Question: Which tool could be used to help someone count the number of ladybugs on a leaf?

Choices:
A. hand lens
B. meter stick
C. microscope
D. graduated cylinder

Prompt:
Question: Which tool could be used to help someone count the number of ladybugs on a leaf?
A. hand lens
B. meter stick
C. microscope
D. graduated cylinder
Answer:

Question: Which tool could be used to help someone count the number of ladybugs on a leaf?

Choices:
A. meter stick
B. graduated cylinder
C. hand lens
D. microscope

Prompt:
Question: Which tool could be used to help someone count the number of ladybugs on a leaf?
A. meter stick
B. graduated cylinder
C. hand lens
D. microscope
Answer:

Answer: 2

Question: Which tool could be used to help someone count the number of ladybugs on a leaf?

Choices:
1. hand lens
2. meter stick
3. microscope
4. graduated cylinder

Prompt:
Question: Which tool could be used to help someone count the number of ladybugs on a leaf?
1. hand lens
2. meter stick
3. microscope
4. graduated cylinder
Answer:

Question: Which tool could be used to help someone count the number of ladybugs on a leaf?

Choices:
Z. hand lens
O. meter stick
W. microscope
R. graduated cylinder

Prompt:
Question: Which tool could be used to help someone count the number of ladybugs on a leaf?
Z. hand lens
O. meter stick
W. microscope
R. graduated cylinder
Answer:

Question: Which tool could be used to help someone count the number of ladybugs on a leaf?

Choices:
Z. meter stick
O. graduated cylinder
W. hand lens
R. microscope

Prompt:
Question: Which tool could be used to help someone count the number of ladybugs on a leaf?
Z. meter stick
O. graduated cylinder
W. hand lens
R. microscope
Answer:

Answer: 2


Question: Which two activities use most of the water used in an average U.S. household?

Choices:
A. flushing toilets and washing clothes
B. washing clothes and using sink faucets
C. using sink faucets and showering
D. showering and flushing toilets

Prompt:
Question: Which two activities use most of the water used in an average U.S. household?
A. flushing toilets and washing clothes
B. washing clothes and using sink faucets
C. using sink faucets and showering
D. showering and flushing toilets
Answer:

Question: Which two activities use most of the water used in an average U.S. household?

Choices:
A. washing clothes and using sink faucets
B. flushing toilets and washing clothes
C. using sink faucets and showering
D. showering and flushing toilets

Prompt:
Question: Which two activities use most of the water used in an average U.S. household?
A. washing clothes and using sink faucets
B. flushing toilets and washing clothes
C. using sink faucets and showering
D. showering and flushing toilets
Answer:

Answer: 1

Question: Which two activities use most of the water used in an average U.S. household?

Choices:
1. flushing toilets and washing clothes
2. washing clothes and using sink faucets
3. using sink faucets and showering
4. showering and flushing toilets

Prompt:
Question: Which two activities use most of the water used in an average U.S. household?
1. flushing toilets and washing clothes
2. washing clothes and using sink faucets
3. using sink faucets and showering
4. showering and flushing toilets
Answer:

Question: Which two activities use most of the water used in an average U.S. household?

Choices:
K. flushing toilets and washing clothes
G. washing clothes and using sink faucets
S. using sink faucets and showering
Z. showering and flushing toilets

Prompt:
Question: Which two activities use most of the water used in an average U.S. household?
K. flushing toilets and washing clothes
G. washing clothes and using sink faucets
S. using sink faucets and showering
Z. showering and flushing toilets
Answer:

Question: Which two activities use most of the water used in an average U.S. household?

Choices:
K. washing clothes and using sink faucets
G. flushing toilets and washing clothes
S. using sink faucets and showering
Z. showering and flushing toilets

Prompt:
Question: Which two activities use most of the water used in an average U.S. household?
K. washing clothes and using sink faucets
G. flushing toilets and washing clothes
S. using sink faucets and showering
Z. showering and flushing toilets
Answer:

Answer: 1


Question: Which are the best tools to use for growing and studying bacterial cultures?

Choices:
A. beakers
B. Petri dishes
C. microscopes
D. graduated cylinders

Prompt:
Question: Which are the best tools to use for growing and studying bacterial cultures?
A. beakers
B. Petri dishes
C. microscopes
D. graduated cylinders
Answer:

Answer: 1

Question: Which are the best tools to use for growing and studying bacterial cultures?

Choices:
A. graduated cylinders
B. microscopes
C. beakers
D. Petri dishes

Prompt:
Question: Which are the best tools to use for growing and studying bacterial cultures?
A. graduated cylinders
B. microscopes
C. beakers
D. Petri dishes
Answer:

Answer: 3

Question: Which are the best tools to use for growing and studying bacterial cultures?

Choices:
1. beakers
2. Petri dishes
3. microscopes
4. graduated cylinders

Prompt:
Question: Which are the best tools to use for growing and studying bacterial cultures?
1. beakers
2. Petri dishes
3. microscopes
4. graduated cylinders
Answer:

Answer: 1

Question: Which are the best tools to use for growing and studying bacterial cultures?

Choices:
W. beakers
A. Petri dishes
H. microscopes
U. graduated cylinders

Prompt:
Question: Which are the best tools to use for growing and studying bacterial cultures?
W. beakers
A. Petri dishes
H. microscopes
U. graduated cylinders
Answer:

Answer: 1

Question: Which are the best tools to use for growing and studying bacterial cultures?

Choices:
W. graduated cylinders
A. microscopes
H. beakers
U. Petri dishes

Prompt:
Question: Which are the best tools to use for growing and studying bacterial cultures?
W. graduated cylinders
A. microscopes
H. beakers
U. Petri dishes
Answer:

Answer: 3


Question: Which effect would the growing of legume crops such as beans and soybeans have?

Choices:
A. increase the efficiency of photosynthesis
B. greater immunity of crops against diseases
C. fewer bacteria in soil and in living organisms
D. more usable nitrogen for other plants

Prompt:
Question: Which effect would the growing of legume crops such as beans and soybeans have?
A. increase the efficiency of photosynthesis
B. greater immunity of crops against diseases
C. fewer bacteria in soil and in living organisms
D. more usable nitrogen for other plants
Answer:

Answer: 3

Question: Which effect would the growing of legume crops such as beans and soybeans have?

Choices:
A. more usable nitrogen for other plants
B. increase the efficiency of photosynthesis
C. greater immunity of crops against diseases
D. fewer bacteria in soil and in living organisms

Prompt:
Question: Which effect would the growing of legume crops such as beans and soybeans have?
A. more usable nitrogen for other plants
B. increase the efficiency of photosynthesis
C. greater immunity of crops against diseases
D. fewer bacteria in soil and in living organisms
Answer:

Question: Which effect would the growing of legume crops such as beans and soybeans have?

Choices:
1. increase the efficiency of photosynthesis
2. greater immunity of crops against diseases
3. fewer bacteria in soil and in living organisms
4. more usable nitrogen for other plants

Prompt:
Question: Which effect would the growing of legume crops such as beans and soybeans have?
1. increase the efficiency of photosynthesis
2. greater immunity of crops against diseases
3. fewer bacteria in soil and in living organisms
4. more usable nitrogen for other plants
Answer:

Answer: 3

Question: Which effect would the growing of legume crops such as beans and soybeans have?

Choices:
T. increase the efficiency of photosynthesis
C. greater immunity of crops against diseases
E. fewer bacteria in soil and in living organisms
G. more usable nitrogen for other plants

Prompt:
Question: Which effect would the growing of legume crops such as beans and soybeans have?
T. increase the efficiency of photosynthesis
C. greater immunity of crops against diseases
E. fewer bacteria in soil and in living organisms
G. more usable nitrogen for other plants
Answer:

Answer: 3

Question: Which effect would the growing of legume crops such as beans and soybeans have?

Choices:
T. more usable nitrogen for other plants
C. increase the efficiency of photosynthesis
E. greater immunity of crops against diseases
G. fewer bacteria in soil and in living organisms

Prompt:
Question: Which effect would the growing of legume crops such as beans and soybeans have?
T. more usable nitrogen for other plants
C. increase the efficiency of photosynthesis
E. greater immunity of crops against diseases
G. fewer bacteria in soil and in living organisms
Answer:


Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?

Choices:
A. their relative masses
B. their relative motions
C. their relative diameters
D. their relative circumferences

Prompt:
Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?
A. their relative masses
B. their relative motions
C. their relative diameters
D. their relative circumferences
Answer:

Answer: 1

Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?

Choices:
A. their relative circumferences
B. their relative masses
C. their relative motions
D. their relative diameters

Prompt:
Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?
A. their relative circumferences
B. their relative masses
C. their relative motions
D. their relative diameters
Answer:

Answer: 2

Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?

Choices:
1. their relative masses
2. their relative motions
3. their relative diameters
4. their relative circumferences

Prompt:
Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?
1. their relative masses
2. their relative motions
3. their relative diameters
4. their relative circumferences
Answer:

Answer: 1

Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?

Choices:
O. their relative masses
M. their relative motions
J. their relative diameters
T. their relative circumferences

Prompt:
Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?
O. their relative masses
M. their relative motions
J. their relative diameters
T. their relative circumferences
Answer:

Answer: 1

Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?

Choices:
O. their relative circumferences
M. their relative masses
J. their relative motions
T. their relative diameters

Prompt:
Question: Which relationship between Earth's outer core and inner core generates a large portion of Earth's magnetic field?
O. their relative circumferences
M. their relative masses
J. their relative motions
T. their relative diameters
Answer:

Answer: 2


Question: Which order of succession of natural communities would most likely occur in New York State?

Choices:
A. grasses -> trees -> bushes
B. trees -> bushes -> grasses
C. bushes -> grasses -> trees
D. grasses -> bushes -> trees

Prompt:
Question: Which order of succession of natural communities would most likely occur in New York State?
A. grasses -> trees -> bushes
B. trees -> bushes -> grasses
C. bushes -> grasses -> trees
D. grasses -> bushes -> trees
Answer:

Answer: 3

Question: Which order of succession of natural communities would most likely occur in New York State?

Choices:
A. grasses -> trees -> bushes
B. grasses -> bushes -> trees
C. trees -> bushes -> grasses
D. bushes -> grasses -> trees

Prompt:
Question: Which order of succession of natural communities would most likely occur in New York State?
A. grasses -> trees -> bushes
B. grasses -> bushes -> trees
C. trees -> bushes -> grasses
D. bushes -> grasses -> trees
Answer:

Answer: 1

Question: Which order of succession of natural communities would most likely occur in New York State?

Choices:
1. grasses -> trees -> bushes
2. trees -> bushes -> grasses
3. bushes -> grasses -> trees
4. grasses -> bushes -> trees

Prompt:
Question: Which order of succession of natural communities would most likely occur in New York State?
1. grasses -> trees -> bushes
2. trees -> bushes -> grasses
3. bushes -> grasses -> trees
4. grasses -> bushes -> trees
Answer:

Answer: 3

Question: Which order of succession of natural communities would most likely occur in New York State?

Choices:
J. grasses -> trees -> bushes
T. trees -> bushes -> grasses
Y. bushes -> grasses -> trees
U. grasses -> bushes -> trees

Prompt:
Question: Which order of succession of natural communities would most likely occur in New York State?
J. grasses -> trees -> bushes
T. trees -> bushes -> grasses
Y. bushes -> grasses -> trees
U. grasses -> bushes -> trees
Answer:

Answer: 3

Question: Which order of succession of natural communities would most likely occur in New York State?

Choices:
J. grasses -> trees -> bushes
T. grasses -> bushes -> trees
Y. trees -> bushes -> grasses
U. bushes -> grasses -> trees

Prompt:
Question: Which order of succession of natural communities would most likely occur in New York State?
J. grasses -> trees -> bushes
T. grasses -> bushes -> trees
Y. trees -> bushes -> grasses
U. bushes -> grasses -> trees
Answer:

Answer: 1


Question: White light can be separated into all of its component colors by

Choices:
A. mixing the three primary colors of light.
B. passing the light through a prism.
C. passing the light through a colored filter.
D. using a translucent material to filter the light.

Prompt:
Question: White light can be separated into all of its component colors by
A. mixing the three primary colors of light.
B. passing the light through a prism.
C. passing the light through a colored filter.
D. using a translucent material to filter the light.
Answer:

Answer: 1

Question: White light can be separated into all of its component colors by

Choices:
A. passing the light through a prism.
B. using a translucent material to filter the light.
C. passing the light through a colored filter.
D. mixing the three primary colors of light.

Prompt:
Question: White light can be separated into all of its component colors by
A. passing the light through a prism.
B. using a translucent material to filter the light.
C. passing the light through a colored filter.
D. mixing the three primary colors of light.
Answer:

Question: White light can be separated into all of its component colors by

Choices:
1. mixing the three primary colors of light.
2. passing the light through a prism.
3. passing the light through a colored filter.
4. using a translucent material to filter the light.

Prompt:
Question: White light can be separated into all of its component colors by
1. mixing the three primary colors of light.
2. passing the light through a prism.
3. passing the light through a colored filter.
4. using a translucent material to filter the light.
Answer:

Answer: 1

Question: White light can be separated into all of its component colors by

Choices:
H. mixing the three primary colors of light.
D. passing the light through a prism.
Q. passing the light through a colored filter.
Z. using a translucent material to filter the light.

Prompt:
Question: White light can be separated into all of its component colors by
H. mixing the three primary colors of light.
D. passing the light through a prism.
Q. passing the light through a colored filter.
Z. using a translucent material to filter the light.
Answer:

Answer: 1

Question: White light can be separated into all of its component colors by

Choices:
H. passing the light through a prism.
D. using a translucent material to filter the light.
Q. passing the light through a colored filter.
Z. mixing the three primary colors of light.

Prompt:
Question: White light can be separated into all of its component colors by
H. passing the light through a prism.
D. using a translucent material to filter the light.
Q. passing the light through a colored filter.
Z. mixing the three primary colors of light.
Answer:


Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?

Choices:
A. a wire
B. a battery
C. a resistor
D. a light bulb

Prompt:
Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?
A. a wire
B. a battery
C. a resistor
D. a light bulb
Answer:

Answer: 1

Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?

Choices:
A. a light bulb
B. a wire
C. a resistor
D. a battery

Prompt:
Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?
A. a light bulb
B. a wire
C. a resistor
D. a battery
Answer:

Answer: 3

Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?

Choices:
1. a wire
2. a battery
3. a resistor
4. a light bulb

Prompt:
Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?
1. a wire
2. a battery
3. a resistor
4. a light bulb
Answer:

Answer: 1

Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?

Choices:
E. a wire
U. a battery
J. a resistor
V. a light bulb

Prompt:
Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?
E. a wire
U. a battery
J. a resistor
V. a light bulb
Answer:

Answer: 1

Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?

Choices:
E. a light bulb
U. a wire
J. a resistor
V. a battery

Prompt:
Question: An Italian scientist named Alessandro Volta invented the Voltaic pile in 1800. It was able to produce a steady electrical current. Based on this description, what is the modern equivalent of the Voltaic pile?
E. a light bulb
U. a wire
J. a resistor
V. a battery
Answer:

Answer: 3


Question: Which would cause the most soil to erode from a river bank in just a few days?

Choices:
A. animals climbing up the river bank
B. acid rain falling onto the river bank
C. heat from the sun drying the river bank
D. water from a flood flowing over the river bank

Prompt:
Question: Which would cause the most soil to erode from a river bank in just a few days?
A. animals climbing up the river bank
B. acid rain falling onto the river bank
C. heat from the sun drying the river bank
D. water from a flood flowing over the river bank
Answer:

Answer: 3

Question: Which would cause the most soil to erode from a river bank in just a few days?

Choices:
A. water from a flood flowing over the river bank
B. animals climbing up the river bank
C. acid rain falling onto the river bank
D. heat from the sun drying the river bank

Prompt:
Question: Which would cause the most soil to erode from a river bank in just a few days?
A. water from a flood flowing over the river bank
B. animals climbing up the river bank
C. acid rain falling onto the river bank
D. heat from the sun drying the river bank
Answer:

Question: Which would cause the most soil to erode from a river bank in just a few days?

Choices:
1. animals climbing up the river bank
2. acid rain falling onto the river bank
3. heat from the sun drying the river bank
4. water from a flood flowing over the river bank

Prompt:
Question: Which would cause the most soil to erode from a river bank in just a few days?
1. animals climbing up the river bank
2. acid rain falling onto the river bank
3. heat from the sun drying the river bank
4. water from a flood flowing over the river bank
Answer:

Answer: 3

Question: Which would cause the most soil to erode from a river bank in just a few days?

Choices:
O. animals climbing up the river bank
S. acid rain falling onto the river bank
K. heat from the sun drying the river bank
R. water from a flood flowing over the river bank

Prompt:
Question: Which would cause the most soil to erode from a river bank in just a few days?
O. animals climbing up the river bank
S. acid rain falling onto the river bank
K. heat from the sun drying the river bank
R. water from a flood flowing over the river bank
Answer:

Answer: 3

Question: Which would cause the most soil to erode from a river bank in just a few days?

Choices:
O. water from a flood flowing over the river bank
S. animals climbing up the river bank
K. acid rain falling onto the river bank
R. heat from the sun drying the river bank

Prompt:
Question: Which would cause the most soil to erode from a river bank in just a few days?
O. water from a flood flowing over the river bank
S. animals climbing up the river bank
K. acid rain falling onto the river bank
R. heat from the sun drying the river bank
Answer:


Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?

Choices:
A. stand on a chair
B. estimate the amount
C. pour out some of the liquid until it is at eye level
D. move the graduated cylinder to a lower table

Prompt:
Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?
A. stand on a chair
B. estimate the amount
C. pour out some of the liquid until it is at eye level
D. move the graduated cylinder to a lower table
Answer:

Answer: 3

Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?

Choices:
A. stand on a chair
B. move the graduated cylinder to a lower table
C. estimate the amount
D. pour out some of the liquid until it is at eye level

Prompt:
Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?
A. stand on a chair
B. move the graduated cylinder to a lower table
C. estimate the amount
D. pour out some of the liquid until it is at eye level
Answer:

Answer: 1

Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?

Choices:
1. stand on a chair
2. estimate the amount
3. pour out some of the liquid until it is at eye level
4. move the graduated cylinder to a lower table

Prompt:
Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?
1. stand on a chair
2. estimate the amount
3. pour out some of the liquid until it is at eye level
4. move the graduated cylinder to a lower table
Answer:

Answer: 3

Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?

Choices:
T. stand on a chair
W. estimate the amount
U. pour out some of the liquid until it is at eye level
S. move the graduated cylinder to a lower table

Prompt:
Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?
T. stand on a chair
W. estimate the amount
U. pour out some of the liquid until it is at eye level
S. move the graduated cylinder to a lower table
Answer:

Answer: 3

Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?

Choices:
T. stand on a chair
W. move the graduated cylinder to a lower table
U. estimate the amount
S. pour out some of the liquid until it is at eye level

Prompt:
Question: A student is measuring a liquid in a graduated cylinder. The student is not tall enough to read the measurement at eye level. Which of these is the best action for the student to take to read the measurement correctly?
T. stand on a chair
W. move the graduated cylinder to a lower table
U. estimate the amount
S. pour out some of the liquid until it is at eye level
Answer:

Answer: 1


Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes

Choices:
A. chemicals to react.
B. volcanoes to erupt.
C. lightning to strike Earth.
D. the planets to orbit the Sun.

Prompt:
Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes
A. chemicals to react.
B. volcanoes to erupt.
C. lightning to strike Earth.
D. the planets to orbit the Sun.
Answer:

Answer: 3

Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes

Choices:
A. lightning to strike Earth.
B. volcanoes to erupt.
C. the planets to orbit the Sun.
D. chemicals to react.

Prompt:
Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes
A. lightning to strike Earth.
B. volcanoes to erupt.
C. the planets to orbit the Sun.
D. chemicals to react.
Answer:

Answer: 2

Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes

Choices:
1. chemicals to react.
2. volcanoes to erupt.
3. lightning to strike Earth.
4. the planets to orbit the Sun.

Prompt:
Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes
1. chemicals to react.
2. volcanoes to erupt.
3. lightning to strike Earth.
4. the planets to orbit the Sun.
Answer:

Answer: 3

Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes

Choices:
P. chemicals to react.
G. volcanoes to erupt.
Z. lightning to strike Earth.
L. the planets to orbit the Sun.

Prompt:
Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes
P. chemicals to react.
G. volcanoes to erupt.
Z. lightning to strike Earth.
L. the planets to orbit the Sun.
Answer:

Answer: 3

Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes

Choices:
P. lightning to strike Earth.
G. volcanoes to erupt.
Z. the planets to orbit the Sun.
L. chemicals to react.

Prompt:
Question: When Isaac Newton theorized that gravity caused objects to fall to the ground, he had also discovered the force that causes
P. lightning to strike Earth.
G. volcanoes to erupt.
Z. the planets to orbit the Sun.
L. chemicals to react.
Answer:

Answer: 2


Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?

Choices:
A. poor vision
B. difficulty breathing
C. reduced muscle mass
D. increased saliva production

Prompt:
Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?
A. poor vision
B. difficulty breathing
C. reduced muscle mass
D. increased saliva production
Answer:

Answer: 1

Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?

Choices:
A. increased saliva production
B. reduced muscle mass
C. difficulty breathing
D. poor vision

Prompt:
Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?
A. increased saliva production
B. reduced muscle mass
C. difficulty breathing
D. poor vision
Answer:

Answer: 2

Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?

Choices:
1. poor vision
2. difficulty breathing
3. reduced muscle mass
4. increased saliva production

Prompt:
Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?
1. poor vision
2. difficulty breathing
3. reduced muscle mass
4. increased saliva production
Answer:

Answer: 1

Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?

Choices:
Q. poor vision
X. difficulty breathing
D. reduced muscle mass
Y. increased saliva production

Prompt:
Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?
Q. poor vision
X. difficulty breathing
D. reduced muscle mass
Y. increased saliva production
Answer:

Answer: 1

Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?

Choices:
Q. increased saliva production
X. reduced muscle mass
D. difficulty breathing
Y. poor vision

Prompt:
Question: A disorder is associated with certain flaws in the human respiratory system. Which is most likely a typical symptom of this disorder?
Q. increased saliva production
X. reduced muscle mass
D. difficulty breathing
Y. poor vision
Answer:

Answer: 2


Question: Which of these is the main contributor to the formation of hurricanes?

Choices:
A. high barometric pressure
B. warm ocean air
C. calm ocean surface
D. dense surface air

Prompt:
Question: Which of these is the main contributor to the formation of hurricanes?
A. high barometric pressure
B. warm ocean air
C. calm ocean surface
D. dense surface air
Answer:

Answer: 1

Question: Which of these is the main contributor to the formation of hurricanes?

Choices:
A. calm ocean surface
B. dense surface air
C. high barometric pressure
D. warm ocean air

Prompt:
Question: Which of these is the main contributor to the formation of hurricanes?
A. calm ocean surface
B. dense surface air
C. high barometric pressure
D. warm ocean air
Answer:

Answer: 3

Question: Which of these is the main contributor to the formation of hurricanes?

Choices:
1. high barometric pressure
2. warm ocean air
3. calm ocean surface
4. dense surface air

Prompt:
Question: Which of these is the main contributor to the formation of hurricanes?
1. high barometric pressure
2. warm ocean air
3. calm ocean surface
4. dense surface air
Answer:

Answer: 1

Question: Which of these is the main contributor to the formation of hurricanes?

Choices:
P. high barometric pressure
Y. warm ocean air
C. calm ocean surface
Z. dense surface air

Prompt:
Question: Which of these is the main contributor to the formation of hurricanes?
P. high barometric pressure
Y. warm ocean air
C. calm ocean surface
Z. dense surface air
Answer:

Answer: 1

Question: Which of these is the main contributor to the formation of hurricanes?

Choices:
P. calm ocean surface
Y. dense surface air
C. high barometric pressure
Z. warm ocean air

Prompt:
Question: Which of these is the main contributor to the formation of hurricanes?
P. calm ocean surface
Y. dense surface air
C. high barometric pressure
Z. warm ocean air
Answer:

Answer: 3


Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?

Choices:
A. Earth’s rotation slows during the day.
B. Earth’s rotation slows during the night.
C. Earth’s rotation causes both day and night.
D. Earth’s tilt on its axis causes both day and night.

Prompt:
Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?
A. Earth’s rotation slows during the day.
B. Earth’s rotation slows during the night.
C. Earth’s rotation causes both day and night.
D. Earth’s tilt on its axis causes both day and night.
Answer:

Answer: 2

Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?

Choices:
A. Earth’s rotation slows during the night.
B. Earth’s rotation causes both day and night.
C. Earth’s rotation slows during the day.
D. Earth’s tilt on its axis causes both day and night.

Prompt:
Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?
A. Earth’s rotation slows during the night.
B. Earth’s rotation causes both day and night.
C. Earth’s rotation slows during the day.
D. Earth’s tilt on its axis causes both day and night.
Answer:

Answer: 1

Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?

Choices:
1. Earth’s rotation slows during the day.
2. Earth’s rotation slows during the night.
3. Earth’s rotation causes both day and night.
4. Earth’s tilt on its axis causes both day and night.

Prompt:
Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?
1. Earth’s rotation slows during the day.
2. Earth’s rotation slows during the night.
3. Earth’s rotation causes both day and night.
4. Earth’s tilt on its axis causes both day and night.
Answer:

Answer: 2

Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?

Choices:
T. Earth’s rotation slows during the day.
K. Earth’s rotation slows during the night.
L. Earth’s rotation causes both day and night.
H. Earth’s tilt on its axis causes both day and night.

Prompt:
Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?
T. Earth’s rotation slows during the day.
K. Earth’s rotation slows during the night.
L. Earth’s rotation causes both day and night.
H. Earth’s tilt on its axis causes both day and night.
Answer:

Answer: 2

Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?

Choices:
T. Earth’s rotation slows during the night.
K. Earth’s rotation causes both day and night.
L. Earth’s rotation slows during the day.
H. Earth’s tilt on its axis causes both day and night.

Prompt:
Question: Which statement correctly describes why there are fewer than 24 hours of daylight in Alaska during each day in April?
T. Earth’s rotation slows during the night.
K. Earth’s rotation causes both day and night.
L. Earth’s rotation slows during the day.
H. Earth’s tilt on its axis causes both day and night.
Answer:

Answer: 1


Question: What best describes objects orbiting in the Kuiper Belt?

Choices:
A. metallic
B. rocky
C. hot
D. icy

Prompt:
Question: What best describes objects orbiting in the Kuiper Belt?
A. metallic
B. rocky
C. hot
D. icy
Answer:

Answer: 3

Question: What best describes objects orbiting in the Kuiper Belt?

Choices:
A. rocky
B. hot
C. icy
D. metallic

Prompt:
Question: What best describes objects orbiting in the Kuiper Belt?
A. rocky
B. hot
C. icy
D. metallic
Answer:

Answer: 2

Question: What best describes objects orbiting in the Kuiper Belt?

Choices:
1. metallic
2. rocky
3. hot
4. icy

Prompt:
Question: What best describes objects orbiting in the Kuiper Belt?
1. metallic
2. rocky
3. hot
4. icy
Answer:

Answer: 3

Question: What best describes objects orbiting in the Kuiper Belt?

Choices:
B. metallic
T. rocky
Y. hot
O. icy

Prompt:
Question: What best describes objects orbiting in the Kuiper Belt?
B. metallic
T. rocky
Y. hot
O. icy
Answer:

Answer: 3

Question: What best describes objects orbiting in the Kuiper Belt?

Choices:
B. rocky
T. hot
Y. icy
O. metallic

Prompt:
Question: What best describes objects orbiting in the Kuiper Belt?
B. rocky
T. hot
Y. icy
O. metallic
Answer:

Answer: 2


Question: Coal was made from the remains of which ancient ecosystem?

Choices:
A. rocky islands
B. fertile valleys
C. green swamps
D. fast-flowing rivers

Prompt:
Question: Coal was made from the remains of which ancient ecosystem?
A. rocky islands
B. fertile valleys
C. green swamps
D. fast-flowing rivers
Answer:

Answer: 2

Question: Coal was made from the remains of which ancient ecosystem?

Choices:
A. fertile valleys
B. green swamps
C. rocky islands
D. fast-flowing rivers

Prompt:
Question: Coal was made from the remains of which ancient ecosystem?
A. fertile valleys
B. green swamps
C. rocky islands
D. fast-flowing rivers
Answer:

Answer: 1

Question: Coal was made from the remains of which ancient ecosystem?

Choices:
1. rocky islands
2. fertile valleys
3. green swamps
4. fast-flowing rivers

Prompt:
Question: Coal was made from the remains of which ancient ecosystem?
1. rocky islands
2. fertile valleys
3. green swamps
4. fast-flowing rivers
Answer:

Answer: 2

Question: Coal was made from the remains of which ancient ecosystem?

Choices:
P. rocky islands
D. fertile valleys
A. green swamps
H. fast-flowing rivers

Prompt:
Question: Coal was made from the remains of which ancient ecosystem?
P. rocky islands
D. fertile valleys
A. green swamps
H. fast-flowing rivers
Answer:

Answer: 2

Question: Coal was made from the remains of which ancient ecosystem?

Choices:
P. fertile valleys
D. green swamps
A. rocky islands
H. fast-flowing rivers

Prompt:
Question: Coal was made from the remains of which ancient ecosystem?
P. fertile valleys
D. green swamps
A. rocky islands
H. fast-flowing rivers
Answer:

Answer: 1


Question: Which of these describes a location where minerals are most likely to form?

Choices:
A. cooled magma from a volcano
B. eroded sediment from a riverbed
C. weathered rock from a canyon
D. saturated soil from a floodplain

Prompt:
Question: Which of these describes a location where minerals are most likely to form?
A. cooled magma from a volcano
B. eroded sediment from a riverbed
C. weathered rock from a canyon
D. saturated soil from a floodplain
Answer:

Question: Which of these describes a location where minerals are most likely to form?

Choices:
A. eroded sediment from a riverbed
B. saturated soil from a floodplain
C. cooled magma from a volcano
D. weathered rock from a canyon

Prompt:
Question: Which of these describes a location where minerals are most likely to form?
A. eroded sediment from a riverbed
B. saturated soil from a floodplain
C. cooled magma from a volcano
D. weathered rock from a canyon
Answer:

Answer: 2

Question: Which of these describes a location where minerals are most likely to form?

Choices:
1. cooled magma from a volcano
2. eroded sediment from a riverbed
3. weathered rock from a canyon
4. saturated soil from a floodplain

Prompt:
Question: Which of these describes a location where minerals are most likely to form?
1. cooled magma from a volcano
2. eroded sediment from a riverbed
3. weathered rock from a canyon
4. saturated soil from a floodplain
Answer:

Question: Which of these describes a location where minerals are most likely to form?

Choices:
O. cooled magma from a volcano
Z. eroded sediment from a riverbed
U. weathered rock from a canyon
M. saturated soil from a floodplain

Prompt:
Question: Which of these describes a location where minerals are most likely to form?
O. cooled magma from a volcano
Z. eroded sediment from a riverbed
U. weathered rock from a canyon
M. saturated soil from a floodplain
Answer:

Question: Which of these describes a location where minerals are most likely to form?

Choices:
O. eroded sediment from a riverbed
Z. saturated soil from a floodplain
U. cooled magma from a volcano
M. weathered rock from a canyon

Prompt:
Question: Which of these describes a location where minerals are most likely to form?
O. eroded sediment from a riverbed
Z. saturated soil from a floodplain
U. cooled magma from a volcano
M. weathered rock from a canyon
Answer:

Answer: 2


Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about

Choices:
A. impact of humans on Earth.
B. effect of gravity on animals.
C. history of animal species on Earth.
D. likelihood that dinosaurs will reappear.

Prompt:
Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about
A. impact of humans on Earth.
B. effect of gravity on animals.
C. history of animal species on Earth.
D. likelihood that dinosaurs will reappear.
Answer:

Answer: 2

Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about

Choices:
A. impact of humans on Earth.
B. history of animal species on Earth.
C. effect of gravity on animals.
D. likelihood that dinosaurs will reappear.

Prompt:
Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about
A. impact of humans on Earth.
B. history of animal species on Earth.
C. effect of gravity on animals.
D. likelihood that dinosaurs will reappear.
Answer:

Answer: 1

Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about

Choices:
1. impact of humans on Earth.
2. effect of gravity on animals.
3. history of animal species on Earth.
4. likelihood that dinosaurs will reappear.

Prompt:
Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about
1. impact of humans on Earth.
2. effect of gravity on animals.
3. history of animal species on Earth.
4. likelihood that dinosaurs will reappear.
Answer:

Answer: 2

Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about

Choices:
G. impact of humans on Earth.
A. effect of gravity on animals.
M. history of animal species on Earth.
Y. likelihood that dinosaurs will reappear.

Prompt:
Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about
G. impact of humans on Earth.
A. effect of gravity on animals.
M. history of animal species on Earth.
Y. likelihood that dinosaurs will reappear.
Answer:

Answer: 2

Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about

Choices:
G. impact of humans on Earth.
A. history of animal species on Earth.
M. effect of gravity on animals.
Y. likelihood that dinosaurs will reappear.

Prompt:
Question: In 1971, the bones of an extinct flying dinosaur were discovered. This kind of discovery helps everyone learn more about
G. impact of humans on Earth.
A. history of animal species on Earth.
M. effect of gravity on animals.
Y. likelihood that dinosaurs will reappear.
Answer:

Answer: 1


Question: Which could be a possible way to prevent wildlife species from becoming endangered?

Choices:
A. drinking less water
B. establishing more habitats
C. cutting down more forests
D. stopping underground coal mining

Prompt:
Question: Which could be a possible way to prevent wildlife species from becoming endangered?
A. drinking less water
B. establishing more habitats
C. cutting down more forests
D. stopping underground coal mining
Answer:

Answer: 1

Question: Which could be a possible way to prevent wildlife species from becoming endangered?

Choices:
A. drinking less water
B. cutting down more forests
C. stopping underground coal mining
D. establishing more habitats

Prompt:
Question: Which could be a possible way to prevent wildlife species from becoming endangered?
A. drinking less water
B. cutting down more forests
C. stopping underground coal mining
D. establishing more habitats
Answer:

Answer: 3

Question: Which could be a possible way to prevent wildlife species from becoming endangered?

Choices:
1. drinking less water
2. establishing more habitats
3. cutting down more forests
4. stopping underground coal mining

Prompt:
Question: Which could be a possible way to prevent wildlife species from becoming endangered?
1. drinking less water
2. establishing more habitats
3. cutting down more forests
4. stopping underground coal mining
Answer:

Answer: 1

Question: Which could be a possible way to prevent wildlife species from becoming endangered?

Choices:
D. drinking less water
B. establishing more habitats
J. cutting down more forests
F. stopping underground coal mining

Prompt:
Question: Which could be a possible way to prevent wildlife species from becoming endangered?
D. drinking less water
B. establishing more habitats
J. cutting down more forests
F. stopping underground coal mining
Answer:

Answer: 1

Question: Which could be a possible way to prevent wildlife species from becoming endangered?

Choices:
D. drinking less water
B. cutting down more forests
J. stopping underground coal mining
F. establishing more habitats

Prompt:
Question: Which could be a possible way to prevent wildlife species from becoming endangered?
D. drinking less water
B. cutting down more forests
J. stopping underground coal mining
F. establishing more habitats
Answer:

Answer: 3


Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?

Choices:
A. a table
B. a graph
C. a diagram
D. an equation

Prompt:
Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?
A. a table
B. a graph
C. a diagram
D. an equation
Answer:

Answer: 3

Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?

Choices:
A. a table
B. a diagram
C. an equation
D. a graph

Prompt:
Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?
A. a table
B. a diagram
C. an equation
D. a graph
Answer:

Answer: 2

Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?

Choices:
1. a table
2. a graph
3. a diagram
4. an equation

Prompt:
Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?
1. a table
2. a graph
3. a diagram
4. an equation
Answer:

Answer: 3

Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?

Choices:
W. a table
A. a graph
S. a diagram
H. an equation

Prompt:
Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?
W. a table
A. a graph
S. a diagram
H. an equation
Answer:

Answer: 3

Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?

Choices:
W. a table
A. a diagram
S. an equation
H. a graph

Prompt:
Question: The chemical reaction of ethane and oxygen produces carbon dioxide and water. Which is the best form to identify reactants and products of the reaction?
W. a table
A. a diagram
S. an equation
H. a graph
Answer:

Answer: 2


Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?

Choices:
A. immune
B. nervous
C. digestive
D. circulatory

Prompt:
Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?
A. immune
B. nervous
C. digestive
D. circulatory
Answer:

Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?

Choices:
A. nervous
B. digestive
C. immune
D. circulatory

Prompt:
Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?
A. nervous
B. digestive
C. immune
D. circulatory
Answer:

Answer: 2

Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?

Choices:
1. immune
2. nervous
3. digestive
4. circulatory

Prompt:
Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?
1. immune
2. nervous
3. digestive
4. circulatory
Answer:

Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?

Choices:
B. immune
G. nervous
X. digestive
A. circulatory

Prompt:
Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?
B. immune
G. nervous
X. digestive
A. circulatory
Answer:

Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?

Choices:
B. nervous
G. digestive
X. immune
A. circulatory

Prompt:
Question: Rheumatoid arthritis is a disease that occurs when the body attacks its own tissues. Which body system becomes disordered first?
B. nervous
G. digestive
X. immune
A. circulatory
Answer:

Answer: 2


Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?

Choices:
A. density
B. viscosity
C. turbidity
D. acidity

Prompt:
Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?
A. density
B. viscosity
C. turbidity
D. acidity
Answer:

Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?

Choices:
A. viscosity
B. turbidity
C. density
D. acidity

Prompt:
Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?
A. viscosity
B. turbidity
C. density
D. acidity
Answer:

Answer: 2

Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?

Choices:
1. density
2. viscosity
3. turbidity
4. acidity

Prompt:
Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?
1. density
2. viscosity
3. turbidity
4. acidity
Answer:

Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?

Choices:
Z. density
O. viscosity
C. turbidity
H. acidity

Prompt:
Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?
Z. density
O. viscosity
C. turbidity
H. acidity
Answer:

Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?

Choices:
Z. viscosity
O. turbidity
C. density
H. acidity

Prompt:
Question: Variation in which property between water at different temperatures contributes most to the formation of horizontal ocean layers having distinct temperatures?
Z. viscosity
O. turbidity
C. density
H. acidity
Answer:

Answer: 2


Question: Which event would most likely cause a rapid extinction of organisms?

Choices:
A. a large asteroid impact
B. regional drought
C. new glacier formation
D. a decrease in the growth of weeds

Prompt:
Question: Which event would most likely cause a rapid extinction of organisms?
A. a large asteroid impact
B. regional drought
C. new glacier formation
D. a decrease in the growth of weeds
Answer:

Question: Which event would most likely cause a rapid extinction of organisms?

Choices:
A. a decrease in the growth of weeds
B. regional drought
C. new glacier formation
D. a large asteroid impact

Prompt:
Question: Which event would most likely cause a rapid extinction of organisms?
A. a decrease in the growth of weeds
B. regional drought
C. new glacier formation
D. a large asteroid impact
Answer:

Answer: 3

Question: Which event would most likely cause a rapid extinction of organisms?

Choices:
1. a large asteroid impact
2. regional drought
3. new glacier formation
4. a decrease in the growth of weeds

Prompt:
Question: Which event would most likely cause a rapid extinction of organisms?
1. a large asteroid impact
2. regional drought
3. new glacier formation
4. a decrease in the growth of weeds
Answer:

Question: Which event would most likely cause a rapid extinction of organisms?

Choices:
Q. a large asteroid impact
T. regional drought
U. new glacier formation
V. a decrease in the growth of weeds

Prompt:
Question: Which event would most likely cause a rapid extinction of organisms?
Q. a large asteroid impact
T. regional drought
U. new glacier formation
V. a decrease in the growth of weeds
Answer:

Question: Which event would most likely cause a rapid extinction of organisms?

Choices:
Q. a decrease in the growth of weeds
T. regional drought
U. new glacier formation
V. a large asteroid impact

Prompt:
Question: Which event would most likely cause a rapid extinction of organisms?
Q. a decrease in the growth of weeds
T. regional drought
U. new glacier formation
V. a large asteroid impact
Answer:

Answer: 3


Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus

Choices:
A. move quickly through the water.
B. breathe oxygen from the water.
C. hide from predators.
D. use food faster.

Prompt:
Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus
A. move quickly through the water.
B. breathe oxygen from the water.
C. hide from predators.
D. use food faster.
Answer:

Answer: 2

Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus

Choices:
A. move quickly through the water.
B. breathe oxygen from the water.
C. use food faster.
D. hide from predators.

Prompt:
Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus
A. move quickly through the water.
B. breathe oxygen from the water.
C. use food faster.
D. hide from predators.
Answer:

Answer: 3

Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus

Choices:
1. move quickly through the water.
2. breathe oxygen from the water.
3. hide from predators.
4. use food faster.

Prompt:
Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus
1. move quickly through the water.
2. breathe oxygen from the water.
3. hide from predators.
4. use food faster.
Answer:

Answer: 2

Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus

Choices:
F. move quickly through the water.
B. breathe oxygen from the water.
J. hide from predators.
T. use food faster.

Prompt:
Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus
F. move quickly through the water.
B. breathe oxygen from the water.
J. hide from predators.
T. use food faster.
Answer:

Answer: 2

Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus

Choices:
F. move quickly through the water.
B. breathe oxygen from the water.
J. use food faster.
T. hide from predators.

Prompt:
Question: When an octopus feels threatened, it can release black ink into the water. The ink MOST likely helps the octopus
F. move quickly through the water.
B. breathe oxygen from the water.
J. use food faster.
T. hide from predators.
Answer:

Answer: 3


Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?

Choices:
A. by producing crops that are virus resistant
B. by making robots to replace large farm machines
C. by reducing the need for countries to import food
D. by increasing the use of wind farms that produce electricity

Prompt:
Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?
A. by producing crops that are virus resistant
B. by making robots to replace large farm machines
C. by reducing the need for countries to import food
D. by increasing the use of wind farms that produce electricity
Answer:

Answer: 2

Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?

Choices:
A. by increasing the use of wind farms that produce electricity
B. by producing crops that are virus resistant
C. by making robots to replace large farm machines
D. by reducing the need for countries to import food

Prompt:
Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?
A. by increasing the use of wind farms that produce electricity
B. by producing crops that are virus resistant
C. by making robots to replace large farm machines
D. by reducing the need for countries to import food
Answer:

Answer: 3

Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?

Choices:
1. by producing crops that are virus resistant
2. by making robots to replace large farm machines
3. by reducing the need for countries to import food
4. by increasing the use of wind farms that produce electricity

Prompt:
Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?
1. by producing crops that are virus resistant
2. by making robots to replace large farm machines
3. by reducing the need for countries to import food
4. by increasing the use of wind farms that produce electricity
Answer:

Answer: 2

Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?

Choices:
I. by producing crops that are virus resistant
Y. by making robots to replace large farm machines
E. by reducing the need for countries to import food
Z. by increasing the use of wind farms that produce electricity

Prompt:
Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?
I. by producing crops that are virus resistant
Y. by making robots to replace large farm machines
E. by reducing the need for countries to import food
Z. by increasing the use of wind farms that produce electricity
Answer:

Answer: 2

Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?

Choices:
I. by increasing the use of wind farms that produce electricity
Y. by producing crops that are virus resistant
E. by making robots to replace large farm machines
Z. by reducing the need for countries to import food

Prompt:
Question: Which is a way the agricultural biotechnology industry could have a positive impact on the environment?
I. by increasing the use of wind farms that produce electricity
Y. by producing crops that are virus resistant
E. by making robots to replace large farm machines
Z. by reducing the need for countries to import food
Answer:

Answer: 3


Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?

Choices:
A. Exercise increases muscle mass.
B. Regular exercise reduces resting heart rate.
C. People should exercise because it makes them feel better.
D. Those who exercise regularly can increase their life span.

Prompt:
Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?
A. Exercise increases muscle mass.
B. Regular exercise reduces resting heart rate.
C. People should exercise because it makes them feel better.
D. Those who exercise regularly can increase their life span.
Answer:

Answer: 2

Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?

Choices:
A. People should exercise because it makes them feel better.
B. Regular exercise reduces resting heart rate.
C. Those who exercise regularly can increase their life span.
D. Exercise increases muscle mass.

Prompt:
Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?
A. People should exercise because it makes them feel better.
B. Regular exercise reduces resting heart rate.
C. Those who exercise regularly can increase their life span.
D. Exercise increases muscle mass.
Answer:

Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?

Choices:
1. Exercise increases muscle mass.
2. Regular exercise reduces resting heart rate.
3. People should exercise because it makes them feel better.
4. Those who exercise regularly can increase their life span.

Prompt:
Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?
1. Exercise increases muscle mass.
2. Regular exercise reduces resting heart rate.
3. People should exercise because it makes them feel better.
4. Those who exercise regularly can increase their life span.
Answer:

Answer: 2

Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?

Choices:
B. Exercise increases muscle mass.
L. Regular exercise reduces resting heart rate.
I. People should exercise because it makes them feel better.
F. Those who exercise regularly can increase their life span.

Prompt:
Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?
B. Exercise increases muscle mass.
L. Regular exercise reduces resting heart rate.
I. People should exercise because it makes them feel better.
F. Those who exercise regularly can increase their life span.
Answer:

Answer: 2

Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?

Choices:
B. People should exercise because it makes them feel better.
L. Regular exercise reduces resting heart rate.
I. Those who exercise regularly can increase their life span.
F. Exercise increases muscle mass.

Prompt:
Question: The following statements are from an article in a fitness magazine. Which of these is an opinion?
B. People should exercise because it makes them feel better.
L. Regular exercise reduces resting heart rate.
I. Those who exercise regularly can increase their life span.
F. Exercise increases muscle mass.
Answer:


Question: Which pair of items will repel each other?

Choices:
A. a positively-charged wool sock and a neutral plastic bag
B. a neutral cotton sweater and a negatively-charged plastic pellet
C. a negatively-charged balloon and a positively-charged piece of paper
D. a negatively-charged plastic strip and a negatively-charged piece of cloth

Prompt:
Question: Which pair of items will repel each other?
A. a positively-charged wool sock and a neutral plastic bag
B. a neutral cotton sweater and a negatively-charged plastic pellet
C. a negatively-charged balloon and a positively-charged piece of paper
D. a negatively-charged plastic strip and a negatively-charged piece of cloth
Answer:

Answer: 3

Question: Which pair of items will repel each other?

Choices:
A. a negatively-charged plastic strip and a negatively-charged piece of cloth
B. a neutral cotton sweater and a negatively-charged plastic pellet
C. a negatively-charged balloon and a positively-charged piece of paper
D. a positively-charged wool sock and a neutral plastic bag

Prompt:
Question: Which pair of items will repel each other?
A. a negatively-charged plastic strip and a negatively-charged piece of cloth
B. a neutral cotton sweater and a negatively-charged plastic pellet
C. a negatively-charged balloon and a positively-charged piece of paper
D. a positively-charged wool sock and a neutral plastic bag
Answer:

Question: Which pair of items will repel each other?

Choices:
1. a positively-charged wool sock and a neutral plastic bag
2. a neutral cotton sweater and a negatively-charged plastic pellet
3. a negatively-charged balloon and a positively-charged piece of paper
4. a negatively-charged plastic strip and a negatively-charged piece of cloth

Prompt:
Question: Which pair of items will repel each other?
1. a positively-charged wool sock and a neutral plastic bag
2. a neutral cotton sweater and a negatively-charged plastic pellet
3. a negatively-charged balloon and a positively-charged piece of paper
4. a negatively-charged plastic strip and a negatively-charged piece of cloth
Answer:

Answer: 3

Question: Which pair of items will repel each other?

Choices:
C. a positively-charged wool sock and a neutral plastic bag
R. a neutral cotton sweater and a negatively-charged plastic pellet
O. a negatively-charged balloon and a positively-charged piece of paper
Y. a negatively-charged plastic strip and a negatively-charged piece of cloth

Prompt:
Question: Which pair of items will repel each other?
C. a positively-charged wool sock and a neutral plastic bag
R. a neutral cotton sweater and a negatively-charged plastic pellet
O. a negatively-charged balloon and a positively-charged piece of paper
Y. a negatively-charged plastic strip and a negatively-charged piece of cloth
Answer:

Answer: 3

Question: Which pair of items will repel each other?

Choices:
C. a negatively-charged plastic strip and a negatively-charged piece of cloth
R. a neutral cotton sweater and a negatively-charged plastic pellet
O. a negatively-charged balloon and a positively-charged piece of paper
Y. a positively-charged wool sock and a neutral plastic bag

Prompt:
Question: Which pair of items will repel each other?
C. a negatively-charged plastic strip and a negatively-charged piece of cloth
R. a neutral cotton sweater and a negatively-charged plastic pellet
O. a negatively-charged balloon and a positively-charged piece of paper
Y. a positively-charged wool sock and a neutral plastic bag
Answer:


Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?

Choices:
A. Lungs and kidneys
B. Heart and lungs
C. Brain and kidneys
D. Heart and liver

Prompt:
Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?
A. Lungs and kidneys
B. Heart and lungs
C. Brain and kidneys
D. Heart and liver
Answer:

Answer: 1

Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?

Choices:
A. Lungs and kidneys
B. Brain and kidneys
C. Heart and lungs
D. Heart and liver

Prompt:
Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?
A. Lungs and kidneys
B. Brain and kidneys
C. Heart and lungs
D. Heart and liver
Answer:

Answer: 2

Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?

Choices:
1. Lungs and kidneys
2. Heart and lungs
3. Brain and kidneys
4. Heart and liver

Prompt:
Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?
1. Lungs and kidneys
2. Heart and lungs
3. Brain and kidneys
4. Heart and liver
Answer:

Answer: 1

Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?

Choices:
N. Lungs and kidneys
P. Heart and lungs
W. Brain and kidneys
E. Heart and liver

Prompt:
Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?
N. Lungs and kidneys
P. Heart and lungs
W. Brain and kidneys
E. Heart and liver
Answer:

Answer: 1

Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?

Choices:
N. Lungs and kidneys
P. Brain and kidneys
W. Heart and lungs
E. Heart and liver

Prompt:
Question: In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?
N. Lungs and kidneys
P. Brain and kidneys
W. Heart and lungs
E. Heart and liver
Answer:

Answer: 2


Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?

Choices:
A. Nutrients are absorbed from the food.
B. Wastes are prepared to pass out of the body.
C. Food is churned with acid to break down proteins.
D. Excess water is reabsorbed into the blood stream.

Prompt:
Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?
A. Nutrients are absorbed from the food.
B. Wastes are prepared to pass out of the body.
C. Food is churned with acid to break down proteins.
D. Excess water is reabsorbed into the blood stream.
Answer:

Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?

Choices:
A. Wastes are prepared to pass out of the body.
B. Nutrients are absorbed from the food.
C. Food is churned with acid to break down proteins.
D. Excess water is reabsorbed into the blood stream.

Prompt:
Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?
A. Wastes are prepared to pass out of the body.
B. Nutrients are absorbed from the food.
C. Food is churned with acid to break down proteins.
D. Excess water is reabsorbed into the blood stream.
Answer:

Answer: 1

Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?

Choices:
1. Nutrients are absorbed from the food.
2. Wastes are prepared to pass out of the body.
3. Food is churned with acid to break down proteins.
4. Excess water is reabsorbed into the blood stream.

Prompt:
Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?
1. Nutrients are absorbed from the food.
2. Wastes are prepared to pass out of the body.
3. Food is churned with acid to break down proteins.
4. Excess water is reabsorbed into the blood stream.
Answer:

Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?

Choices:
M. Nutrients are absorbed from the food.
N. Wastes are prepared to pass out of the body.
T. Food is churned with acid to break down proteins.
L. Excess water is reabsorbed into the blood stream.

Prompt:
Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?
M. Nutrients are absorbed from the food.
N. Wastes are prepared to pass out of the body.
T. Food is churned with acid to break down proteins.
L. Excess water is reabsorbed into the blood stream.
Answer:

Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?

Choices:
M. Wastes are prepared to pass out of the body.
N. Nutrients are absorbed from the food.
T. Food is churned with acid to break down proteins.
L. Excess water is reabsorbed into the blood stream.

Prompt:
Question: Each organ in the digestive system has a specific function. During digestion, food passes from the stomach into the small intestine. Which statement best describes what takes place in the small intestine?
M. Wastes are prepared to pass out of the body.
N. Nutrients are absorbed from the food.
T. Food is churned with acid to break down proteins.
L. Excess water is reabsorbed into the blood stream.
Answer:

Answer: 1


Question: Which structure is found in producers in nearly all ecosystems?

Choices:
A. stems
B. leaves
C. rhizomes
D. chloroplasts

Prompt:
Question: Which structure is found in producers in nearly all ecosystems?
A. stems
B. leaves
C. rhizomes
D. chloroplasts
Answer:

Answer: 3

Question: Which structure is found in producers in nearly all ecosystems?

Choices:
A. leaves
B. stems
C. chloroplasts
D. rhizomes

Prompt:
Question: Which structure is found in producers in nearly all ecosystems?
A. leaves
B. stems
C. chloroplasts
D. rhizomes
Answer:

Answer: 2

Question: Which structure is found in producers in nearly all ecosystems?

Choices:
1. stems
2. leaves
3. rhizomes
4. chloroplasts

Prompt:
Question: Which structure is found in producers in nearly all ecosystems?
1. stems
2. leaves
3. rhizomes
4. chloroplasts
Answer:

Answer: 3

Question: Which structure is found in producers in nearly all ecosystems?

Choices:
G. stems
R. leaves
I. rhizomes
Q. chloroplasts

Prompt:
Question: Which structure is found in producers in nearly all ecosystems?
G. stems
R. leaves
I. rhizomes
Q. chloroplasts
Answer:

Answer: 3

Question: Which structure is found in producers in nearly all ecosystems?

Choices:
G. leaves
R. stems
I. chloroplasts
Q. rhizomes

Prompt:
Question: Which structure is found in producers in nearly all ecosystems?
G. leaves
R. stems
I. chloroplasts
Q. rhizomes
Answer:

Answer: 2


Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?

Choices:
A. They have larger leaves to protect the fruit than the other strawberries.
B. They have different genetic variations that cause them to be more resistant to cold temperatures.
C. They are able to reproduce more quickly than the other strawberries.
D. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.

Prompt:
Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?
A. They have larger leaves to protect the fruit than the other strawberries.
B. They have different genetic variations that cause them to be more resistant to cold temperatures.
C. They are able to reproduce more quickly than the other strawberries.
D. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.
Answer:

Answer: 1

Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?

Choices:
A. They have different genetic variations that cause them to be more resistant to cold temperatures.
B. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.
C. They have larger leaves to protect the fruit than the other strawberries.
D. They are able to reproduce more quickly than the other strawberries.

Prompt:
Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?
A. They have different genetic variations that cause them to be more resistant to cold temperatures.
B. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.
C. They have larger leaves to protect the fruit than the other strawberries.
D. They are able to reproduce more quickly than the other strawberries.
Answer:

Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?

Choices:
1. They have larger leaves to protect the fruit than the other strawberries.
2. They have different genetic variations that cause them to be more resistant to cold temperatures.
3. They are able to reproduce more quickly than the other strawberries.
4. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.

Prompt:
Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?
1. They have larger leaves to protect the fruit than the other strawberries.
2. They have different genetic variations that cause them to be more resistant to cold temperatures.
3. They are able to reproduce more quickly than the other strawberries.
4. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.
Answer:

Answer: 1

Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?

Choices:
P. They have larger leaves to protect the fruit than the other strawberries.
H. They have different genetic variations that cause them to be more resistant to cold temperatures.
N. They are able to reproduce more quickly than the other strawberries.
L. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.

Prompt:
Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?
P. They have larger leaves to protect the fruit than the other strawberries.
H. They have different genetic variations that cause them to be more resistant to cold temperatures.
N. They are able to reproduce more quickly than the other strawberries.
L. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.
Answer:

Answer: 1

Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?

Choices:
P. They have different genetic variations that cause them to be more resistant to cold temperatures.
H. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.
N. They have larger leaves to protect the fruit than the other strawberries.
L. They are able to reproduce more quickly than the other strawberries.

Prompt:
Question: A strawberry farmer finds that, after a hard freeze, some of his strawberries are still alive. Which best explains why these strawberries were able to survive?
P. They have different genetic variations that cause them to be more resistant to cold temperatures.
H. The color of the strawberries is darker, and they maintain their temperature better than other strawberries.
N. They have larger leaves to protect the fruit than the other strawberries.
L. They are able to reproduce more quickly than the other strawberries.
Answer:


Question: Which event would most likely result in more food for organisms that are scavengers?

Choices:
A. Fish die and sink to the bottom of a pond.
B. Trees take up and store water with roots.
C. Beavers build a new dam and lodge.
D. Plants get more sunshine and water.

Prompt:
Question: Which event would most likely result in more food for organisms that are scavengers?
A. Fish die and sink to the bottom of a pond.
B. Trees take up and store water with roots.
C. Beavers build a new dam and lodge.
D. Plants get more sunshine and water.
Answer:

Question: Which event would most likely result in more food for organisms that are scavengers?

Choices:
A. Beavers build a new dam and lodge.
B. Fish die and sink to the bottom of a pond.
C. Trees take up and store water with roots.
D. Plants get more sunshine and water.

Prompt:
Question: Which event would most likely result in more food for organisms that are scavengers?
A. Beavers build a new dam and lodge.
B. Fish die and sink to the bottom of a pond.
C. Trees take up and store water with roots.
D. Plants get more sunshine and water.
Answer:

Answer: 1

Question: Which event would most likely result in more food for organisms that are scavengers?

Choices:
1. Fish die and sink to the bottom of a pond.
2. Trees take up and store water with roots.
3. Beavers build a new dam and lodge.
4. Plants get more sunshine and water.

Prompt:
Question: Which event would most likely result in more food for organisms that are scavengers?
1. Fish die and sink to the bottom of a pond.
2. Trees take up and store water with roots.
3. Beavers build a new dam and lodge.
4. Plants get more sunshine and water.
Answer:

Question: Which event would most likely result in more food for organisms that are scavengers?

Choices:
X. Fish die and sink to the bottom of a pond.
G. Trees take up and store water with roots.
W. Beavers build a new dam and lodge.
A. Plants get more sunshine and water.

Prompt:
Question: Which event would most likely result in more food for organisms that are scavengers?
X. Fish die and sink to the bottom of a pond.
G. Trees take up and store water with roots.
W. Beavers build a new dam and lodge.
A. Plants get more sunshine and water.
Answer:

Question: Which event would most likely result in more food for organisms that are scavengers?

Choices:
X. Beavers build a new dam and lodge.
G. Fish die and sink to the bottom of a pond.
W. Trees take up and store water with roots.
A. Plants get more sunshine and water.

Prompt:
Question: Which event would most likely result in more food for organisms that are scavengers?
X. Beavers build a new dam and lodge.
G. Fish die and sink to the bottom of a pond.
W. Trees take up and store water with roots.
A. Plants get more sunshine and water.
Answer:

Answer: 1


Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?

Choices:
A. They are made of a special material that gives off its own light.
B. They are hooked up to batteries that allow them to produce light.
C. They bounce light back from other sources.
D. They are covered with paint that glows in the dark.

Prompt:
Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?
A. They are made of a special material that gives off its own light.
B. They are hooked up to batteries that allow them to produce light.
C. They bounce light back from other sources.
D. They are covered with paint that glows in the dark.
Answer:

Answer: 2

Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?

Choices:
A. They bounce light back from other sources.
B. They are made of a special material that gives off its own light.
C. They are hooked up to batteries that allow them to produce light.
D. They are covered with paint that glows in the dark.

Prompt:
Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?
A. They bounce light back from other sources.
B. They are made of a special material that gives off its own light.
C. They are hooked up to batteries that allow them to produce light.
D. They are covered with paint that glows in the dark.
Answer:

Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?

Choices:
1. They are made of a special material that gives off its own light.
2. They are hooked up to batteries that allow them to produce light.
3. They bounce light back from other sources.
4. They are covered with paint that glows in the dark.

Prompt:
Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?
1. They are made of a special material that gives off its own light.
2. They are hooked up to batteries that allow them to produce light.
3. They bounce light back from other sources.
4. They are covered with paint that glows in the dark.
Answer:

Answer: 2

Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?

Choices:
M. They are made of a special material that gives off its own light.
V. They are hooked up to batteries that allow them to produce light.
I. They bounce light back from other sources.
C. They are covered with paint that glows in the dark.

Prompt:
Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?
M. They are made of a special material that gives off its own light.
V. They are hooked up to batteries that allow them to produce light.
I. They bounce light back from other sources.
C. They are covered with paint that glows in the dark.
Answer:

Answer: 2

Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?

Choices:
M. They bounce light back from other sources.
V. They are made of a special material that gives off its own light.
I. They are hooked up to batteries that allow them to produce light.
C. They are covered with paint that glows in the dark.

Prompt:
Question: When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?
M. They bounce light back from other sources.
V. They are made of a special material that gives off its own light.
I. They are hooked up to batteries that allow them to produce light.
C. They are covered with paint that glows in the dark.
Answer:


Question: From Earth, the Sun appears brighter than any other star because the Sun is the

Choices:
A. newest star.
B. largest star.
C. hottest star.
D. closest star.

Prompt:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the
A. newest star.
B. largest star.
C. hottest star.
D. closest star.
Answer:

Answer: 3

Question: From Earth, the Sun appears brighter than any other star because the Sun is the

Choices:
A. largest star.
B. hottest star.
C. closest star.
D. newest star.

Prompt:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the
A. largest star.
B. hottest star.
C. closest star.
D. newest star.
Answer:

Answer: 2

Question: From Earth, the Sun appears brighter than any other star because the Sun is the

Choices:
1. newest star.
2. largest star.
3. hottest star.
4. closest star.

Prompt:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the
1. newest star.
2. largest star.
3. hottest star.
4. closest star.
Answer:

Answer: 3

Question: From Earth, the Sun appears brighter than any other star because the Sun is the

Choices:
L. newest star.
S. largest star.
J. hottest star.
K. closest star.

Prompt:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the
L. newest star.
S. largest star.
J. hottest star.
K. closest star.
Answer:

Answer: 3

Question: From Earth, the Sun appears brighter than any other star because the Sun is the

Choices:
L. largest star.
S. hottest star.
J. closest star.
K. newest star.

Prompt:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the
L. largest star.
S. hottest star.
J. closest star.
K. newest star.
Answer:

Answer: 2


Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?

Choices:
A. There was a forest with large trees.
B. There were lakes with water plants.
C. There were mountains with glaciers.
D. There was a desert with large rocks.

Prompt:
Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?
A. There was a forest with large trees.
B. There were lakes with water plants.
C. There were mountains with glaciers.
D. There was a desert with large rocks.
Answer:

Answer: 1

Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?

Choices:
A. There was a forest with large trees.
B. There were mountains with glaciers.
C. There was a desert with large rocks.
D. There were lakes with water plants.

Prompt:
Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?
A. There was a forest with large trees.
B. There were mountains with glaciers.
C. There was a desert with large rocks.
D. There were lakes with water plants.
Answer:

Answer: 3

Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?

Choices:
1. There was a forest with large trees.
2. There were lakes with water plants.
3. There were mountains with glaciers.
4. There was a desert with large rocks.

Prompt:
Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?
1. There was a forest with large trees.
2. There were lakes with water plants.
3. There were mountains with glaciers.
4. There was a desert with large rocks.
Answer:

Answer: 1

Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?

Choices:
W. There was a forest with large trees.
O. There were lakes with water plants.
V. There were mountains with glaciers.
K. There was a desert with large rocks.

Prompt:
Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?
W. There was a forest with large trees.
O. There were lakes with water plants.
V. There were mountains with glaciers.
K. There was a desert with large rocks.
Answer:

Answer: 1

Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?

Choices:
W. There was a forest with large trees.
O. There were mountains with glaciers.
V. There was a desert with large rocks.
K. There were lakes with water plants.

Prompt:
Question: Scientists found fish fossils in the desert. What do the fossils tell about this environment when the fish were alive?
W. There was a forest with large trees.
O. There were mountains with glaciers.
V. There was a desert with large rocks.
K. There were lakes with water plants.
Answer:

Answer: 3


Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?

Choices:
A. Varied approaches can yield successful technologies.
B. Not all technologies behave according to scientific laws.
C. The development of science and technology are independent.
D. Technology results more from practice than from scientific knowledge.

Prompt:
Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?
A. Varied approaches can yield successful technologies.
B. Not all technologies behave according to scientific laws.
C. The development of science and technology are independent.
D. Technology results more from practice than from scientific knowledge.
Answer:

Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?

Choices:
A. Not all technologies behave according to scientific laws.
B. Technology results more from practice than from scientific knowledge.
C. The development of science and technology are independent.
D. Varied approaches can yield successful technologies.

Prompt:
Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?
A. Not all technologies behave according to scientific laws.
B. Technology results more from practice than from scientific knowledge.
C. The development of science and technology are independent.
D. Varied approaches can yield successful technologies.
Answer:

Answer: 3

Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?

Choices:
1. Varied approaches can yield successful technologies.
2. Not all technologies behave according to scientific laws.
3. The development of science and technology are independent.
4. Technology results more from practice than from scientific knowledge.

Prompt:
Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?
1. Varied approaches can yield successful technologies.
2. Not all technologies behave according to scientific laws.
3. The development of science and technology are independent.
4. Technology results more from practice than from scientific knowledge.
Answer:

Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?

Choices:
Q. Varied approaches can yield successful technologies.
S. Not all technologies behave according to scientific laws.
X. The development of science and technology are independent.
C. Technology results more from practice than from scientific knowledge.

Prompt:
Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?
Q. Varied approaches can yield successful technologies.
S. Not all technologies behave according to scientific laws.
X. The development of science and technology are independent.
C. Technology results more from practice than from scientific knowledge.
Answer:

Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?

Choices:
Q. Not all technologies behave according to scientific laws.
S. Technology results more from practice than from scientific knowledge.
X. The development of science and technology are independent.
C. Varied approaches can yield successful technologies.

Prompt:
Question: Chinese and European societies can use different but effective technologies when addressing medical questions. What does this demonstrate?
Q. Not all technologies behave according to scientific laws.
S. Technology results more from practice than from scientific knowledge.
X. The development of science and technology are independent.
C. Varied approaches can yield successful technologies.
Answer:

Answer: 3