Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?

Choices:
A. internal stem cells
B. internal root cells
C. cells on the plant surface
D. cells in the plant reproductive system

Prompt:
Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?
A. internal stem cells
B. internal root cells
C. cells on the plant surface
D. cells in the plant reproductive system
Answer:

Answer: 2

Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?

Choices:
A. internal root cells
B. cells in the plant reproductive system
C. internal stem cells
D. cells on the plant surface

Prompt:
Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?
A. internal root cells
B. cells in the plant reproductive system
C. internal stem cells
D. cells on the plant surface
Answer:

Answer: 3

Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?

Choices:
1. internal stem cells
2. internal root cells
3. cells on the plant surface
4. cells in the plant reproductive system

Prompt:
Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?
1. internal stem cells
2. internal root cells
3. cells on the plant surface
4. cells in the plant reproductive system
Answer:

Answer: 2

Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?

Choices:
A. internal stem cells
T. internal root cells
R. cells on the plant surface
D. cells in the plant reproductive system

Prompt:
Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?
A. internal stem cells
T. internal root cells
R. cells on the plant surface
D. cells in the plant reproductive system
Answer:

Answer: 2

Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?

Choices:
A. internal root cells
T. cells in the plant reproductive system
R. internal stem cells
D. cells on the plant surface

Prompt:
Question: Some plant cells are coated in a waxy layer that prevents water loss. This specialization is found in which plant cells?
A. internal root cells
T. cells in the plant reproductive system
R. internal stem cells
D. cells on the plant surface
Answer:

Answer: 3


Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?

Choices:
A. bar graph
B. line graph
C. pie chart
D. data table

Prompt:
Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?
A. bar graph
B. line graph
C. pie chart
D. data table
Answer:

Answer: 1

Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?

Choices:
A. pie chart
B. data table
C. line graph
D. bar graph

Prompt:
Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?
A. pie chart
B. data table
C. line graph
D. bar graph
Answer:

Answer: 2

Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?

Choices:
1. bar graph
2. line graph
3. pie chart
4. data table

Prompt:
Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?
1. bar graph
2. line graph
3. pie chart
4. data table
Answer:

Answer: 1

Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?

Choices:
N. bar graph
D. line graph
C. pie chart
T. data table

Prompt:
Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?
N. bar graph
D. line graph
C. pie chart
T. data table
Answer:

Answer: 1

Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?

Choices:
N. pie chart
D. data table
C. line graph
T. bar graph

Prompt:
Question: Scientists recorded the hourly temperature at a weather station for the month of July and want to quickly measure a trend over time in temperature changes. Which of these formats would be the most appropriate representation of the temperature data to quickly measure any trend?
N. pie chart
D. data table
C. line graph
T. bar graph
Answer:

Answer: 2


Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?

Choices:
A. The organisms built up a resistance to the mercury.
B. The mercury passed through the food chain.
C. The plankton made the mercury safe.
D. The fish would not eat the plankton.

Prompt:
Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?
A. The organisms built up a resistance to the mercury.
B. The mercury passed through the food chain.
C. The plankton made the mercury safe.
D. The fish would not eat the plankton.
Answer:

Answer: 1

Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?

Choices:
A. The fish would not eat the plankton.
B. The plankton made the mercury safe.
C. The mercury passed through the food chain.
D. The organisms built up a resistance to the mercury.

Prompt:
Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?
A. The fish would not eat the plankton.
B. The plankton made the mercury safe.
C. The mercury passed through the food chain.
D. The organisms built up a resistance to the mercury.
Answer:

Answer: 2

Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?

Choices:
1. The organisms built up a resistance to the mercury.
2. The mercury passed through the food chain.
3. The plankton made the mercury safe.
4. The fish would not eat the plankton.

Prompt:
Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?
1. The organisms built up a resistance to the mercury.
2. The mercury passed through the food chain.
3. The plankton made the mercury safe.
4. The fish would not eat the plankton.
Answer:

Answer: 1

Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?

Choices:
G. The organisms built up a resistance to the mercury.
N. The mercury passed through the food chain.
D. The plankton made the mercury safe.
F. The fish would not eat the plankton.

Prompt:
Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?
G. The organisms built up a resistance to the mercury.
N. The mercury passed through the food chain.
D. The plankton made the mercury safe.
F. The fish would not eat the plankton.
Answer:

Answer: 1

Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?

Choices:
G. The fish would not eat the plankton.
N. The plankton made the mercury safe.
D. The mercury passed through the food chain.
F. The organisms built up a resistance to the mercury.

Prompt:
Question: A factory in Japan had been dumping mercury into Minamata Bay. Certain microorganisms in the water were able to change the mercury into a form that the plankton could use. Which most likely happened next?
G. The fish would not eat the plankton.
N. The plankton made the mercury safe.
D. The mercury passed through the food chain.
F. The organisms built up a resistance to the mercury.
Answer:

Answer: 2


Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?

Choices:
A. The onion would contaminate the fourth trial.
B. The container without the onion is the control.
C. Three containers with onions are enough to conduct the test.
D. The container without the onion is the independent variable.

Prompt:
Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?
A. The onion would contaminate the fourth trial.
B. The container without the onion is the control.
C. Three containers with onions are enough to conduct the test.
D. The container without the onion is the independent variable.
Answer:

Answer: 1

Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?

Choices:
A. Three containers with onions are enough to conduct the test.
B. The onion would contaminate the fourth trial.
C. The container without the onion is the independent variable.
D. The container without the onion is the control.

Prompt:
Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?
A. Three containers with onions are enough to conduct the test.
B. The onion would contaminate the fourth trial.
C. The container without the onion is the independent variable.
D. The container without the onion is the control.
Answer:

Answer: 3

Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?

Choices:
1. The onion would contaminate the fourth trial.
2. The container without the onion is the control.
3. Three containers with onions are enough to conduct the test.
4. The container without the onion is the independent variable.

Prompt:
Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?
1. The onion would contaminate the fourth trial.
2. The container without the onion is the control.
3. Three containers with onions are enough to conduct the test.
4. The container without the onion is the independent variable.
Answer:

Answer: 1

Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?

Choices:
H. The onion would contaminate the fourth trial.
I. The container without the onion is the control.
U. Three containers with onions are enough to conduct the test.
Y. The container without the onion is the independent variable.

Prompt:
Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?
H. The onion would contaminate the fourth trial.
I. The container without the onion is the control.
U. Three containers with onions are enough to conduct the test.
Y. The container without the onion is the independent variable.
Answer:

Answer: 1

Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?

Choices:
H. Three containers with onions are enough to conduct the test.
I. The onion would contaminate the fourth trial.
U. The container without the onion is the independent variable.
Y. The container without the onion is the control.

Prompt:
Question: Students conducted an investigation with green bananas. They hypothesized that an onion placed near a banana could increase the rate at which the banana ripened. They placed one onion and one banana in each of three containers. In a fourth container they placed a banana, but no onion. Which statement best explains why the onion was left out of the fourth container?
H. Three containers with onions are enough to conduct the test.
I. The onion would contaminate the fourth trial.
U. The container without the onion is the independent variable.
Y. The container without the onion is the control.
Answer:

Answer: 3


Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?

Choices:
A. The rocks would become rounded.
B. The rocks would be used for shelter.
C. The rocks would be moved by the wind.
D. The rocks would break into smaller pieces.

Prompt:
Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?
A. The rocks would become rounded.
B. The rocks would be used for shelter.
C. The rocks would be moved by the wind.
D. The rocks would break into smaller pieces.
Answer:

Answer: 3

Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?

Choices:
A. The rocks would break into smaller pieces.
B. The rocks would be used for shelter.
C. The rocks would be moved by the wind.
D. The rocks would become rounded.

Prompt:
Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?
A. The rocks would break into smaller pieces.
B. The rocks would be used for shelter.
C. The rocks would be moved by the wind.
D. The rocks would become rounded.
Answer:

Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?

Choices:
1. The rocks would become rounded.
2. The rocks would be used for shelter.
3. The rocks would be moved by the wind.
4. The rocks would break into smaller pieces.

Prompt:
Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?
1. The rocks would become rounded.
2. The rocks would be used for shelter.
3. The rocks would be moved by the wind.
4. The rocks would break into smaller pieces.
Answer:

Answer: 3

Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?

Choices:
X. The rocks would become rounded.
S. The rocks would be used for shelter.
N. The rocks would be moved by the wind.
L. The rocks would break into smaller pieces.

Prompt:
Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?
X. The rocks would become rounded.
S. The rocks would be used for shelter.
N. The rocks would be moved by the wind.
L. The rocks would break into smaller pieces.
Answer:

Answer: 3

Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?

Choices:
X. The rocks would break into smaller pieces.
S. The rocks would be used for shelter.
N. The rocks would be moved by the wind.
L. The rocks would become rounded.

Prompt:
Question: When cold weather freezes water in the cracks of rocks, which would most likely happen?
X. The rocks would break into smaller pieces.
S. The rocks would be used for shelter.
N. The rocks would be moved by the wind.
L. The rocks would become rounded.
Answer:


Question: What would best regulate the temperature of an overheated body?

Choices:
A. a decrease in sweating
B. a decrease in the breathing rate
C. a dilation of blood vessels in the skin
D. an increase in heart rate

Prompt:
Question: What would best regulate the temperature of an overheated body?
A. a decrease in sweating
B. a decrease in the breathing rate
C. a dilation of blood vessels in the skin
D. an increase in heart rate
Answer:

Answer: 2

Question: What would best regulate the temperature of an overheated body?

Choices:
A. an increase in heart rate
B. a dilation of blood vessels in the skin
C. a decrease in sweating
D. a decrease in the breathing rate

Prompt:
Question: What would best regulate the temperature of an overheated body?
A. an increase in heart rate
B. a dilation of blood vessels in the skin
C. a decrease in sweating
D. a decrease in the breathing rate
Answer:

Answer: 1

Question: What would best regulate the temperature of an overheated body?

Choices:
1. a decrease in sweating
2. a decrease in the breathing rate
3. a dilation of blood vessels in the skin
4. an increase in heart rate

Prompt:
Question: What would best regulate the temperature of an overheated body?
1. a decrease in sweating
2. a decrease in the breathing rate
3. a dilation of blood vessels in the skin
4. an increase in heart rate
Answer:

Answer: 2

Question: What would best regulate the temperature of an overheated body?

Choices:
M. a decrease in sweating
V. a decrease in the breathing rate
N. a dilation of blood vessels in the skin
D. an increase in heart rate

Prompt:
Question: What would best regulate the temperature of an overheated body?
M. a decrease in sweating
V. a decrease in the breathing rate
N. a dilation of blood vessels in the skin
D. an increase in heart rate
Answer:

Answer: 2

Question: What would best regulate the temperature of an overheated body?

Choices:
M. an increase in heart rate
V. a dilation of blood vessels in the skin
N. a decrease in sweating
D. a decrease in the breathing rate

Prompt:
Question: What would best regulate the temperature of an overheated body?
M. an increase in heart rate
V. a dilation of blood vessels in the skin
N. a decrease in sweating
D. a decrease in the breathing rate
Answer:

Answer: 1


Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?

Choices:
A. Some rock layers are very thick.
B. Some species have become extinct.
C. Marine fossils are found in mountain areas.
D. Igneous rock is found on all tectonic plates.

Prompt:
Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?
A. Some rock layers are very thick.
B. Some species have become extinct.
C. Marine fossils are found in mountain areas.
D. Igneous rock is found on all tectonic plates.
Answer:

Answer: 2

Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?

Choices:
A. Igneous rock is found on all tectonic plates.
B. Some species have become extinct.
C. Some rock layers are very thick.
D. Marine fossils are found in mountain areas.

Prompt:
Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?
A. Igneous rock is found on all tectonic plates.
B. Some species have become extinct.
C. Some rock layers are very thick.
D. Marine fossils are found in mountain areas.
Answer:

Answer: 3

Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?

Choices:
1. Some rock layers are very thick.
2. Some species have become extinct.
3. Marine fossils are found in mountain areas.
4. Igneous rock is found on all tectonic plates.

Prompt:
Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?
1. Some rock layers are very thick.
2. Some species have become extinct.
3. Marine fossils are found in mountain areas.
4. Igneous rock is found on all tectonic plates.
Answer:

Answer: 2

Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?

Choices:
U. Some rock layers are very thick.
L. Some species have become extinct.
A. Marine fossils are found in mountain areas.
T. Igneous rock is found on all tectonic plates.

Prompt:
Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?
U. Some rock layers are very thick.
L. Some species have become extinct.
A. Marine fossils are found in mountain areas.
T. Igneous rock is found on all tectonic plates.
Answer:

Answer: 2

Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?

Choices:
U. Igneous rock is found on all tectonic plates.
L. Some species have become extinct.
A. Some rock layers are very thick.
T. Marine fossils are found in mountain areas.

Prompt:
Question: The surface of Earth is constantly changing. Which of these findings provides the best evidence that the crustal surface of Earth has changed over time?
U. Igneous rock is found on all tectonic plates.
L. Some species have become extinct.
A. Some rock layers are very thick.
T. Marine fossils are found in mountain areas.
Answer:

Answer: 3


Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?

Choices:
A. infrared
B. microwave
C. ultraviolet
D. visible

Prompt:
Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?
A. infrared
B. microwave
C. ultraviolet
D. visible
Answer:

Answer: 2

Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?

Choices:
A. microwave
B. visible
C. infrared
D. ultraviolet

Prompt:
Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?
A. microwave
B. visible
C. infrared
D. ultraviolet
Answer:

Answer: 3

Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?

Choices:
1. infrared
2. microwave
3. ultraviolet
4. visible

Prompt:
Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?
1. infrared
2. microwave
3. ultraviolet
4. visible
Answer:

Answer: 2

Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?

Choices:
V. infrared
U. microwave
I. ultraviolet
T. visible

Prompt:
Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?
V. infrared
U. microwave
I. ultraviolet
T. visible
Answer:

Answer: 2

Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?

Choices:
V. microwave
U. visible
I. infrared
T. ultraviolet

Prompt:
Question: Solar radiation is a combination of light with different wavelengths. Which type of ray can harm human skin the most?
V. microwave
U. visible
I. infrared
T. ultraviolet
Answer:

Answer: 3


Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?

Choices:
A. to remove harmful substances
B. to add color
C. to increase its supply
D. to decrease its temperature

Prompt:
Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?
A. to remove harmful substances
B. to add color
C. to increase its supply
D. to decrease its temperature
Answer:

Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?

Choices:
A. to add color
B. to increase its supply
C. to decrease its temperature
D. to remove harmful substances

Prompt:
Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?
A. to add color
B. to increase its supply
C. to decrease its temperature
D. to remove harmful substances
Answer:

Answer: 3

Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?

Choices:
1. to remove harmful substances
2. to add color
3. to increase its supply
4. to decrease its temperature

Prompt:
Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?
1. to remove harmful substances
2. to add color
3. to increase its supply
4. to decrease its temperature
Answer:

Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?

Choices:
L. to remove harmful substances
Y. to add color
S. to increase its supply
V. to decrease its temperature

Prompt:
Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?
L. to remove harmful substances
Y. to add color
S. to increase its supply
V. to decrease its temperature
Answer:

Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?

Choices:
L. to add color
Y. to increase its supply
S. to decrease its temperature
V. to remove harmful substances

Prompt:
Question: Water is often put through a treatment system before it is used in homes as drinking water. Which is the most likely reason water is treated before people drink it?
L. to add color
Y. to increase its supply
S. to decrease its temperature
V. to remove harmful substances
Answer:

Answer: 3


Question: How can plants most likely improve air quality?

Choices:
A. by absorbing nutrients
B. by producing oxygen
C. by producing sugar
D. by absorbing water

Prompt:
Question: How can plants most likely improve air quality?
A. by absorbing nutrients
B. by producing oxygen
C. by producing sugar
D. by absorbing water
Answer:

Answer: 1

Question: How can plants most likely improve air quality?

Choices:
A. by producing sugar
B. by absorbing water
C. by producing oxygen
D. by absorbing nutrients

Prompt:
Question: How can plants most likely improve air quality?
A. by producing sugar
B. by absorbing water
C. by producing oxygen
D. by absorbing nutrients
Answer:

Answer: 2

Question: How can plants most likely improve air quality?

Choices:
1. by absorbing nutrients
2. by producing oxygen
3. by producing sugar
4. by absorbing water

Prompt:
Question: How can plants most likely improve air quality?
1. by absorbing nutrients
2. by producing oxygen
3. by producing sugar
4. by absorbing water
Answer:

Answer: 1

Question: How can plants most likely improve air quality?

Choices:
U. by absorbing nutrients
W. by producing oxygen
X. by producing sugar
M. by absorbing water

Prompt:
Question: How can plants most likely improve air quality?
U. by absorbing nutrients
W. by producing oxygen
X. by producing sugar
M. by absorbing water
Answer:

Answer: 1

Question: How can plants most likely improve air quality?

Choices:
U. by producing sugar
W. by absorbing water
X. by producing oxygen
M. by absorbing nutrients

Prompt:
Question: How can plants most likely improve air quality?
U. by producing sugar
W. by absorbing water
X. by producing oxygen
M. by absorbing nutrients
Answer:

Answer: 2


Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?

Choices:
A. There would be a decrease in soil thickness.
B. There would be a decline in fruit production.
C. There would be an increase in plant diseases.
D. There would be an increase in insect pest populations.

Prompt:
Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?
A. There would be a decrease in soil thickness.
B. There would be a decline in fruit production.
C. There would be an increase in plant diseases.
D. There would be an increase in insect pest populations.
Answer:

Answer: 1

Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?

Choices:
A. There would be an increase in plant diseases.
B. There would be a decrease in soil thickness.
C. There would be an increase in insect pest populations.
D. There would be a decline in fruit production.

Prompt:
Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?
A. There would be an increase in plant diseases.
B. There would be a decrease in soil thickness.
C. There would be an increase in insect pest populations.
D. There would be a decline in fruit production.
Answer:

Answer: 3

Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?

Choices:
1. There would be a decrease in soil thickness.
2. There would be a decline in fruit production.
3. There would be an increase in plant diseases.
4. There would be an increase in insect pest populations.

Prompt:
Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?
1. There would be a decrease in soil thickness.
2. There would be a decline in fruit production.
3. There would be an increase in plant diseases.
4. There would be an increase in insect pest populations.
Answer:

Answer: 1

Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?

Choices:
T. There would be a decrease in soil thickness.
N. There would be a decline in fruit production.
Z. There would be an increase in plant diseases.
L. There would be an increase in insect pest populations.

Prompt:
Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?
T. There would be a decrease in soil thickness.
N. There would be a decline in fruit production.
Z. There would be an increase in plant diseases.
L. There would be an increase in insect pest populations.
Answer:

Answer: 1

Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?

Choices:
T. There would be an increase in plant diseases.
N. There would be a decrease in soil thickness.
Z. There would be an increase in insect pest populations.
L. There would be a decline in fruit production.

Prompt:
Question: A condition in bees called "colony collapse disorder" occurs when worker bees leave the hive to collect nectar and never return. How would a decline in the bee population most likely affect a farm ecosystem?
T. There would be an increase in plant diseases.
N. There would be a decrease in soil thickness.
Z. There would be an increase in insect pest populations.
L. There would be a decline in fruit production.
Answer:

Answer: 3


Question: How are animals that prey on other animals classified?

Choices:
A. herbivores
B. carnivores
C. autotrophs
D. decomposers

Prompt:
Question: How are animals that prey on other animals classified?
A. herbivores
B. carnivores
C. autotrophs
D. decomposers
Answer:

Answer: 1

Question: How are animals that prey on other animals classified?

Choices:
A. carnivores
B. autotrophs
C. herbivores
D. decomposers

Prompt:
Question: How are animals that prey on other animals classified?
A. carnivores
B. autotrophs
C. herbivores
D. decomposers
Answer:

Question: How are animals that prey on other animals classified?

Choices:
1. herbivores
2. carnivores
3. autotrophs
4. decomposers

Prompt:
Question: How are animals that prey on other animals classified?
1. herbivores
2. carnivores
3. autotrophs
4. decomposers
Answer:

Answer: 1

Question: How are animals that prey on other animals classified?

Choices:
Z. herbivores
G. carnivores
P. autotrophs
Y. decomposers

Prompt:
Question: How are animals that prey on other animals classified?
Z. herbivores
G. carnivores
P. autotrophs
Y. decomposers
Answer:

Answer: 1

Question: How are animals that prey on other animals classified?

Choices:
Z. carnivores
G. autotrophs
P. herbivores
Y. decomposers

Prompt:
Question: How are animals that prey on other animals classified?
Z. carnivores
G. autotrophs
P. herbivores
Y. decomposers
Answer:


Question: Which process will separate the sugar from a mixture of sugar and water?

Choices:
A. Stirring the mixture
B. Evaporating the water
C. Adding more water
D. Adding more sugar

Prompt:
Question: Which process will separate the sugar from a mixture of sugar and water?
A. Stirring the mixture
B. Evaporating the water
C. Adding more water
D. Adding more sugar
Answer:

Answer: 1

Question: Which process will separate the sugar from a mixture of sugar and water?

Choices:
A. Stirring the mixture
B. Adding more water
C. Evaporating the water
D. Adding more sugar

Prompt:
Question: Which process will separate the sugar from a mixture of sugar and water?
A. Stirring the mixture
B. Adding more water
C. Evaporating the water
D. Adding more sugar
Answer:

Answer: 2

Question: Which process will separate the sugar from a mixture of sugar and water?

Choices:
1. Stirring the mixture
2. Evaporating the water
3. Adding more water
4. Adding more sugar

Prompt:
Question: Which process will separate the sugar from a mixture of sugar and water?
1. Stirring the mixture
2. Evaporating the water
3. Adding more water
4. Adding more sugar
Answer:

Answer: 1

Question: Which process will separate the sugar from a mixture of sugar and water?

Choices:
V. Stirring the mixture
X. Evaporating the water
Y. Adding more water
P. Adding more sugar

Prompt:
Question: Which process will separate the sugar from a mixture of sugar and water?
V. Stirring the mixture
X. Evaporating the water
Y. Adding more water
P. Adding more sugar
Answer:

Answer: 1

Question: Which process will separate the sugar from a mixture of sugar and water?

Choices:
V. Stirring the mixture
X. Adding more water
Y. Evaporating the water
P. Adding more sugar

Prompt:
Question: Which process will separate the sugar from a mixture of sugar and water?
V. Stirring the mixture
X. Adding more water
Y. Evaporating the water
P. Adding more sugar
Answer:

Answer: 2


Question: Which movement of carbon between reservoirs takes the longest to achieve?

Choices:
A. from burning coal to the atmosphere
B. from plant tissues to coal in the crust
C. from the atmosphere to the sugars in plants
D. from the respiration of fish to the ocean waters

Prompt:
Question: Which movement of carbon between reservoirs takes the longest to achieve?
A. from burning coal to the atmosphere
B. from plant tissues to coal in the crust
C. from the atmosphere to the sugars in plants
D. from the respiration of fish to the ocean waters
Answer:

Answer: 1

Question: Which movement of carbon between reservoirs takes the longest to achieve?

Choices:
A. from the atmosphere to the sugars in plants
B. from the respiration of fish to the ocean waters
C. from plant tissues to coal in the crust
D. from burning coal to the atmosphere

Prompt:
Question: Which movement of carbon between reservoirs takes the longest to achieve?
A. from the atmosphere to the sugars in plants
B. from the respiration of fish to the ocean waters
C. from plant tissues to coal in the crust
D. from burning coal to the atmosphere
Answer:

Answer: 2

Question: Which movement of carbon between reservoirs takes the longest to achieve?

Choices:
1. from burning coal to the atmosphere
2. from plant tissues to coal in the crust
3. from the atmosphere to the sugars in plants
4. from the respiration of fish to the ocean waters

Prompt:
Question: Which movement of carbon between reservoirs takes the longest to achieve?
1. from burning coal to the atmosphere
2. from plant tissues to coal in the crust
3. from the atmosphere to the sugars in plants
4. from the respiration of fish to the ocean waters
Answer:

Answer: 1

Question: Which movement of carbon between reservoirs takes the longest to achieve?

Choices:
X. from burning coal to the atmosphere
Y. from plant tissues to coal in the crust
J. from the atmosphere to the sugars in plants
N. from the respiration of fish to the ocean waters

Prompt:
Question: Which movement of carbon between reservoirs takes the longest to achieve?
X. from burning coal to the atmosphere
Y. from plant tissues to coal in the crust
J. from the atmosphere to the sugars in plants
N. from the respiration of fish to the ocean waters
Answer:

Answer: 1

Question: Which movement of carbon between reservoirs takes the longest to achieve?

Choices:
X. from the atmosphere to the sugars in plants
Y. from the respiration of fish to the ocean waters
J. from plant tissues to coal in the crust
N. from burning coal to the atmosphere

Prompt:
Question: Which movement of carbon between reservoirs takes the longest to achieve?
X. from the atmosphere to the sugars in plants
Y. from the respiration of fish to the ocean waters
J. from plant tissues to coal in the crust
N. from burning coal to the atmosphere
Answer:

Answer: 2


Question: Which types of objects are most easily seen by the human eye?

Choices:
A. objects that reflect most of the light that strikes them
B. objects that refract most of the light that strikes them
C. objects that diffract most of the light that strikes them
D. objects that absorb most of the light that strikes them

Prompt:
Question: Which types of objects are most easily seen by the human eye?
A. objects that reflect most of the light that strikes them
B. objects that refract most of the light that strikes them
C. objects that diffract most of the light that strikes them
D. objects that absorb most of the light that strikes them
Answer:

Question: Which types of objects are most easily seen by the human eye?

Choices:
A. objects that diffract most of the light that strikes them
B. objects that reflect most of the light that strikes them
C. objects that absorb most of the light that strikes them
D. objects that refract most of the light that strikes them

Prompt:
Question: Which types of objects are most easily seen by the human eye?
A. objects that diffract most of the light that strikes them
B. objects that reflect most of the light that strikes them
C. objects that absorb most of the light that strikes them
D. objects that refract most of the light that strikes them
Answer:

Answer: 1

Question: Which types of objects are most easily seen by the human eye?

Choices:
1. objects that reflect most of the light that strikes them
2. objects that refract most of the light that strikes them
3. objects that diffract most of the light that strikes them
4. objects that absorb most of the light that strikes them

Prompt:
Question: Which types of objects are most easily seen by the human eye?
1. objects that reflect most of the light that strikes them
2. objects that refract most of the light that strikes them
3. objects that diffract most of the light that strikes them
4. objects that absorb most of the light that strikes them
Answer:

Question: Which types of objects are most easily seen by the human eye?

Choices:
P. objects that reflect most of the light that strikes them
H. objects that refract most of the light that strikes them
B. objects that diffract most of the light that strikes them
I. objects that absorb most of the light that strikes them

Prompt:
Question: Which types of objects are most easily seen by the human eye?
P. objects that reflect most of the light that strikes them
H. objects that refract most of the light that strikes them
B. objects that diffract most of the light that strikes them
I. objects that absorb most of the light that strikes them
Answer:

Question: Which types of objects are most easily seen by the human eye?

Choices:
P. objects that diffract most of the light that strikes them
H. objects that reflect most of the light that strikes them
B. objects that absorb most of the light that strikes them
I. objects that refract most of the light that strikes them

Prompt:
Question: Which types of objects are most easily seen by the human eye?
P. objects that diffract most of the light that strikes them
H. objects that reflect most of the light that strikes them
B. objects that absorb most of the light that strikes them
I. objects that refract most of the light that strikes them
Answer:

Answer: 1


Question: Planting legumes in order to add nitrogen to soil most likely causes

Choices:
A. a decrease in the amount of acid rain.
B. an enrichment in the fertility of the soil.
C. an increase in the ratio of nitrogen to oxygen in the system.
D. a reduction in the soil's ability to manufacture its own nitrogen.

Prompt:
Question: Planting legumes in order to add nitrogen to soil most likely causes
A. a decrease in the amount of acid rain.
B. an enrichment in the fertility of the soil.
C. an increase in the ratio of nitrogen to oxygen in the system.
D. a reduction in the soil's ability to manufacture its own nitrogen.
Answer:

Answer: 1

Question: Planting legumes in order to add nitrogen to soil most likely causes

Choices:
A. a reduction in the soil's ability to manufacture its own nitrogen.
B. a decrease in the amount of acid rain.
C. an increase in the ratio of nitrogen to oxygen in the system.
D. an enrichment in the fertility of the soil.

Prompt:
Question: Planting legumes in order to add nitrogen to soil most likely causes
A. a reduction in the soil's ability to manufacture its own nitrogen.
B. a decrease in the amount of acid rain.
C. an increase in the ratio of nitrogen to oxygen in the system.
D. an enrichment in the fertility of the soil.
Answer:

Answer: 3

Question: Planting legumes in order to add nitrogen to soil most likely causes

Choices:
1. a decrease in the amount of acid rain.
2. an enrichment in the fertility of the soil.
3. an increase in the ratio of nitrogen to oxygen in the system.
4. a reduction in the soil's ability to manufacture its own nitrogen.

Prompt:
Question: Planting legumes in order to add nitrogen to soil most likely causes
1. a decrease in the amount of acid rain.
2. an enrichment in the fertility of the soil.
3. an increase in the ratio of nitrogen to oxygen in the system.
4. a reduction in the soil's ability to manufacture its own nitrogen.
Answer:

Answer: 1

Question: Planting legumes in order to add nitrogen to soil most likely causes

Choices:
V. a decrease in the amount of acid rain.
M. an enrichment in the fertility of the soil.
P. an increase in the ratio of nitrogen to oxygen in the system.
K. a reduction in the soil's ability to manufacture its own nitrogen.

Prompt:
Question: Planting legumes in order to add nitrogen to soil most likely causes
V. a decrease in the amount of acid rain.
M. an enrichment in the fertility of the soil.
P. an increase in the ratio of nitrogen to oxygen in the system.
K. a reduction in the soil's ability to manufacture its own nitrogen.
Answer:

Answer: 1

Question: Planting legumes in order to add nitrogen to soil most likely causes

Choices:
V. a reduction in the soil's ability to manufacture its own nitrogen.
M. a decrease in the amount of acid rain.
P. an increase in the ratio of nitrogen to oxygen in the system.
K. an enrichment in the fertility of the soil.

Prompt:
Question: Planting legumes in order to add nitrogen to soil most likely causes
V. a reduction in the soil's ability to manufacture its own nitrogen.
M. a decrease in the amount of acid rain.
P. an increase in the ratio of nitrogen to oxygen in the system.
K. an enrichment in the fertility of the soil.
Answer:

Answer: 3


Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?

Choices:
A. The mass and weight will be less on the Moon.
B. The mass and weight will be greater on the Moon.
C. The mass will be the same, but its weight will be less on the Moon.
D. The mass will be the same, but its weight will be greater on the Moon.

Prompt:
Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?
A. The mass and weight will be less on the Moon.
B. The mass and weight will be greater on the Moon.
C. The mass will be the same, but its weight will be less on the Moon.
D. The mass will be the same, but its weight will be greater on the Moon.
Answer:

Answer: 2

Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?

Choices:
A. The mass will be the same, but its weight will be less on the Moon.
B. The mass will be the same, but its weight will be greater on the Moon.
C. The mass and weight will be less on the Moon.
D. The mass and weight will be greater on the Moon.

Prompt:
Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?
A. The mass will be the same, but its weight will be less on the Moon.
B. The mass will be the same, but its weight will be greater on the Moon.
C. The mass and weight will be less on the Moon.
D. The mass and weight will be greater on the Moon.
Answer:

Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?

Choices:
1. The mass and weight will be less on the Moon.
2. The mass and weight will be greater on the Moon.
3. The mass will be the same, but its weight will be less on the Moon.
4. The mass will be the same, but its weight will be greater on the Moon.

Prompt:
Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?
1. The mass and weight will be less on the Moon.
2. The mass and weight will be greater on the Moon.
3. The mass will be the same, but its weight will be less on the Moon.
4. The mass will be the same, but its weight will be greater on the Moon.
Answer:

Answer: 2

Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?

Choices:
X. The mass and weight will be less on the Moon.
J. The mass and weight will be greater on the Moon.
N. The mass will be the same, but its weight will be less on the Moon.
O. The mass will be the same, but its weight will be greater on the Moon.

Prompt:
Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?
X. The mass and weight will be less on the Moon.
J. The mass and weight will be greater on the Moon.
N. The mass will be the same, but its weight will be less on the Moon.
O. The mass will be the same, but its weight will be greater on the Moon.
Answer:

Answer: 2

Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?

Choices:
X. The mass will be the same, but its weight will be less on the Moon.
J. The mass will be the same, but its weight will be greater on the Moon.
N. The mass and weight will be less on the Moon.
O. The mass and weight will be greater on the Moon.

Prompt:
Question: Earth is about 81 times more massive than the Moon. How will the mass and weight of a rocket on the Moon compare to its mass and weight on Earth?
X. The mass will be the same, but its weight will be less on the Moon.
J. The mass will be the same, but its weight will be greater on the Moon.
N. The mass and weight will be less on the Moon.
O. The mass and weight will be greater on the Moon.
Answer:


Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?

Choices:
A. Heat strengthens molecules that prevent spoiling.
B. The chemical structure of the food changes with the heat.
C. Heat killed microorganisms that could cause spoiling.
D. The food particles are better mixed after heating.

Prompt:
Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?
A. Heat strengthens molecules that prevent spoiling.
B. The chemical structure of the food changes with the heat.
C. Heat killed microorganisms that could cause spoiling.
D. The food particles are better mixed after heating.
Answer:

Answer: 2

Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?

Choices:
A. Heat killed microorganisms that could cause spoiling.
B. The chemical structure of the food changes with the heat.
C. The food particles are better mixed after heating.
D. Heat strengthens molecules that prevent spoiling.

Prompt:
Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?
A. Heat killed microorganisms that could cause spoiling.
B. The chemical structure of the food changes with the heat.
C. The food particles are better mixed after heating.
D. Heat strengthens molecules that prevent spoiling.
Answer:

Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?

Choices:
1. Heat strengthens molecules that prevent spoiling.
2. The chemical structure of the food changes with the heat.
3. Heat killed microorganisms that could cause spoiling.
4. The food particles are better mixed after heating.

Prompt:
Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?
1. Heat strengthens molecules that prevent spoiling.
2. The chemical structure of the food changes with the heat.
3. Heat killed microorganisms that could cause spoiling.
4. The food particles are better mixed after heating.
Answer:

Answer: 2

Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?

Choices:
Z. Heat strengthens molecules that prevent spoiling.
N. The chemical structure of the food changes with the heat.
X. Heat killed microorganisms that could cause spoiling.
U. The food particles are better mixed after heating.

Prompt:
Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?
Z. Heat strengthens molecules that prevent spoiling.
N. The chemical structure of the food changes with the heat.
X. Heat killed microorganisms that could cause spoiling.
U. The food particles are better mixed after heating.
Answer:

Answer: 2

Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?

Choices:
Z. Heat killed microorganisms that could cause spoiling.
N. The chemical structure of the food changes with the heat.
X. The food particles are better mixed after heating.
U. Heat strengthens molecules that prevent spoiling.

Prompt:
Question: Louis Pasteur discovered a process that allows milk to be stored in sealed containers for long periods of time without spoiling. The process, called pasteurization, involves heating the milk before placing it in the sealed containers.Which is the best explanation of how pasteurization works?
Z. Heat killed microorganisms that could cause spoiling.
N. The chemical structure of the food changes with the heat.
X. The food particles are better mixed after heating.
U. Heat strengthens molecules that prevent spoiling.
Answer:


Question: Which characteristic would best help a land animal survive in a cold Arctic climate?

Choices:
A. thick fur
B. large ears
C. smooth feet
D. slender body

Prompt:
Question: Which characteristic would best help a land animal survive in a cold Arctic climate?
A. thick fur
B. large ears
C. smooth feet
D. slender body
Answer:

Question: Which characteristic would best help a land animal survive in a cold Arctic climate?

Choices:
A. slender body
B. smooth feet
C. large ears
D. thick fur

Prompt:
Question: Which characteristic would best help a land animal survive in a cold Arctic climate?
A. slender body
B. smooth feet
C. large ears
D. thick fur
Answer:

Answer: 3

Question: Which characteristic would best help a land animal survive in a cold Arctic climate?

Choices:
1. thick fur
2. large ears
3. smooth feet
4. slender body

Prompt:
Question: Which characteristic would best help a land animal survive in a cold Arctic climate?
1. thick fur
2. large ears
3. smooth feet
4. slender body
Answer:

Question: Which characteristic would best help a land animal survive in a cold Arctic climate?

Choices:
V. thick fur
O. large ears
W. smooth feet
M. slender body

Prompt:
Question: Which characteristic would best help a land animal survive in a cold Arctic climate?
V. thick fur
O. large ears
W. smooth feet
M. slender body
Answer:

Question: Which characteristic would best help a land animal survive in a cold Arctic climate?

Choices:
V. slender body
O. smooth feet
W. large ears
M. thick fur

Prompt:
Question: Which characteristic would best help a land animal survive in a cold Arctic climate?
V. slender body
O. smooth feet
W. large ears
M. thick fur
Answer:

Answer: 3


Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?

Choices:
A. The car weighs more on the carpet.
B. The car weighs more on the floor.
C. The carpet has more resistance.
D. The floor has more traction.

Prompt:
Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?
A. The car weighs more on the carpet.
B. The car weighs more on the floor.
C. The carpet has more resistance.
D. The floor has more traction.
Answer:

Answer: 2

Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?

Choices:
A. The car weighs more on the carpet.
B. The floor has more traction.
C. The car weighs more on the floor.
D. The carpet has more resistance.

Prompt:
Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?
A. The car weighs more on the carpet.
B. The floor has more traction.
C. The car weighs more on the floor.
D. The carpet has more resistance.
Answer:

Answer: 3

Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?

Choices:
1. The car weighs more on the carpet.
2. The car weighs more on the floor.
3. The carpet has more resistance.
4. The floor has more traction.

Prompt:
Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?
1. The car weighs more on the carpet.
2. The car weighs more on the floor.
3. The carpet has more resistance.
4. The floor has more traction.
Answer:

Answer: 2

Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?

Choices:
C. The car weighs more on the carpet.
N. The car weighs more on the floor.
R. The carpet has more resistance.
I. The floor has more traction.

Prompt:
Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?
C. The car weighs more on the carpet.
N. The car weighs more on the floor.
R. The carpet has more resistance.
I. The floor has more traction.
Answer:

Answer: 2

Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?

Choices:
C. The car weighs more on the carpet.
N. The floor has more traction.
R. The car weighs more on the floor.
I. The carpet has more resistance.

Prompt:
Question: What is the most reasonable explanation for why a toy car rolls farther on a wood floor than on a thick carpet?
C. The car weighs more on the carpet.
N. The floor has more traction.
R. The car weighs more on the floor.
I. The carpet has more resistance.
Answer:

Answer: 3


Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?

Choices:
A. analysis
B. observation
C. conclusion
D. hypothesis

Prompt:
Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?
A. analysis
B. observation
C. conclusion
D. hypothesis
Answer:

Answer: 1

Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?

Choices:
A. observation
B. conclusion
C. hypothesis
D. analysis

Prompt:
Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?
A. observation
B. conclusion
C. hypothesis
D. analysis
Answer:

Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?

Choices:
1. analysis
2. observation
3. conclusion
4. hypothesis

Prompt:
Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?
1. analysis
2. observation
3. conclusion
4. hypothesis
Answer:

Answer: 1

Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?

Choices:
I. analysis
M. observation
F. conclusion
U. hypothesis

Prompt:
Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?
I. analysis
M. observation
F. conclusion
U. hypothesis
Answer:

Answer: 1

Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?

Choices:
I. observation
M. conclusion
F. hypothesis
U. analysis

Prompt:
Question: What part of the scientific method involves measuring the growth of a plant over a one-month period?
I. observation
M. conclusion
F. hypothesis
U. analysis
Answer:


Question: Which statement on a toothpaste package best supports the claim of fighting cavities?

Choices:
A. delivers great new flavor
B. patented triple cleansing action
C. guaranteed to make teeth sparkle
D. certified by the American Dental Association

Prompt:
Question: Which statement on a toothpaste package best supports the claim of fighting cavities?
A. delivers great new flavor
B. patented triple cleansing action
C. guaranteed to make teeth sparkle
D. certified by the American Dental Association
Answer:

Answer: 3

Question: Which statement on a toothpaste package best supports the claim of fighting cavities?

Choices:
A. certified by the American Dental Association
B. guaranteed to make teeth sparkle
C. delivers great new flavor
D. patented triple cleansing action

Prompt:
Question: Which statement on a toothpaste package best supports the claim of fighting cavities?
A. certified by the American Dental Association
B. guaranteed to make teeth sparkle
C. delivers great new flavor
D. patented triple cleansing action
Answer:

Question: Which statement on a toothpaste package best supports the claim of fighting cavities?

Choices:
1. delivers great new flavor
2. patented triple cleansing action
3. guaranteed to make teeth sparkle
4. certified by the American Dental Association

Prompt:
Question: Which statement on a toothpaste package best supports the claim of fighting cavities?
1. delivers great new flavor
2. patented triple cleansing action
3. guaranteed to make teeth sparkle
4. certified by the American Dental Association
Answer:

Answer: 3

Question: Which statement on a toothpaste package best supports the claim of fighting cavities?

Choices:
A. delivers great new flavor
C. patented triple cleansing action
M. guaranteed to make teeth sparkle
J. certified by the American Dental Association

Prompt:
Question: Which statement on a toothpaste package best supports the claim of fighting cavities?
A. delivers great new flavor
C. patented triple cleansing action
M. guaranteed to make teeth sparkle
J. certified by the American Dental Association
Answer:

Answer: 3

Question: Which statement on a toothpaste package best supports the claim of fighting cavities?

Choices:
A. certified by the American Dental Association
C. guaranteed to make teeth sparkle
M. delivers great new flavor
J. patented triple cleansing action

Prompt:
Question: Which statement on a toothpaste package best supports the claim of fighting cavities?
A. certified by the American Dental Association
C. guaranteed to make teeth sparkle
M. delivers great new flavor
J. patented triple cleansing action
Answer:


Question: Which is a chemical compound?

Choices:
A. aluminum
B. carbonated water
C. sodium chloride
D. carbon-14

Prompt:
Question: Which is a chemical compound?
A. aluminum
B. carbonated water
C. sodium chloride
D. carbon-14
Answer:

Answer: 2

Question: Which is a chemical compound?

Choices:
A. aluminum
B. carbonated water
C. carbon-14
D. sodium chloride

Prompt:
Question: Which is a chemical compound?
A. aluminum
B. carbonated water
C. carbon-14
D. sodium chloride
Answer:

Answer: 3

Question: Which is a chemical compound?

Choices:
1. aluminum
2. carbonated water
3. sodium chloride
4. carbon-14

Prompt:
Question: Which is a chemical compound?
1. aluminum
2. carbonated water
3. sodium chloride
4. carbon-14
Answer:

Answer: 2

Question: Which is a chemical compound?

Choices:
E. aluminum
W. carbonated water
O. sodium chloride
N. carbon-14

Prompt:
Question: Which is a chemical compound?
E. aluminum
W. carbonated water
O. sodium chloride
N. carbon-14
Answer:

Answer: 2

Question: Which is a chemical compound?

Choices:
E. aluminum
W. carbonated water
O. carbon-14
N. sodium chloride

Prompt:
Question: Which is a chemical compound?
E. aluminum
W. carbonated water
O. carbon-14
N. sodium chloride
Answer:

Answer: 3


Question: Which of these human activities in a forest has a positive effect on the ecosystem?

Choices:
A. Clearing the land to build new homes
B. Planting new trees where old ones were cut down
C. Building a new highway through the area
D. Cutting down trees to make farmland

Prompt:
Question: Which of these human activities in a forest has a positive effect on the ecosystem?
A. Clearing the land to build new homes
B. Planting new trees where old ones were cut down
C. Building a new highway through the area
D. Cutting down trees to make farmland
Answer:

Answer: 1

Question: Which of these human activities in a forest has a positive effect on the ecosystem?

Choices:
A. Planting new trees where old ones were cut down
B. Building a new highway through the area
C. Cutting down trees to make farmland
D. Clearing the land to build new homes

Prompt:
Question: Which of these human activities in a forest has a positive effect on the ecosystem?
A. Planting new trees where old ones were cut down
B. Building a new highway through the area
C. Cutting down trees to make farmland
D. Clearing the land to build new homes
Answer:

Question: Which of these human activities in a forest has a positive effect on the ecosystem?

Choices:
1. Clearing the land to build new homes
2. Planting new trees where old ones were cut down
3. Building a new highway through the area
4. Cutting down trees to make farmland

Prompt:
Question: Which of these human activities in a forest has a positive effect on the ecosystem?
1. Clearing the land to build new homes
2. Planting new trees where old ones were cut down
3. Building a new highway through the area
4. Cutting down trees to make farmland
Answer:

Answer: 1

Question: Which of these human activities in a forest has a positive effect on the ecosystem?

Choices:
R. Clearing the land to build new homes
H. Planting new trees where old ones were cut down
O. Building a new highway through the area
B. Cutting down trees to make farmland

Prompt:
Question: Which of these human activities in a forest has a positive effect on the ecosystem?
R. Clearing the land to build new homes
H. Planting new trees where old ones were cut down
O. Building a new highway through the area
B. Cutting down trees to make farmland
Answer:

Answer: 1

Question: Which of these human activities in a forest has a positive effect on the ecosystem?

Choices:
R. Planting new trees where old ones were cut down
H. Building a new highway through the area
O. Cutting down trees to make farmland
B. Clearing the land to build new homes

Prompt:
Question: Which of these human activities in a forest has a positive effect on the ecosystem?
R. Planting new trees where old ones were cut down
H. Building a new highway through the area
O. Cutting down trees to make farmland
B. Clearing the land to build new homes
Answer:


Question: Which is an example of water condensing?

Choices:
A. A puddle disappearing on a hot summer afternoon
B. Sweat forming on your forehead after you do a lot of exercise
C. Ice cubes melting when you put them out in the sun
D. Dew forming on plants during a cold night

Prompt:
Question: Which is an example of water condensing?
A. A puddle disappearing on a hot summer afternoon
B. Sweat forming on your forehead after you do a lot of exercise
C. Ice cubes melting when you put them out in the sun
D. Dew forming on plants during a cold night
Answer:

Answer: 3

Question: Which is an example of water condensing?

Choices:
A. Sweat forming on your forehead after you do a lot of exercise
B. Dew forming on plants during a cold night
C. A puddle disappearing on a hot summer afternoon
D. Ice cubes melting when you put them out in the sun

Prompt:
Question: Which is an example of water condensing?
A. Sweat forming on your forehead after you do a lot of exercise
B. Dew forming on plants during a cold night
C. A puddle disappearing on a hot summer afternoon
D. Ice cubes melting when you put them out in the sun
Answer:

Answer: 1

Question: Which is an example of water condensing?

Choices:
1. A puddle disappearing on a hot summer afternoon
2. Sweat forming on your forehead after you do a lot of exercise
3. Ice cubes melting when you put them out in the sun
4. Dew forming on plants during a cold night

Prompt:
Question: Which is an example of water condensing?
1. A puddle disappearing on a hot summer afternoon
2. Sweat forming on your forehead after you do a lot of exercise
3. Ice cubes melting when you put them out in the sun
4. Dew forming on plants during a cold night
Answer:

Answer: 3

Question: Which is an example of water condensing?

Choices:
V. A puddle disappearing on a hot summer afternoon
M. Sweat forming on your forehead after you do a lot of exercise
N. Ice cubes melting when you put them out in the sun
L. Dew forming on plants during a cold night

Prompt:
Question: Which is an example of water condensing?
V. A puddle disappearing on a hot summer afternoon
M. Sweat forming on your forehead after you do a lot of exercise
N. Ice cubes melting when you put them out in the sun
L. Dew forming on plants during a cold night
Answer:

Answer: 3

Question: Which is an example of water condensing?

Choices:
V. Sweat forming on your forehead after you do a lot of exercise
M. Dew forming on plants during a cold night
N. A puddle disappearing on a hot summer afternoon
L. Ice cubes melting when you put them out in the sun

Prompt:
Question: Which is an example of water condensing?
V. Sweat forming on your forehead after you do a lot of exercise
M. Dew forming on plants during a cold night
N. A puddle disappearing on a hot summer afternoon
L. Ice cubes melting when you put them out in the sun
Answer:

Answer: 1


Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of

Choices:
A. nuclei and DNA.
B. atoms and molecules.
C. ecology and environment.
D. mathematics and probability.

Prompt:
Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of
A. nuclei and DNA.
B. atoms and molecules.
C. ecology and environment.
D. mathematics and probability.
Answer:

Answer: 3

Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of

Choices:
A. mathematics and probability.
B. atoms and molecules.
C. ecology and environment.
D. nuclei and DNA.

Prompt:
Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of
A. mathematics and probability.
B. atoms and molecules.
C. ecology and environment.
D. nuclei and DNA.
Answer:

Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of

Choices:
1. nuclei and DNA.
2. atoms and molecules.
3. ecology and environment.
4. mathematics and probability.

Prompt:
Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of
1. nuclei and DNA.
2. atoms and molecules.
3. ecology and environment.
4. mathematics and probability.
Answer:

Answer: 3

Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of

Choices:
R. nuclei and DNA.
B. atoms and molecules.
P. ecology and environment.
H. mathematics and probability.

Prompt:
Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of
R. nuclei and DNA.
B. atoms and molecules.
P. ecology and environment.
H. mathematics and probability.
Answer:

Answer: 3

Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of

Choices:
R. mathematics and probability.
B. atoms and molecules.
P. ecology and environment.
H. nuclei and DNA.

Prompt:
Question: Gregor Mendel studied ratios related to traits passed from parent pea plants to offspring pea plants. Mendel used large numbers of plants to avoid "sampling error." This changed the way scientists studied genetics because it included ideas of
R. mathematics and probability.
B. atoms and molecules.
P. ecology and environment.
H. nuclei and DNA.
Answer:


Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?

Choices:
A. fall
B. winter
C. spring
D. summer

Prompt:
Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?
A. fall
B. winter
C. spring
D. summer
Answer:

Answer: 3

Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?

Choices:
A. fall
B. winter
C. summer
D. spring

Prompt:
Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?
A. fall
B. winter
C. summer
D. spring
Answer:

Answer: 2

Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?

Choices:
1. fall
2. winter
3. spring
4. summer

Prompt:
Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?
1. fall
2. winter
3. spring
4. summer
Answer:

Answer: 3

Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?

Choices:
B. fall
J. winter
A. spring
S. summer

Prompt:
Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?
B. fall
J. winter
A. spring
S. summer
Answer:

Answer: 3

Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?

Choices:
B. fall
J. winter
A. summer
S. spring

Prompt:
Question: What season is the Northern Hemisphere experiencing when it is tilted directly toward the Sun?
B. fall
J. winter
A. summer
S. spring
Answer:

Answer: 2


Question: Which species have been on the Earth for the shortest amount of time?

Choices:
A. Humans
B. Insects
C. Fish
D. Reptiles

Prompt:
Question: Which species have been on the Earth for the shortest amount of time?
A. Humans
B. Insects
C. Fish
D. Reptiles
Answer:

Question: Which species have been on the Earth for the shortest amount of time?

Choices:
A. Reptiles
B. Humans
C. Insects
D. Fish

Prompt:
Question: Which species have been on the Earth for the shortest amount of time?
A. Reptiles
B. Humans
C. Insects
D. Fish
Answer:

Answer: 1

Question: Which species have been on the Earth for the shortest amount of time?

Choices:
1. Humans
2. Insects
3. Fish
4. Reptiles

Prompt:
Question: Which species have been on the Earth for the shortest amount of time?
1. Humans
2. Insects
3. Fish
4. Reptiles
Answer:

Question: Which species have been on the Earth for the shortest amount of time?

Choices:
K. Humans
Q. Insects
M. Fish
G. Reptiles

Prompt:
Question: Which species have been on the Earth for the shortest amount of time?
K. Humans
Q. Insects
M. Fish
G. Reptiles
Answer:

Question: Which species have been on the Earth for the shortest amount of time?

Choices:
K. Reptiles
Q. Humans
M. Insects
G. Fish

Prompt:
Question: Which species have been on the Earth for the shortest amount of time?
K. Reptiles
Q. Humans
M. Insects
G. Fish
Answer:

Answer: 1


Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?

Choices:
A. a scale
B. a ruler
C. a hand lens
D. a balance scale

Prompt:
Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?
A. a scale
B. a ruler
C. a hand lens
D. a balance scale
Answer:

Answer: 2

Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?

Choices:
A. a hand lens
B. a ruler
C. a scale
D. a balance scale

Prompt:
Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?
A. a hand lens
B. a ruler
C. a scale
D. a balance scale
Answer:

Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?

Choices:
1. a scale
2. a ruler
3. a hand lens
4. a balance scale

Prompt:
Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?
1. a scale
2. a ruler
3. a hand lens
4. a balance scale
Answer:

Answer: 2

Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?

Choices:
D. a scale
G. a ruler
I. a hand lens
M. a balance scale

Prompt:
Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?
D. a scale
G. a ruler
I. a hand lens
M. a balance scale
Answer:

Answer: 2

Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?

Choices:
D. a hand lens
G. a ruler
I. a scale
M. a balance scale

Prompt:
Question: Which tool should be used to compare the growth of an algal colony growing in a petri dish?
D. a hand lens
G. a ruler
I. a scale
M. a balance scale
Answer:


Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?

Choices:
A. by nuclear connection
B. by physically combining
C. by magnetic connection
D. by chemically combining

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?
A. by nuclear connection
B. by physically combining
C. by magnetic connection
D. by chemically combining
Answer:

Answer: 3

Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?

Choices:
A. by chemically combining
B. by nuclear connection
C. by physically combining
D. by magnetic connection

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?
A. by chemically combining
B. by nuclear connection
C. by physically combining
D. by magnetic connection
Answer:

Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?

Choices:
1. by nuclear connection
2. by physically combining
3. by magnetic connection
4. by chemically combining

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?
1. by nuclear connection
2. by physically combining
3. by magnetic connection
4. by chemically combining
Answer:

Answer: 3

Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?

Choices:
N. by nuclear connection
Y. by physically combining
E. by magnetic connection
X. by chemically combining

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?
N. by nuclear connection
Y. by physically combining
E. by magnetic connection
X. by chemically combining
Answer:

Answer: 3

Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?

Choices:
N. by chemically combining
Y. by nuclear connection
E. by physically combining
X. by magnetic connection

Prompt:
Question: Use The Periodic Table of the Elements and the information below to answer the question. Magnesium metal (Mg) is grayish-white in color and reacts actively with water. Fluorine (F2) is a greenish-yellow gas at room temperature and is a member of the halogen family. These two elements react to produce magnesium fluoride (MgF2), a chemical commonly used in making windows and lenses. How do the elements magnesium (Mg) and fluorine (F2) produce the compound magnesium fluoride (MgF2)?
N. by chemically combining
Y. by nuclear connection
E. by physically combining
X. by magnetic connection
Answer:


Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?

Choices:
A. Symmetrical wings are attractive to females.
B. Symmetrical wings indicate genetic mutations.
C. Symmetrical wings indicate that males are good predators.
D. Symmetrical wings are signs that a bird is very aggressive.

Prompt:
Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?
A. Symmetrical wings are attractive to females.
B. Symmetrical wings indicate genetic mutations.
C. Symmetrical wings indicate that males are good predators.
D. Symmetrical wings are signs that a bird is very aggressive.
Answer:

Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?

Choices:
A. Symmetrical wings indicate that males are good predators.
B. Symmetrical wings are attractive to females.
C. Symmetrical wings indicate genetic mutations.
D. Symmetrical wings are signs that a bird is very aggressive.

Prompt:
Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?
A. Symmetrical wings indicate that males are good predators.
B. Symmetrical wings are attractive to females.
C. Symmetrical wings indicate genetic mutations.
D. Symmetrical wings are signs that a bird is very aggressive.
Answer:

Answer: 1

Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?

Choices:
1. Symmetrical wings are attractive to females.
2. Symmetrical wings indicate genetic mutations.
3. Symmetrical wings indicate that males are good predators.
4. Symmetrical wings are signs that a bird is very aggressive.

Prompt:
Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?
1. Symmetrical wings are attractive to females.
2. Symmetrical wings indicate genetic mutations.
3. Symmetrical wings indicate that males are good predators.
4. Symmetrical wings are signs that a bird is very aggressive.
Answer:

Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?

Choices:
E. Symmetrical wings are attractive to females.
U. Symmetrical wings indicate genetic mutations.
A. Symmetrical wings indicate that males are good predators.
H. Symmetrical wings are signs that a bird is very aggressive.

Prompt:
Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?
E. Symmetrical wings are attractive to females.
U. Symmetrical wings indicate genetic mutations.
A. Symmetrical wings indicate that males are good predators.
H. Symmetrical wings are signs that a bird is very aggressive.
Answer:

Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?

Choices:
E. Symmetrical wings indicate that males are good predators.
U. Symmetrical wings are attractive to females.
A. Symmetrical wings indicate genetic mutations.
H. Symmetrical wings are signs that a bird is very aggressive.

Prompt:
Question: Male barn swallow birds with symmetrically-shaped wings find mates more quickly than males with asymmetrical wing shapes. Which statement best explains the significance of symmetry in the barn swallow population?
E. Symmetrical wings indicate that males are good predators.
U. Symmetrical wings are attractive to females.
A. Symmetrical wings indicate genetic mutations.
H. Symmetrical wings are signs that a bird is very aggressive.
Answer:

Answer: 1


Question: Which of the following would be most useful for calculating the density of a rock sample?

Choices:
A. microscope and balance
B. graduated cylinder and balance
C. microscope and graduated cylinder
D. beaker and graduated cylinder

Prompt:
Question: Which of the following would be most useful for calculating the density of a rock sample?
A. microscope and balance
B. graduated cylinder and balance
C. microscope and graduated cylinder
D. beaker and graduated cylinder
Answer:

Answer: 1

Question: Which of the following would be most useful for calculating the density of a rock sample?

Choices:
A. graduated cylinder and balance
B. microscope and balance
C. microscope and graduated cylinder
D. beaker and graduated cylinder

Prompt:
Question: Which of the following would be most useful for calculating the density of a rock sample?
A. graduated cylinder and balance
B. microscope and balance
C. microscope and graduated cylinder
D. beaker and graduated cylinder
Answer:

Question: Which of the following would be most useful for calculating the density of a rock sample?

Choices:
1. microscope and balance
2. graduated cylinder and balance
3. microscope and graduated cylinder
4. beaker and graduated cylinder

Prompt:
Question: Which of the following would be most useful for calculating the density of a rock sample?
1. microscope and balance
2. graduated cylinder and balance
3. microscope and graduated cylinder
4. beaker and graduated cylinder
Answer:

Answer: 1

Question: Which of the following would be most useful for calculating the density of a rock sample?

Choices:
E. microscope and balance
Q. graduated cylinder and balance
J. microscope and graduated cylinder
M. beaker and graduated cylinder

Prompt:
Question: Which of the following would be most useful for calculating the density of a rock sample?
E. microscope and balance
Q. graduated cylinder and balance
J. microscope and graduated cylinder
M. beaker and graduated cylinder
Answer:

Answer: 1

Question: Which of the following would be most useful for calculating the density of a rock sample?

Choices:
E. graduated cylinder and balance
Q. microscope and balance
J. microscope and graduated cylinder
M. beaker and graduated cylinder

Prompt:
Question: Which of the following would be most useful for calculating the density of a rock sample?
E. graduated cylinder and balance
Q. microscope and balance
J. microscope and graduated cylinder
M. beaker and graduated cylinder
Answer:


Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?

Choices:
A. Earth
B. Mercury
C. the Sun
D. the Moon

Prompt:
Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?
A. Earth
B. Mercury
C. the Sun
D. the Moon
Answer:

Answer: 3

Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?

Choices:
A. the Moon
B. Mercury
C. Earth
D. the Sun

Prompt:
Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?
A. the Moon
B. Mercury
C. Earth
D. the Sun
Answer:

Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?

Choices:
1. Earth
2. Mercury
3. the Sun
4. the Moon

Prompt:
Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?
1. Earth
2. Mercury
3. the Sun
4. the Moon
Answer:

Answer: 3

Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?

Choices:
A. Earth
Y. Mercury
E. the Sun
S. the Moon

Prompt:
Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?
A. Earth
Y. Mercury
E. the Sun
S. the Moon
Answer:

Answer: 3

Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?

Choices:
A. the Moon
Y. Mercury
E. Earth
S. the Sun

Prompt:
Question: Which object in our solar system reflects light and is a satellite that orbits around one planet?
A. the Moon
Y. Mercury
E. Earth
S. the Sun
Answer: