saturn

Prompt:
Question: Which of the following is visible through a reflecting telescope?
A. planets around other stars
B. black holes in deep space
C. moons around Jupiter
D. surface of Saturn
Answer:

Answer: 2

Question: Which of the following is visible through a reflecting telescope?

Choices:
A. moons around Jupiter
B. planets around other stars
C. black holes in deep space
D. surface of Saturn

Prompt:
Question: Which of the following is visible through a reflecting telescope?
A. moons around Jupiter
B. planets around other stars
C. black holes in deep space
D. surface of Saturn
Answer:

Question: Which of the following is visible through a reflecting telescope?

Choices:
1. planets around other stars
2. black holes in deep space
3. moons around Jupiter
4. surface of Saturn

Prompt:
Question: Which of the following is visible through a reflecting telescope?
1. planets around other stars
2. black holes in deep space
3. moons around Jupiter
4. surface of Saturn
Answer:

Answer: 2

Question: Which of the following is visible through a reflecting telescope?

Choices:
T. planets around other stars
V. black holes in deep space
S. moons around Jupiter
K. surface of Saturn

Prompt:
Question: Which of the following is visible through a reflecting telescope?
T. planets around other stars
V. black holes in deep space
S. moons around Jupiter
K. surface of Saturn
Answer:

Answer: 2

Question: Which of the following is visible through a reflecting telescope?

Choices:
T. moons around Jupiter
V. planets around other stars
S. black holes in deep space
K. surface of Saturn

Prompt:
Question: Which of the following is visible through a reflecting telescope?
T. moons around Jupiter
V. planets around other stars
S. black holes in deep space
K. surface of Saturn
Answer:


Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?

Choices:
A. mask
B. goggles
C. fire extinguisher
D. disinfectant spray

Prompt:
Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?
A. mask
B. goggles
C. fire extinguisher
D. disinfectant spray
Answer:

Answer: 1

Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?

Choices:
A. goggles
B. mask
C. disinfectant spray
D. fire extinguisher

Prompt:
Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?
A. goggles
B. mask
C. disinfectant spray
D. fire extinguisher
Answer:

Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?

Choices:
1. mask
2. goggles
3. fire extinguisher
4. disinfectant spray

Prompt:
Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?
1. mask
2. goggles
3. fire extinguisher
4. disinfectant spray
Answer:

Answer: 1

Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?

Choices:
A. mask
K. goggles
X. fire extinguisher
P. disinfectant spray

Prompt:
Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?
A. mask
K. goggles
X. fire extinguisher
P. disinfectant spray
Answer:

Answer: 1

Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?

Choices:
A. goggles
K. mask
X. disinfectant spray
P. fire extinguisher

Prompt:
Question: A student is using hydrochloric acid in an investigation. Which piece of safety equipment is most important during this investigation?
A. goggles
K. mask
X. disinfectant spray
P. fire extinguisher
Answer:


Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?

Choices:
A. The rock layers contain pollutants that dissolve soil.
B. The rock layers lack water due to extended droughts.
C. The rock layers are compressed forming faults and folds.
D. The rock layers are moved closer to rivers which erode landforms.

Prompt:
Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?
A. The rock layers contain pollutants that dissolve soil.
B. The rock layers lack water due to extended droughts.
C. The rock layers are compressed forming faults and folds.
D. The rock layers are moved closer to rivers which erode landforms.
Answer:

Answer: 2

Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?

Choices:
A. The rock layers are compressed forming faults and folds.
B. The rock layers are moved closer to rivers which erode landforms.
C. The rock layers lack water due to extended droughts.
D. The rock layers contain pollutants that dissolve soil.

Prompt:
Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?
A. The rock layers are compressed forming faults and folds.
B. The rock layers are moved closer to rivers which erode landforms.
C. The rock layers lack water due to extended droughts.
D. The rock layers contain pollutants that dissolve soil.
Answer:

Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?

Choices:
1. The rock layers contain pollutants that dissolve soil.
2. The rock layers lack water due to extended droughts.
3. The rock layers are compressed forming faults and folds.
4. The rock layers are moved closer to rivers which erode landforms.

Prompt:
Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?
1. The rock layers contain pollutants that dissolve soil.
2. The rock layers lack water due to extended droughts.
3. The rock layers are compressed forming faults and folds.
4. The rock layers are moved closer to rivers which erode landforms.
Answer:

Answer: 2

Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?

Choices:
U. The rock layers contain pollutants that dissolve soil.
L. The rock layers lack water due to extended droughts.
W. The rock layers are compressed forming faults and folds.
Y. The rock layers are moved closer to rivers which erode landforms.

Prompt:
Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?
U. The rock layers contain pollutants that dissolve soil.
L. The rock layers lack water due to extended droughts.
W. The rock layers are compressed forming faults and folds.
Y. The rock layers are moved closer to rivers which erode landforms.
Answer:

Answer: 2

Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?

Choices:
U. The rock layers are compressed forming faults and folds.
L. The rock layers are moved closer to rivers which erode landforms.
W. The rock layers lack water due to extended droughts.
Y. The rock layers contain pollutants that dissolve soil.

Prompt:
Question: Generally, the deeper rock layers of Earth are older than shallower rock layers. How can the collision of two tectonic plates change the order of the rock layers?
U. The rock layers are compressed forming faults and folds.
L. The rock layers are moved closer to rivers which erode landforms.
W. The rock layers lack water due to extended droughts.
Y. The rock layers contain pollutants that dissolve soil.
Answer:


Question: Which instrument should a student use to best examine bacteria?

Choices:
A. telescope
B. hand lens
C. microscope
D. computer probes

Prompt:
Question: Which instrument should a student use to best examine bacteria?
A. telescope
B. hand lens
C. microscope
D. computer probes
Answer:

Answer: 2

Question: Which instrument should a student use to best examine bacteria?

Choices:
A. telescope
B. microscope
C. hand lens
D. computer probes

Prompt:
Question: Which instrument should a student use to best examine bacteria?
A. telescope
B. microscope
C. hand lens
D. computer probes
Answer:

Answer: 1

Question: Which instrument should a student use to best examine bacteria?

Choices:
1. telescope
2. hand lens
3. microscope
4. computer probes

Prompt:
Question: Which instrument should a student use to best examine bacteria?
1. telescope
2. hand lens
3. microscope
4. computer probes
Answer:

Answer: 2

Question: Which instrument should a student use to best examine bacteria?

Choices:
J. telescope
B. hand lens
Z. microscope
I. computer probes

Prompt:
Question: Which instrument should a student use to best examine bacteria?
J. telescope
B. hand lens
Z. microscope
I. computer probes
Answer:

Answer: 2

Question: Which instrument should a student use to best examine bacteria?

Choices:
J. telescope
B. microscope
Z. hand lens
I. computer probes

Prompt:
Question: Which instrument should a student use to best examine bacteria?
J. telescope
B. microscope
Z. hand lens
I. computer probes
Answer:

Answer: 1


Question: Matter that is vibrating is producing ___.

Choices:
A. gas
B. light
C. sound
D. shadows

Prompt:
Question: Matter that is vibrating is producing ___.
A. gas
B. light
C. sound
D. shadows
Answer:

Answer: 2

Question: Matter that is vibrating is producing ___.

Choices:
A. gas
B. light
C. shadows
D. sound

Prompt:
Question: Matter that is vibrating is producing ___.
A. gas
B. light
C. shadows
D. sound
Answer:

Answer: 3

Question: Matter that is vibrating is producing ___.

Choices:
1. gas
2. light
3. sound
4. shadows

Prompt:
Question: Matter that is vibrating is producing ___.
1. gas
2. light
3. sound
4. shadows
Answer:

Answer: 2

Question: Matter that is vibrating is producing ___.

Choices:
Q. gas
N. light
Z. sound
V. shadows

Prompt:
Question: Matter that is vibrating is producing ___.
Q. gas
N. light
Z. sound
V. shadows
Answer:

Answer: 2

Question: Matter that is vibrating is producing ___.

Choices:
Q. gas
N. light
Z. shadows
V. sound

Prompt:
Question: Matter that is vibrating is producing ___.
Q. gas
N. light
Z. shadows
V. sound
Answer:

Answer: 3


Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?

Choices:
A. electrical to thermal
B. thermal to mechanical
C. chemical to mechanical
D. mechanical to electrical

Prompt:
Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?
A. electrical to thermal
B. thermal to mechanical
C. chemical to mechanical
D. mechanical to electrical
Answer:

Answer: 3

Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?

Choices:
A. mechanical to electrical
B. thermal to mechanical
C. chemical to mechanical
D. electrical to thermal

Prompt:
Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?
A. mechanical to electrical
B. thermal to mechanical
C. chemical to mechanical
D. electrical to thermal
Answer:

Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?

Choices:
1. electrical to thermal
2. thermal to mechanical
3. chemical to mechanical
4. mechanical to electrical

Prompt:
Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?
1. electrical to thermal
2. thermal to mechanical
3. chemical to mechanical
4. mechanical to electrical
Answer:

Answer: 3

Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?

Choices:
I. electrical to thermal
Y. thermal to mechanical
E. chemical to mechanical
M. mechanical to electrical

Prompt:
Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?
I. electrical to thermal
Y. thermal to mechanical
E. chemical to mechanical
M. mechanical to electrical
Answer:

Answer: 3

Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?

Choices:
I. mechanical to electrical
Y. thermal to mechanical
E. chemical to mechanical
M. electrical to thermal

Prompt:
Question: Falling and rising air and water molecules inside of clouds are believed to be factors in the formation of lightning. Which kind of energy transfer is taking place to cause this weather phenomenon?
I. mechanical to electrical
Y. thermal to mechanical
E. chemical to mechanical
M. electrical to thermal
Answer:


Question: Sleet, rain, snow, and hail are forms of

Choices:
A. erosion
B. evaporation
C. groundwater
D. precipitation

Prompt:
Question: Sleet, rain, snow, and hail are forms of
A. erosion
B. evaporation
C. groundwater
D. precipitation
Answer:

Answer: 3

Question: Sleet, rain, snow, and hail are forms of

Choices:
A. erosion
B. precipitation
C. groundwater
D. evaporation

Prompt:
Question: Sleet, rain, snow, and hail are forms of
A. erosion
B. precipitation
C. groundwater
D. evaporation
Answer:

Answer: 1

Question: Sleet, rain, snow, and hail are forms of

Choices:
1. erosion
2. evaporation
3. groundwater
4. precipitation

Prompt:
Question: Sleet, rain, snow, and hail are forms of
1. erosion
2. evaporation
3. groundwater
4. precipitation
Answer:

Answer: 3

Question: Sleet, rain, snow, and hail are forms of

Choices:
F. erosion
N. evaporation
I. groundwater
Y. precipitation

Prompt:
Question: Sleet, rain, snow, and hail are forms of
F. erosion
N. evaporation
I. groundwater
Y. precipitation
Answer:

Answer: 3

Question: Sleet, rain, snow, and hail are forms of

Choices:
F. erosion
N. precipitation
I. groundwater
Y. evaporation

Prompt:
Question: Sleet, rain, snow, and hail are forms of
F. erosion
N. precipitation
I. groundwater
Y. evaporation
Answer:

Answer: 1


Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?

Choices:
A. reduces the risk of fire
B. decreases erosion problems
C. increases the risk of drought
D. removes available nutrients

Prompt:
Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?
A. reduces the risk of fire
B. decreases erosion problems
C. increases the risk of drought
D. removes available nutrients
Answer:

Answer: 3

Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?

Choices:
A. reduces the risk of fire
B. increases the risk of drought
C. removes available nutrients
D. decreases erosion problems

Prompt:
Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?
A. reduces the risk of fire
B. increases the risk of drought
C. removes available nutrients
D. decreases erosion problems
Answer:

Answer: 2

Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?

Choices:
1. reduces the risk of fire
2. decreases erosion problems
3. increases the risk of drought
4. removes available nutrients

Prompt:
Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?
1. reduces the risk of fire
2. decreases erosion problems
3. increases the risk of drought
4. removes available nutrients
Answer:

Answer: 3

Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?

Choices:
Z. reduces the risk of fire
R. decreases erosion problems
W. increases the risk of drought
E. removes available nutrients

Prompt:
Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?
Z. reduces the risk of fire
R. decreases erosion problems
W. increases the risk of drought
E. removes available nutrients
Answer:

Answer: 3

Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?

Choices:
Z. reduces the risk of fire
R. increases the risk of drought
W. removes available nutrients
E. decreases erosion problems

Prompt:
Question: A windstorm knocks down many trees in a national park. Timber companies want to get rid of the fallen trees. How would this most likely harm the park ecosystem?
Z. reduces the risk of fire
R. increases the risk of drought
W. removes available nutrients
E. decreases erosion problems
Answer:

Answer: 2


Question: A plant has yellow flowers. What best explains why the flowers are yellow?

Choices:
A. The sunshine colored the flowers yellow.
B. The flowers of the parent plants were yellow.
C. It was very warm when they flowered.
D. It rained every day.

Prompt:
Question: A plant has yellow flowers. What best explains why the flowers are yellow?
A. The sunshine colored the flowers yellow.
B. The flowers of the parent plants were yellow.
C. It was very warm when they flowered.
D. It rained every day.
Answer:

Answer: 1

Question: A plant has yellow flowers. What best explains why the flowers are yellow?

Choices:
A. The sunshine colored the flowers yellow.
B. It rained every day.
C. The flowers of the parent plants were yellow.
D. It was very warm when they flowered.

Prompt:
Question: A plant has yellow flowers. What best explains why the flowers are yellow?
A. The sunshine colored the flowers yellow.
B. It rained every day.
C. The flowers of the parent plants were yellow.
D. It was very warm when they flowered.
Answer:

Answer: 2

Question: A plant has yellow flowers. What best explains why the flowers are yellow?

Choices:
1. The sunshine colored the flowers yellow.
2. The flowers of the parent plants were yellow.
3. It was very warm when they flowered.
4. It rained every day.

Prompt:
Question: A plant has yellow flowers. What best explains why the flowers are yellow?
1. The sunshine colored the flowers yellow.
2. The flowers of the parent plants were yellow.
3. It was very warm when they flowered.
4. It rained every day.
Answer:

Answer: 1

Question: A plant has yellow flowers. What best explains why the flowers are yellow?

Choices:
W. The sunshine colored the flowers yellow.
O. The flowers of the parent plants were yellow.
J. It was very warm when they flowered.
D. It rained every day.

Prompt:
Question: A plant has yellow flowers. What best explains why the flowers are yellow?
W. The sunshine colored the flowers yellow.
O. The flowers of the parent plants were yellow.
J. It was very warm when they flowered.
D. It rained every day.
Answer:

Answer: 1

Question: A plant has yellow flowers. What best explains why the flowers are yellow?

Choices:
W. The sunshine colored the flowers yellow.
O. It rained every day.
J. The flowers of the parent plants were yellow.
D. It was very warm when they flowered.

Prompt:
Question: A plant has yellow flowers. What best explains why the flowers are yellow?
W. The sunshine colored the flowers yellow.
O. It rained every day.
J. The flowers of the parent plants were yellow.
D. It was very warm when they flowered.
Answer:

Answer: 2


Question: Which tool is used to determine the mass of an object?

Choices:
A. ruler
B. beaker
C. balance
D. thermometer

Prompt:
Question: Which tool is used to determine the mass of an object?
A. ruler
B. beaker
C. balance
D. thermometer
Answer:

Answer: 2

Question: Which tool is used to determine the mass of an object?

Choices:
A. ruler
B. balance
C. beaker
D. thermometer

Prompt:
Question: Which tool is used to determine the mass of an object?
A. ruler
B. balance
C. beaker
D. thermometer
Answer:

Answer: 1

Question: Which tool is used to determine the mass of an object?

Choices:
1. ruler
2. beaker
3. balance
4. thermometer

Prompt:
Question: Which tool is used to determine the mass of an object?
1. ruler
2. beaker
3. balance
4. thermometer
Answer:

Answer: 2

Question: Which tool is used to determine the mass of an object?

Choices:
B. ruler
N. beaker
U. balance
Q. thermometer

Prompt:
Question: Which tool is used to determine the mass of an object?
B. ruler
N. beaker
U. balance
Q. thermometer
Answer:

Answer: 2

Question: Which tool is used to determine the mass of an object?

Choices:
B. ruler
N. balance
U. beaker
Q. thermometer

Prompt:
Question: Which tool is used to determine the mass of an object?
B. ruler
N. balance
U. beaker
Q. thermometer
Answer:

Answer: 1


Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to

Choices:
A. attract mates.
B. intimidate predators.
C. escape from predators.
D. chase after their young.

Prompt:
Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to
A. attract mates.
B. intimidate predators.
C. escape from predators.
D. chase after their young.
Answer:

Answer: 2

Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to

Choices:
A. intimidate predators.
B. escape from predators.
C. chase after their young.
D. attract mates.

Prompt:
Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to
A. intimidate predators.
B. escape from predators.
C. chase after their young.
D. attract mates.
Answer:

Answer: 1

Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to

Choices:
1. attract mates.
2. intimidate predators.
3. escape from predators.
4. chase after their young.

Prompt:
Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to
1. attract mates.
2. intimidate predators.
3. escape from predators.
4. chase after their young.
Answer:

Answer: 2

Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to

Choices:
N. attract mates.
W. intimidate predators.
J. escape from predators.
K. chase after their young.

Prompt:
Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to
N. attract mates.
W. intimidate predators.
J. escape from predators.
K. chase after their young.
Answer:

Answer: 2

Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to

Choices:
N. intimidate predators.
W. escape from predators.
J. chase after their young.
K. attract mates.

Prompt:
Question: Prairie dogs can run very quickly. This adaptation enables the prairie dog to
N. intimidate predators.
W. escape from predators.
J. chase after their young.
K. attract mates.
Answer:

Answer: 1


Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?

Choices:
A. ruler and compass
B. microscope and voltmeter
C. graduated cylinder and balance
D. thermometer and Bunsen burner

Prompt:
Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?
A. ruler and compass
B. microscope and voltmeter
C. graduated cylinder and balance
D. thermometer and Bunsen burner
Answer:

Answer: 2

Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?

Choices:
A. graduated cylinder and balance
B. thermometer and Bunsen burner
C. microscope and voltmeter
D. ruler and compass

Prompt:
Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?
A. graduated cylinder and balance
B. thermometer and Bunsen burner
C. microscope and voltmeter
D. ruler and compass
Answer:

Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?

Choices:
1. ruler and compass
2. microscope and voltmeter
3. graduated cylinder and balance
4. thermometer and Bunsen burner

Prompt:
Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?
1. ruler and compass
2. microscope and voltmeter
3. graduated cylinder and balance
4. thermometer and Bunsen burner
Answer:

Answer: 2

Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?

Choices:
V. ruler and compass
F. microscope and voltmeter
J. graduated cylinder and balance
R. thermometer and Bunsen burner

Prompt:
Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?
V. ruler and compass
F. microscope and voltmeter
J. graduated cylinder and balance
R. thermometer and Bunsen burner
Answer:

Answer: 2

Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?

Choices:
V. graduated cylinder and balance
F. thermometer and Bunsen burner
J. microscope and voltmeter
R. ruler and compass

Prompt:
Question: A student has a liquid that does not mix with water. To predict whether the liquid will float on water or sink beneath it, which tools should be used to examine the liquid?
V. graduated cylinder and balance
F. thermometer and Bunsen burner
J. microscope and voltmeter
R. ruler and compass
Answer:


Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?

Choices:
A. It helps to organize the data.
B. It helps to evaluate the hypothesis.
C. It helps to prepare for an investigation.
D. It helps to collect information from observations.

Prompt:
Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?
A. It helps to organize the data.
B. It helps to evaluate the hypothesis.
C. It helps to prepare for an investigation.
D. It helps to collect information from observations.
Answer:

Answer: 1

Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?

Choices:
A. It helps to collect information from observations.
B. It helps to organize the data.
C. It helps to prepare for an investigation.
D. It helps to evaluate the hypothesis.

Prompt:
Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?
A. It helps to collect information from observations.
B. It helps to organize the data.
C. It helps to prepare for an investigation.
D. It helps to evaluate the hypothesis.
Answer:

Answer: 3

Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?

Choices:
1. It helps to organize the data.
2. It helps to evaluate the hypothesis.
3. It helps to prepare for an investigation.
4. It helps to collect information from observations.

Prompt:
Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?
1. It helps to organize the data.
2. It helps to evaluate the hypothesis.
3. It helps to prepare for an investigation.
4. It helps to collect information from observations.
Answer:

Answer: 1

Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?

Choices:
R. It helps to organize the data.
I. It helps to evaluate the hypothesis.
B. It helps to prepare for an investigation.
M. It helps to collect information from observations.

Prompt:
Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?
R. It helps to organize the data.
I. It helps to evaluate the hypothesis.
B. It helps to prepare for an investigation.
M. It helps to collect information from observations.
Answer:

Answer: 1

Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?

Choices:
R. It helps to collect information from observations.
I. It helps to organize the data.
B. It helps to prepare for an investigation.
M. It helps to evaluate the hypothesis.

Prompt:
Question: Samuel investigated the effect of temperature on the growth of snapdragons. He recorded the results from the investigation and found that snapdragons do not grow well in low temperatures. What is the purpose of this conclusion in the scientific process?
R. It helps to collect information from observations.
I. It helps to organize the data.
B. It helps to prepare for an investigation.
M. It helps to evaluate the hypothesis.
Answer:

Answer: 3


Question: Which of the following best describes the purpose of cellular respiration?

Choices:
A. to provide energy for cell activities
B. to produce sugar for storage in cells
C. to release oxygen for breathing
D. to supply carbon dioxide for photosynthesis

Prompt:
Question: Which of the following best describes the purpose of cellular respiration?
A. to provide energy for cell activities
B. to produce sugar for storage in cells
C. to release oxygen for breathing
D. to supply carbon dioxide for photosynthesis
Answer:

Question: Which of the following best describes the purpose of cellular respiration?

Choices:
A. to supply carbon dioxide for photosynthesis
B. to release oxygen for breathing
C. to produce sugar for storage in cells
D. to provide energy for cell activities

Prompt:
Question: Which of the following best describes the purpose of cellular respiration?
A. to supply carbon dioxide for photosynthesis
B. to release oxygen for breathing
C. to produce sugar for storage in cells
D. to provide energy for cell activities
Answer:

Answer: 3

Question: Which of the following best describes the purpose of cellular respiration?

Choices:
1. to provide energy for cell activities
2. to produce sugar for storage in cells
3. to release oxygen for breathing
4. to supply carbon dioxide for photosynthesis

Prompt:
Question: Which of the following best describes the purpose of cellular respiration?
1. to provide energy for cell activities
2. to produce sugar for storage in cells
3. to release oxygen for breathing
4. to supply carbon dioxide for photosynthesis
Answer:

Question: Which of the following best describes the purpose of cellular respiration?

Choices:
J. to provide energy for cell activities
O. to produce sugar for storage in cells
M. to release oxygen for breathing
L. to supply carbon dioxide for photosynthesis

Prompt:
Question: Which of the following best describes the purpose of cellular respiration?
J. to provide energy for cell activities
O. to produce sugar for storage in cells
M. to release oxygen for breathing
L. to supply carbon dioxide for photosynthesis
Answer:

Question: Which of the following best describes the purpose of cellular respiration?

Choices:
J. to supply carbon dioxide for photosynthesis
O. to release oxygen for breathing
M. to produce sugar for storage in cells
L. to provide energy for cell activities

Prompt:
Question: Which of the following best describes the purpose of cellular respiration?
J. to supply carbon dioxide for photosynthesis
O. to release oxygen for breathing
M. to produce sugar for storage in cells
L. to provide energy for cell activities
Answer:

Answer: 3


Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?

Choices:
A. minerals
B. oxygen
C. plants
D. water

Prompt:
Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?
A. minerals
B. oxygen
C. plants
D. water
Answer:

Answer: 2

Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?

Choices:
A. plants
B. minerals
C. water
D. oxygen

Prompt:
Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?
A. plants
B. minerals
C. water
D. oxygen
Answer:

Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?

Choices:
1. minerals
2. oxygen
3. plants
4. water

Prompt:
Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?
1. minerals
2. oxygen
3. plants
4. water
Answer:

Answer: 2

Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?

Choices:
M. minerals
C. oxygen
A. plants
Z. water

Prompt:
Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?
M. minerals
C. oxygen
A. plants
Z. water
Answer:

Answer: 2

Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?

Choices:
M. plants
C. minerals
A. water
Z. oxygen

Prompt:
Question: In a meadow ecosystem, mice receive most of the energy they need to survive directly from which of the following sources?
M. plants
C. minerals
A. water
Z. oxygen
Answer:


Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?

Choices:
A. loss of nutrients in the forest soil
B. lower air humidity in the forest
C. changes to amount of light
D. competition for survival

Prompt:
Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?
A. loss of nutrients in the forest soil
B. lower air humidity in the forest
C. changes to amount of light
D. competition for survival
Answer:

Answer: 2

Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?

Choices:
A. lower air humidity in the forest
B. competition for survival
C. loss of nutrients in the forest soil
D. changes to amount of light

Prompt:
Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?
A. lower air humidity in the forest
B. competition for survival
C. loss of nutrients in the forest soil
D. changes to amount of light
Answer:

Answer: 3

Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?

Choices:
1. loss of nutrients in the forest soil
2. lower air humidity in the forest
3. changes to amount of light
4. competition for survival

Prompt:
Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?
1. loss of nutrients in the forest soil
2. lower air humidity in the forest
3. changes to amount of light
4. competition for survival
Answer:

Answer: 2

Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?

Choices:
J. loss of nutrients in the forest soil
G. lower air humidity in the forest
C. changes to amount of light
S. competition for survival

Prompt:
Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?
J. loss of nutrients in the forest soil
G. lower air humidity in the forest
C. changes to amount of light
S. competition for survival
Answer:

Answer: 2

Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?

Choices:
J. lower air humidity in the forest
G. competition for survival
C. loss of nutrients in the forest soil
S. changes to amount of light

Prompt:
Question: Which environmental stimulus causes leaves on certain trees to change color in autumn?
J. lower air humidity in the forest
G. competition for survival
C. loss of nutrients in the forest soil
S. changes to amount of light
Answer:

Answer: 3


Question: How does the length of daylight in New York State change from summer to fall?

Choices:
A. It decreases.
B. It increases.
C. It remains the same.

Prompt:
Question: How does the length of daylight in New York State change from summer to fall?
A. It decreases.
B. It increases.
C. It remains the same.
Answer:

Question: How does the length of daylight in New York State change from summer to fall?

Choices:
A. It increases.
B. It remains the same.
C. It decreases.

Prompt:
Question: How does the length of daylight in New York State change from summer to fall?
A. It increases.
B. It remains the same.
C. It decreases.
Answer:

Answer: 2

Question: How does the length of daylight in New York State change from summer to fall?

Choices:
1. It decreases.
2. It increases.
3. It remains the same.

Prompt:
Question: How does the length of daylight in New York State change from summer to fall?
1. It decreases.
2. It increases.
3. It remains the same.
Answer:

Question: How does the length of daylight in New York State change from summer to fall?

Choices:
E. It decreases.
Z. It increases.
C. It remains the same.

Prompt:
Question: How does the length of daylight in New York State change from summer to fall?
E. It decreases.
Z. It increases.
C. It remains the same.
Answer:

Question: How does the length of daylight in New York State change from summer to fall?

Choices:
E. It increases.
Z. It remains the same.
C. It decreases.

Prompt:
Question: How does the length of daylight in New York State change from summer to fall?
E. It increases.
Z. It remains the same.
C. It decreases.
Answer:

Answer: 2


Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}

Choices:
A. iron (II) oxide
B. iron (III) oxide
C. oxygen ferrite
D. diferrous trioxide

Prompt:
Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}
A. iron (II) oxide
B. iron (III) oxide
C. oxygen ferrite
D. diferrous trioxide
Answer:

Answer: 1

Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}

Choices:
A. iron (II) oxide
B. diferrous trioxide
C. oxygen ferrite
D. iron (III) oxide

Prompt:
Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}
A. iron (II) oxide
B. diferrous trioxide
C. oxygen ferrite
D. iron (III) oxide
Answer:

Answer: 3

Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}

Choices:
1. iron (II) oxide
2. iron (III) oxide
3. oxygen ferrite
4. diferrous trioxide

Prompt:
Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}
1. iron (II) oxide
2. iron (III) oxide
3. oxygen ferrite
4. diferrous trioxide
Answer:

Answer: 1

Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}

Choices:
V. iron (II) oxide
X. iron (III) oxide
N. oxygen ferrite
O. diferrous trioxide

Prompt:
Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}
V. iron (II) oxide
X. iron (III) oxide
N. oxygen ferrite
O. diferrous trioxide
Answer:

Answer: 1

Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}

Choices:
V. iron (II) oxide
X. diferrous trioxide
N. oxygen ferrite
O. iron (III) oxide

Prompt:
Question: What is the name of the product formed from the reaction shown below? 4Fe(III) + 3O_{2} -> 2Fe_{2}O_{3}
V. iron (II) oxide
X. diferrous trioxide
N. oxygen ferrite
O. iron (III) oxide
Answer:

Answer: 3


Question: What type of galaxy is the Milky Way?

Choices:
A. spiral
B. elliptical
C. irregular
D. oval

Prompt:
Question: What type of galaxy is the Milky Way?
A. spiral
B. elliptical
C. irregular
D. oval
Answer:

Question: What type of galaxy is the Milky Way?

Choices:
A. oval
B. elliptical
C. irregular
D. spiral

Prompt:
Question: What type of galaxy is the Milky Way?
A. oval
B. elliptical
C. irregular
D. spiral
Answer:

Answer: 3

Question: What type of galaxy is the Milky Way?

Choices:
1. spiral
2. elliptical
3. irregular
4. oval

Prompt:
Question: What type of galaxy is the Milky Way?
1. spiral
2. elliptical
3. irregular
4. oval
Answer:

Question: What type of galaxy is the Milky Way?

Choices:
Q. spiral
H. elliptical
B. irregular
R. oval

Prompt:
Question: What type of galaxy is the Milky Way?
Q. spiral
H. elliptical
B. irregular
R. oval
Answer:

Question: What type of galaxy is the Milky Way?

Choices:
Q. oval
H. elliptical
B. irregular
R. spiral

Prompt:
Question: What type of galaxy is the Milky Way?
Q. oval
H. elliptical
B. irregular
R. spiral
Answer:

Answer: 3


Question: One thing that all human cells have in common is that they

Choices:
A. control the brain.
B. make food.
C. move blood.
D. take in energy.

Prompt:
Question: One thing that all human cells have in common is that they
A. control the brain.
B. make food.
C. move blood.
D. take in energy.
Answer:

Answer: 3

Question: One thing that all human cells have in common is that they

Choices:
A. move blood.
B. take in energy.
C. make food.
D. control the brain.

Prompt:
Question: One thing that all human cells have in common is that they
A. move blood.
B. take in energy.
C. make food.
D. control the brain.
Answer:

Answer: 1

Question: One thing that all human cells have in common is that they

Choices:
1. control the brain.
2. make food.
3. move blood.
4. take in energy.

Prompt:
Question: One thing that all human cells have in common is that they
1. control the brain.
2. make food.
3. move blood.
4. take in energy.
Answer:

Answer: 3

Question: One thing that all human cells have in common is that they

Choices:
E. control the brain.
O. make food.
U. move blood.
X. take in energy.

Prompt:
Question: One thing that all human cells have in common is that they
E. control the brain.
O. make food.
U. move blood.
X. take in energy.
Answer:

Answer: 3

Question: One thing that all human cells have in common is that they

Choices:
E. move blood.
O. take in energy.
U. make food.
X. control the brain.

Prompt:
Question: One thing that all human cells have in common is that they
E. move blood.
O. take in energy.
U. make food.
X. control the brain.
Answer:

Answer: 1


Question: Which two systems of the body are interacting when a runner sprains his ankle?

Choices:
A. the nervous system and the digestive system
B. the digestive system and the circulatory system
C. the respiratory system and the nervous system
D. the muscular system and the nervous system

Prompt:
Question: Which two systems of the body are interacting when a runner sprains his ankle?
A. the nervous system and the digestive system
B. the digestive system and the circulatory system
C. the respiratory system and the nervous system
D. the muscular system and the nervous system
Answer:

Answer: 3

Question: Which two systems of the body are interacting when a runner sprains his ankle?

Choices:
A. the muscular system and the nervous system
B. the respiratory system and the nervous system
C. the digestive system and the circulatory system
D. the nervous system and the digestive system

Prompt:
Question: Which two systems of the body are interacting when a runner sprains his ankle?
A. the muscular system and the nervous system
B. the respiratory system and the nervous system
C. the digestive system and the circulatory system
D. the nervous system and the digestive system
Answer:

Question: Which two systems of the body are interacting when a runner sprains his ankle?

Choices:
1. the nervous system and the digestive system
2. the digestive system and the circulatory system
3. the respiratory system and the nervous system
4. the muscular system and the nervous system

Prompt:
Question: Which two systems of the body are interacting when a runner sprains his ankle?
1. the nervous system and the digestive system
2. the digestive system and the circulatory system
3. the respiratory system and the nervous system
4. the muscular system and the nervous system
Answer:

Answer: 3

Question: Which two systems of the body are interacting when a runner sprains his ankle?

Choices:
J. the nervous system and the digestive system
K. the digestive system and the circulatory system
S. the respiratory system and the nervous system
P. the muscular system and the nervous system

Prompt:
Question: Which two systems of the body are interacting when a runner sprains his ankle?
J. the nervous system and the digestive system
K. the digestive system and the circulatory system
S. the respiratory system and the nervous system
P. the muscular system and the nervous system
Answer:

Answer: 3

Question: Which two systems of the body are interacting when a runner sprains his ankle?

Choices:
J. the muscular system and the nervous system
K. the respiratory system and the nervous system
S. the digestive system and the circulatory system
P. the nervous system and the digestive system

Prompt:
Question: Which two systems of the body are interacting when a runner sprains his ankle?
J. the muscular system and the nervous system
K. the respiratory system and the nervous system
S. the digestive system and the circulatory system
P. the nervous system and the digestive system
Answer:


Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?

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

Prompt:
Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?
A. a day
B. a week
C. a month
D. a year
Answer:

Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?

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

Prompt:
Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?
A. a week
B. a year
C. a day
D. a month
Answer:

Answer: 2

Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?

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

Prompt:
Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?
1. a day
2. a week
3. a month
4. a year
Answer:

Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?

Choices:
J. a day
X. a week
Z. a month
C. a year

Prompt:
Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?
J. a day
X. a week
Z. a month
C. a year
Answer:

Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?

Choices:
J. a week
X. a year
Z. a day
C. a month

Prompt:
Question: Jupiter is the largest planet in the solar system. It rotates on its axis once about every 10 hours. What time period on Earth would be 10 hours long if Earth rotated on its axis once every 10 hours?
J. a week
X. a year
Z. a day
C. a month
Answer:

Answer: 2


Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as

Choices:
A. a metal
B. an atom
C. a compound
D. a nonreactive gas

Prompt:
Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as
A. a metal
B. an atom
C. a compound
D. a nonreactive gas
Answer:

Answer: 2

Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as

Choices:
A. a compound
B. an atom
C. a nonreactive gas
D. a metal

Prompt:
Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as
A. a compound
B. an atom
C. a nonreactive gas
D. a metal
Answer:

Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as

Choices:
1. a metal
2. an atom
3. a compound
4. a nonreactive gas

Prompt:
Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as
1. a metal
2. an atom
3. a compound
4. a nonreactive gas
Answer:

Answer: 2

Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as

Choices:
V. a metal
B. an atom
Y. a compound
T. a nonreactive gas

Prompt:
Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as
V. a metal
B. an atom
Y. a compound
T. a nonreactive gas
Answer:

Answer: 2

Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as

Choices:
V. a compound
B. an atom
Y. a nonreactive gas
T. a metal

Prompt:
Question: The elements sulfur (S) and oxygen (O2) combine to form a substance called sulfur dioxide (SO2). Sulfur dioxide is also formed when coal and oil are burned. Sulfur dioxide can best be described as
V. a compound
B. an atom
Y. a nonreactive gas
T. a metal
Answer:


Question: Which is a major difference between the life cycles of different types of plants?

Choices:
A. the way they die
B. the energy they use
C. the way they reproduce
D. the way they make food

Prompt:
Question: Which is a major difference between the life cycles of different types of plants?
A. the way they die
B. the energy they use
C. the way they reproduce
D. the way they make food
Answer:

Answer: 2

Question: Which is a major difference between the life cycles of different types of plants?

Choices:
A. the way they reproduce
B. the way they die
C. the energy they use
D. the way they make food

Prompt:
Question: Which is a major difference between the life cycles of different types of plants?
A. the way they reproduce
B. the way they die
C. the energy they use
D. the way they make food
Answer:

Question: Which is a major difference between the life cycles of different types of plants?

Choices:
1. the way they die
2. the energy they use
3. the way they reproduce
4. the way they make food

Prompt:
Question: Which is a major difference between the life cycles of different types of plants?
1. the way they die
2. the energy they use
3. the way they reproduce
4. the way they make food
Answer:

Answer: 2

Question: Which is a major difference between the life cycles of different types of plants?

Choices:
J. the way they die
L. the energy they use
N. the way they reproduce
Z. the way they make food

Prompt:
Question: Which is a major difference between the life cycles of different types of plants?
J. the way they die
L. the energy they use
N. the way they reproduce
Z. the way they make food
Answer:

Answer: 2

Question: Which is a major difference between the life cycles of different types of plants?

Choices:
J. the way they reproduce
L. the way they die
N. the energy they use
Z. the way they make food

Prompt:
Question: Which is a major difference between the life cycles of different types of plants?
J. the way they reproduce
L. the way they die
N. the energy they use
Z. the way they make food
Answer:


Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?

Choices:
A. conduction
B. convection
C. insulation
D. radiation

Prompt:
Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?
A. conduction
B. convection
C. insulation
D. radiation
Answer:

Answer: 3

Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?

Choices:
A. insulation
B. radiation
C. convection
D. conduction

Prompt:
Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?
A. insulation
B. radiation
C. convection
D. conduction
Answer:

Answer: 1

Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?

Choices:
1. conduction
2. convection
3. insulation
4. radiation

Prompt:
Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?
1. conduction
2. convection
3. insulation
4. radiation
Answer:

Answer: 3

Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?

Choices:
R. conduction
N. convection
F. insulation
V. radiation

Prompt:
Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?
R. conduction
N. convection
F. insulation
V. radiation
Answer:

Answer: 3

Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?

Choices:
R. insulation
N. radiation
F. convection
V. conduction

Prompt:
Question: Sunlight passes through the windows of a car and causes the car seats to get hot. Which type of energy flow is involved in heating the seats?
R. insulation
N. radiation
F. convection
V. conduction
Answer:

Answer: 1


Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?

Choices:
A. parasitism
B. mutualism
C. competition
D. commensalism

Prompt:
Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?
A. parasitism
B. mutualism
C. competition
D. commensalism
Answer:

Answer: 2

Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?

Choices:
A. parasitism
B. mutualism
C. commensalism
D. competition

Prompt:
Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?
A. parasitism
B. mutualism
C. commensalism
D. competition
Answer:

Answer: 3

Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?

Choices:
1. parasitism
2. mutualism
3. competition
4. commensalism

Prompt:
Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?
1. parasitism
2. mutualism
3. competition
4. commensalism
Answer:

Answer: 2

Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?

Choices:
O. parasitism
V. mutualism
P. competition
W. commensalism

Prompt:
Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?
O. parasitism
V. mutualism
P. competition
W. commensalism
Answer:

Answer: 2

Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?

Choices:
O. parasitism
V. mutualism
P. commensalism
W. competition

Prompt:
Question: When a large oak tree is cut down in a forest, it leaves a gap in the forest canopy which allows smaller trees to quickly grow in the available sunlight. Which interaction is best represented among the smaller trees?
O. parasitism
V. mutualism
P. commensalism
W. competition
Answer:

Answer: 3


Question: How long does it take for the Moon to rotate on its axis?

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

Prompt:
Question: How long does it take for the Moon to rotate on its axis?
A. one day
B. one year
C. one week
D. one month
Answer:

Answer: 3

Question: How long does it take for the Moon to rotate on its axis?

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

Prompt:
Question: How long does it take for the Moon to rotate on its axis?
A. one month
B. one day
C. one year
D. one week
Answer:

Question: How long does it take for the Moon to rotate on its axis?

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

Prompt:
Question: How long does it take for the Moon to rotate on its axis?
1. one day
2. one year
3. one week
4. one month
Answer:

Answer: 3

Question: How long does it take for the Moon to rotate on its axis?

Choices:
O. one day
N. one year
R. one week
I. one month

Prompt:
Question: How long does it take for the Moon to rotate on its axis?
O. one day
N. one year
R. one week
I. one month
Answer:

Answer: 3

Question: How long does it take for the Moon to rotate on its axis?

Choices:
O. one month
N. one day
R. one year
I. one week

Prompt:
Question: How long does it take for the Moon to rotate on its axis?
O. one month
N. one day
R. one year
I. one week
Answer:


Question: What is one way that humans can maintain good health?

Choices:
A. sleep all day
B. exercise daily
C. eat snacks often
D. stay up late

Prompt:
Question: What is one way that humans can maintain good health?
A. sleep all day
B. exercise daily
C. eat snacks often
D. stay up late
Answer:

Answer: 1

Question: What is one way that humans can maintain good health?

Choices:
A. exercise daily
B. eat snacks often
C. sleep all day
D. stay up late

Prompt:
Question: What is one way that humans can maintain good health?
A. exercise daily
B. eat snacks often
C. sleep all day
D. stay up late
Answer:

Question: What is one way that humans can maintain good health?

Choices:
1. sleep all day
2. exercise daily
3. eat snacks often
4. stay up late

Prompt:
Question: What is one way that humans can maintain good health?
1. sleep all day
2. exercise daily
3. eat snacks often
4. stay up late
Answer:

Answer: 1

Question: What is one way that humans can maintain good health?

Choices:
S. sleep all day
P. exercise daily
X. eat snacks often
C. stay up late

Prompt:
Question: What is one way that humans can maintain good health?
S. sleep all day
P. exercise daily
X. eat snacks often
C. stay up late
Answer:

Answer: 1

Question: What is one way that humans can maintain good health?

Choices:
S. exercise daily
P. eat snacks often
X. sleep all day
C. stay up late

Prompt:
Question: What is one way that humans can maintain good health?
S. exercise daily
P. eat snacks often
X. sleep all day
C. stay up late
Answer:


Question: Which is an example of a group of cells with a common structure and function?

Choices:
A. stomach
B. muscle tissue
C. mitochondria
D. digestive system

Prompt:
Question: Which is an example of a group of cells with a common structure and function?
A. stomach
B. muscle tissue
C. mitochondria
D. digestive system
Answer:

Answer: 1

Question: Which is an example of a group of cells with a common structure and function?

Choices:
A. mitochondria
B. stomach
C. digestive system
D. muscle tissue

Prompt:
Question: Which is an example of a group of cells with a common structure and function?
A. mitochondria
B. stomach
C. digestive system
D. muscle tissue
Answer:

Answer: 3

Question: Which is an example of a group of cells with a common structure and function?

Choices:
1. stomach
2. muscle tissue
3. mitochondria
4. digestive system

Prompt:
Question: Which is an example of a group of cells with a common structure and function?
1. stomach
2. muscle tissue
3. mitochondria
4. digestive system
Answer:

Answer: 1

Question: Which is an example of a group of cells with a common structure and function?

Choices:
V. stomach
D. muscle tissue
J. mitochondria
I. digestive system

Prompt:
Question: Which is an example of a group of cells with a common structure and function?
V. stomach
D. muscle tissue
J. mitochondria
I. digestive system
Answer:

Answer: 1

Question: Which is an example of a group of cells with a common structure and function?

Choices:
V. mitochondria
D. stomach
J. digestive system
I. muscle tissue

Prompt:
Question: Which is an example of a group of cells with a common structure and function?
V. mitochondria
D. stomach
J. digestive system
I. muscle tissue
Answer:

Answer: 3


Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?

Choices:
A. no chance
B. one in four
C. two in four
D. three in four

Prompt:
Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?
A. no chance
B. one in four
C. two in four
D. three in four
Answer:

Answer: 1

Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?

Choices:
A. one in four
B. two in four
C. no chance
D. three in four

Prompt:
Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?
A. one in four
B. two in four
C. no chance
D. three in four
Answer:

Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?

Choices:
1. no chance
2. one in four
3. two in four
4. three in four

Prompt:
Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?
1. no chance
2. one in four
3. two in four
4. three in four
Answer:

Answer: 1

Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?

Choices:
U. no chance
D. one in four
T. two in four
H. three in four

Prompt:
Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?
U. no chance
D. one in four
T. two in four
H. three in four
Answer:

Answer: 1

Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?

Choices:
U. one in four
D. two in four
T. no chance
H. three in four

Prompt:
Question: Sickle cell anemia is a genetic disease caused by an autosomal recessive gene. If each parent carries one sickle cell allele, what are the chances that their child will have sickle cell anemia?
U. one in four
D. two in four
T. no chance
H. three in four
Answer:


Question: Which statement describes animal embryos?

Choices:
A. display all the features of an adult
B. represent the earliest stage of development
C. have the same number of cells as a fertilized egg
D. have half the number of chromosomes as an adult

Prompt:
Question: Which statement describes animal embryos?
A. display all the features of an adult
B. represent the earliest stage of development
C. have the same number of cells as a fertilized egg
D. have half the number of chromosomes as an adult
Answer:

Answer: 1

Question: Which statement describes animal embryos?

Choices:
A. display all the features of an adult
B. have half the number of chromosomes as an adult
C. represent the earliest stage of development
D. have the same number of cells as a fertilized egg

Prompt:
Question: Which statement describes animal embryos?
A. display all the features of an adult
B. have half the number of chromosomes as an adult
C. represent the earliest stage of development
D. have the same number of cells as a fertilized egg
Answer:

Answer: 2

Question: Which statement describes animal embryos?

Choices:
1. display all the features of an adult
2. represent the earliest stage of development
3. have the same number of cells as a fertilized egg
4. have half the number of chromosomes as an adult

Prompt:
Question: Which statement describes animal embryos?
1. display all the features of an adult
2. represent the earliest stage of development
3. have the same number of cells as a fertilized egg
4. have half the number of chromosomes as an adult
Answer:

Answer: 1

Question: Which statement describes animal embryos?

Choices:
S. display all the features of an adult
J. represent the earliest stage of development
Q. have the same number of cells as a fertilized egg
M. have half the number of chromosomes as an adult

Prompt:
Question: Which statement describes animal embryos?
S. display all the features of an adult
J. represent the earliest stage of development
Q. have the same number of cells as a fertilized egg
M. have half the number of chromosomes as an adult
Answer:

Answer: 1

Question: Which statement describes animal embryos?

Choices:
S. display all the features of an adult
J. have half the number of chromosomes as an adult
Q. represent the earliest stage of development
M. have the same number of cells as a fertilized egg

Prompt:
Question: Which statement describes animal embryos?
S. display all the features of an adult
J. have half the number of chromosomes as an adult
Q. represent the earliest stage of development
M. have the same number of cells as a fertilized egg
Answer:

Answer: 2


Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?

Choices:
A. higher levels of oxygen in the atmosphere
B. lower levels of ozone in the atmosphere
C. higher levels of carbon dioxide in the atmosphere
D. lower levels of nitrogen in the atmosphere

Prompt:
Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?
A. higher levels of oxygen in the atmosphere
B. lower levels of ozone in the atmosphere
C. higher levels of carbon dioxide in the atmosphere
D. lower levels of nitrogen in the atmosphere
Answer:

Answer: 2

Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?

Choices:
A. lower levels of nitrogen in the atmosphere
B. higher levels of carbon dioxide in the atmosphere
C. higher levels of oxygen in the atmosphere
D. lower levels of ozone in the atmosphere

Prompt:
Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?
A. lower levels of nitrogen in the atmosphere
B. higher levels of carbon dioxide in the atmosphere
C. higher levels of oxygen in the atmosphere
D. lower levels of ozone in the atmosphere
Answer:

Answer: 1

Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?

Choices:
1. higher levels of oxygen in the atmosphere
2. lower levels of ozone in the atmosphere
3. higher levels of carbon dioxide in the atmosphere
4. lower levels of nitrogen in the atmosphere

Prompt:
Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?
1. higher levels of oxygen in the atmosphere
2. lower levels of ozone in the atmosphere
3. higher levels of carbon dioxide in the atmosphere
4. lower levels of nitrogen in the atmosphere
Answer:

Answer: 2

Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?

Choices:
Q. higher levels of oxygen in the atmosphere
W. lower levels of ozone in the atmosphere
L. higher levels of carbon dioxide in the atmosphere
Y. lower levels of nitrogen in the atmosphere

Prompt:
Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?
Q. higher levels of oxygen in the atmosphere
W. lower levels of ozone in the atmosphere
L. higher levels of carbon dioxide in the atmosphere
Y. lower levels of nitrogen in the atmosphere
Answer:

Answer: 2

Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?

Choices:
Q. lower levels of nitrogen in the atmosphere
W. higher levels of carbon dioxide in the atmosphere
L. higher levels of oxygen in the atmosphere
Y. lower levels of ozone in the atmosphere

Prompt:
Question: The average temperature of the surface of Earth has increased approximately 1°C in the past century. Which reason best explains this increase in temperature?
Q. lower levels of nitrogen in the atmosphere
W. higher levels of carbon dioxide in the atmosphere
L. higher levels of oxygen in the atmosphere
Y. lower levels of ozone in the atmosphere
Answer:

Answer: 1


Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?

Choices:
A. discovering new reservoirs of water in the aquifer
B. reducing water usage through conservation measures
C. combining hydrogen with oxygen to make water
D. piping in water from an aquifer elsewhere

Prompt:
Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?
A. discovering new reservoirs of water in the aquifer
B. reducing water usage through conservation measures
C. combining hydrogen with oxygen to make water
D. piping in water from an aquifer elsewhere
Answer:

Answer: 1

Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?

Choices:
A. discovering new reservoirs of water in the aquifer
B. piping in water from an aquifer elsewhere
C. combining hydrogen with oxygen to make water
D. reducing water usage through conservation measures

Prompt:
Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?
A. discovering new reservoirs of water in the aquifer
B. piping in water from an aquifer elsewhere
C. combining hydrogen with oxygen to make water
D. reducing water usage through conservation measures
Answer:

Answer: 3

Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?

Choices:
1. discovering new reservoirs of water in the aquifer
2. reducing water usage through conservation measures
3. combining hydrogen with oxygen to make water
4. piping in water from an aquifer elsewhere

Prompt:
Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?
1. discovering new reservoirs of water in the aquifer
2. reducing water usage through conservation measures
3. combining hydrogen with oxygen to make water
4. piping in water from an aquifer elsewhere
Answer:

Answer: 1

Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?

Choices:
P. discovering new reservoirs of water in the aquifer
F. reducing water usage through conservation measures
C. combining hydrogen with oxygen to make water
Q. piping in water from an aquifer elsewhere

Prompt:
Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?
P. discovering new reservoirs of water in the aquifer
F. reducing water usage through conservation measures
C. combining hydrogen with oxygen to make water
Q. piping in water from an aquifer elsewhere
Answer:

Answer: 1

Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?

Choices:
P. discovering new reservoirs of water in the aquifer
F. piping in water from an aquifer elsewhere
C. combining hydrogen with oxygen to make water
Q. reducing water usage through conservation measures

Prompt:
Question: As the population in an area grows, water usage increases. Eventually, water usage can outstrip the supply. Which measure to increase the amount of available water demonstrates the best stewardship of the resource?
P. discovering new reservoirs of water in the aquifer
F. piping in water from an aquifer elsewhere
C. combining hydrogen with oxygen to make water
Q. reducing water usage through conservation measures
Answer:

Answer: 3


Question: Which action illustrates a chemical change?

Choices:
A. painting a wood chest
B. sawing a wood plank
C. burning wood chips
D. cutting down a tree

Prompt:
Question: Which action illustrates a chemical change?
A. painting a wood chest
B. sawing a wood plank
C. burning wood chips
D. cutting down a tree
Answer:

Answer: 2

Question: Which action illustrates a chemical change?

Choices:
A. painting a wood chest
B. burning wood chips
C. sawing a wood plank
D. cutting down a tree

Prompt:
Question: Which action illustrates a chemical change?
A. painting a wood chest
B. burning wood chips
C. sawing a wood plank
D. cutting down a tree
Answer:

Answer: 1

Question: Which action illustrates a chemical change?

Choices:
1. painting a wood chest
2. sawing a wood plank
3. burning wood chips
4. cutting down a tree

Prompt:
Question: Which action illustrates a chemical change?
1. painting a wood chest
2. sawing a wood plank
3. burning wood chips
4. cutting down a tree
Answer:

Answer: 2

Question: Which action illustrates a chemical change?

Choices:
H. painting a wood chest
M. sawing a wood plank
G. burning wood chips
D. cutting down a tree

Prompt:
Question: Which action illustrates a chemical change?
H. painting a wood chest
M. sawing a wood plank
G. burning wood chips
D. cutting down a tree
Answer:

Answer: 2

Question: Which action illustrates a chemical change?

Choices:
H. painting a wood chest
M. burning wood chips
G. sawing a wood plank
D. cutting down a tree

Prompt:
Question: Which action illustrates a chemical change?
H. painting a wood chest
M. burning wood chips
G. sawing a wood plank
D. cutting down a tree
Answer:

Answer: 1